Cal Poly Pomona

P&R Responses for recommendation 99

Recommendation 99
Department Mathematics and Statistics
Consensus Opinion 32 out of 32 faculty/staff : Con
Consensus Explanation The mathematics and statistics department plays a vital role at Cal Poly Pomona. We provide service and GE courses for virtually every student on campus. Finally, mathematics can be thought of both as the center of a polytechnic education and as a classical liberal art. Thus we are at the core of the polytechnic liberal arts university.

We in the department of mathematics and statistics feel strongly that we merit both more tenure-line faculty and enhanced funding.

• Using the major-to-faculty ratio to justify the recommendation not to hire a significant number of new faculty is absurd. According to the program report for Mathematics (Indicator 1.1.6), about 93% of the department FTEs are in GE and Service. Furthermore, we have obligations outside of the department, such as teacher supervision or SME courses. With all that we do beyond serving our majors, we clearly need more faculty.
• The greatest argument for more tenure-line faculty is our over-reliance on part-time faculty. The way to address this imbalance is by gradually increasing the size of our tenure-line faculty. Most of the courses at the level of calculus (MAT 114) and higher should be taught by tenure-line faculty. This would have a positive effect on our graduation rates.
• The department plays a major role in K-12 education: we teach classes on both content and pedagogy for teachers; our faculty give advice, study materials, and assistance to students from other majors who are interested in taking the CSET exams; we supervise student teachers and run professional development programs for in-service teachers. We share the committee’s commitment to K-12 education. Just as many CEIS programs were recommended for more funding, our strong contribution to education also merits increased funding.
• The department has a fully developed assessment plan.
• Our tenure-line faculty is 7% African-American, 7% Hispanic and 14% Asian. Almost 50% of our tenure-line faculty is female. This is exceptional for a department of mathematics. The most recent statistics available from the American Mathematical Society indicate that of the current PhDs granted in mathematics, only 32% are women, 3% are African-American, and 5% are Hispanic. Comparing our faculty to these numbers, there can be no doubt that we are committed to diversity. As we hire more faculty, we can work to become more diverse.
• We believe that our graduation rates would be significantly higher if we had more tenure-line faculty. We are turning students away from upper level math courses because of a lack of space and faculty to teach the classes.
• Our graduation rates are affected by the sequential nature of mathematics. Students who fall behind in the lower division curriculum cannot get caught up. For example, a transfer student who begins in MAT 114 (Calculus) here must continue to take only one math class per quarter until reaching MAT 214. This puts the student back at least a year and there is very little we can do about it.

Minority Opinion NA out of NA faculty/staff : NA
Minority Explanation

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