To continue to align state university degree programs with the economic development and workforce needs of the state, the Florida Board of Governors has identified several Areas of Programmatic Strategic Emphasis. These targeted degree areas include:

Click here to see a list of UWF degree programs which have been identified as serving these areas of emphasis.

Student credit hours are calculated by multiplying course enrollment by course credit hours. The numbers included in this table represent the student credit hours generated from courses offered by the department in the Fall and Spring semesters. In CICS, this is determined using the DPT1 and/or DPT2 field listed on the course section (see RCSO).

The weighted student credit hour totals displayed in the table are calculated using the following weighting factors:

Lower Divisionx1.0
Upper Divisionx1.2
Graduatex1.6

For more detail on the numbers displayed in this table, see the Academic Affairs Budget Office website. Student credit hour reports are in the Financial Information section under Student Credit Hours Per Semester.

Please note that the table does not include student credit hours generated from student exchange courses (those with a location code of "IE" or "NE") while the student credit hour reports on the website include these hours. For some departments this will cause a small discrepancy between the two sources. You may click on any row in the student credit hour reports on the website to see a complete breakdown of each course included in the total. The location code for each course is displayed in that breakdown.

Faculty FTE History • Mathematics and Statistics
Faculty Name 2008 2009 2010 2011 2012
Loribeth Alvin 0.0 N/A* 0.0 1.0 1.0
Raid Amin 0.0 N/A* 1.0 1.0 1.0
Subhash Bagui 0.0 N/A* 1.0 1.0 1.0
Lucia Bushway 0.0 N/A* 1.0 1.0 1.0
Franco Fedele 0.0 N/A* 1.0 1.0 1.0
Rohan Hemasinha 0.0 N/A* 1.0 1.0 1.0
Jaromy Kuhl 0.0 N/A* 1.0 1.0 1.0
Geoffrey La Forte 0.0 N/A* 1.0 1.0 1.0
Kuiyuan Li 0.0 N/A* 1.0 1.0 1.0
Jia Liu 0.0 N/A* 1.0 1.0 1.0
Daniel Nash 0.0 N/A* 0.0 0.0 1.0
Matoteng Ncube 0.0 N/A* 1.0 1.0 1.0
Anthony Okafor 0.0 N/A* 1.0 1.0 1.0
Florentina Tone 0.0 N/A* 1.0 1.0 1.0
Josaphat Uvah 0.0 N/A* 1.0 1.0 1.0
Department Total 0.0 N/A* 13.0 14.0 15.0

Tenured Faculty Tenure Earning Faculty Non-Tenure Earning Faculty
 
* Line detail is not available for Fall 2009

Departmental growth capacity represents a department's ability to support more students by offering more courses or raising course enrollment. The growth capacity rank identifies the departments with the greatest need of more faculty lines to support its current student credit hour load. This ranking is determined by dividing the department's weighted fall/spring student credit hours by the number of regular line-item instructional faculty in the department at the start of that academic year. These numbers are displayed in the Student Credit Hours table and the # of FTE Faculty by Tenure Status table, respectively. Departments with lower rank values have less capacity for growth based on this calculation than those with higher rank values.

The complete growth capacity ranking of all academic departments is available for each year displayed in the table. To see the complete ranking, click on the academic year in the heading of the table.

The instructor types used for the Average Class Size table and the Percent of student credit hours taught by instructor type table do not correspond directly to the instructor type listed on the instructor's record on the course offering in CICS (see RIND and/or RCSO). The instructor type listed in CICS is referred to as the reported instructor type and the instructor type used for the tables is referred to as the effective instructor type. The effective instructor type is calculated as follows:

If the reported instructor type is:

The low enrollment courses table displays the number of courses at the undergraduate and graduate level which have enrollment beneath the standard benchmark value for that level. The standard benchmark value is 20 students for undergraduate courses and 15 students for graduate courses. The following rules apply to both the count and the percentage of low enrollment courses:

  Faculty Line Search Request Template -- 2013 - 2014 Faculty Searches Help

Department Name: Mathematics and Statistics

  1. Describe how this faculty line will advance UWF's legislative and strategic priorities in the applicable categories:
    • Economic Development/Workforce Demand

      The department is requesting a non-tenure lecturer line. Its purpose is to meet the demand to offer more lower divisional courses. In the fall 2011 semester, the department offered 60 lower divisional courses, and in the fall 2012 semester, the department offered 78 (and 53 courses were offered in fall 2010). Other relevant statistics for lower divisional courses in fall 2012: the average course size is 40.7, there is only one under enrolled course, and the faculty size recently increased by one lecturer. If the department continues such trends, the revenue generated will compensate the cost of a lecturer.

      The person filling the department's request will be involved in the assessments of lower divisional courses. The implication will be increased efforts to improve retention rates and GPAs. Thus, the department's request falls within the economic strategies of Academic Affairs.

      Additionally, each workforce demand requires its majors to complete at least 2 lower level mathematics courses. Of course, STEM workforce demands require more. Furthermore, more students entering the university require remediation. During the fall 2012 semester, the department offered 16 sections of remedial mathematics - of these sections, there are 638 students (the department offered 8 sections in fall 2011). There are many more students enrolling in at least 3 lower level mathematics courses during the course of their college career.

    • Science, Technology, Engineering, and Mathematics (STEM)

      The lecturer will meet the demands placed on mathematics in STEM. Scientists and Engineers entering the workforce must first pass through the Calculus sequence. An additional lecturer line will allow the department to offer more Cal1, Cal2, Cal3, and Differential Equation sections.

    • Accreditation Requirements

    • Niche programs with growth potential

      As noted above, the department services STEM programs with the Calculus sequence. Other service courses are Elements of Statistics and Linear Algebra, which can be taught in a lecturer line.

  2. Any additional information to further explain the request such as comments on evidence of quality, general education requirements, significant pressure points, Emerald Coast offerings, online courses, etc:

    Due to increases in enrollments and thus increases in number of courses offered by the department, adjuncts and TAs currently teach 49% of the department course load. During the fall 2011 and fall 2010 semesters, adjuncts and TAs taught 40% and 35% of the course load respectively. Each year the department relies more on their use for general studies courses. Another reason for increased adjunct/TA use is the tremendous enrollment growth in the department's graduate program (the enrollment is currently above 140 students).

    There are implications of declining quality due to adjuncts teaching 3-4 courses at UWF and teaching additional courses at PSC. Other implications can be made with adjuncts not being as involved in the course assessments as full time lecturers. Furthermore, by relying heavily on the use of adjuncts and TAs, it will be difficult to maintain the department's current state ranking - which is #1 - with respect to overall performance in math gatekeeper courses.

    Also due to increases in enrollments, faculty taught 7 overloads and the Chair taught an extra course during the fall 2012 semester. There is evidence that the quality of teaching diminishes when faculty teach four courses and continue their research and service agendas.

    The increase in enrollments are significant pressure points with regard to general education requirements. In order for the department to maintain its current successes in general studies mathematics courses, a full time lecturer position is important.

  3. If this request is for a tenure-earning position, explain why a tenure-earning position is needed:

    The request is for a non-tenure lecturer position.

  4. a. General Description of Workload Assignment:

    The teaching load will be four courses per fall semester and four courses per spring semester. The courses to be taught are lower divisional courses (Gen Ed courses) and major courses up to linear algebra. Since the department offers lower divisional courses via Elluminate, there will be an online component to the workload, if needed.

    The department assesses each of its general studies courses (9 courses). The lecturer position will aid the department in collecting data, writing reports, and making instructional adjustments to account for the data.

    There will also be a service component that includes the department's annual November conference and the annual AMC competition for high school students.



    b. Explain how the workload/courses are currently being covered by the department:

    The workload is currently being covered by adjuncts, TAs, and faculty teaching overloads.

    5. Please review the enrollment data for the department shown below. Refer to this data to answer the questions that follow.

    Student Credit Hours - Fall/Spring
    08/09 09/10 10/11 11/12 12/13 +/-
    Lower
    12057 13134 13468 14543 18193 ↑ 50.89%
    Upper
    1793 1878 1800 2222 1989 ↑ 10.93%
    Graduate
    616 803 842 1161 1305 ↑ 111.85%


    Fall Headcount (# of majors by specialization)
    Specialization 2008 2009 2010 2011 2012 +/-
    Undergraduate
    17013G: MATHEMATICS  51   57   69   85   89  ↑ 75%
    17013N: COMPUTATIONAL MATH  2   4   2   1   0  ↓ ∞
    17013O: FIN MATH&COMP STATS  5   10   8   8   5 
    =
    17013T: MATH IN TEACHING  25   23   16   9   5  ↓ 80%
    †1701: MATH/NON-DEG  3   0   0   0   0  ↓ ∞
    †1701 U: MATH/UG/NON-DEGREE  3   4   3   6   8  ↑ 167%
    TOTAL 89 98 98 109 107 ↑ 20%
    Graduate
    17015B: MATHEMATICAL SCI  35   34   64   86   120  ↑ 243%
    17015I: MATH: APPLIED STATS  1   1   0   0   0  ↓ ∞
    †1701 G: MATH/GRAD/NON-DEGREE  1   34   9   9   10  ↑ 900%
    TOTAL 37 69 73 95 130 ↑ 251%
    † indicates non-degree major


    Degrees Awarded (by specialization)
    Specialization 08/09 09/10 10/11 11/12 12/13 +/-
    Undergraduate
    17013G: MATHEMATICS  11   13   10   17   17  ↑ 55%
    17013N: COMPUTATIONAL MATH  0   1   2   0   0 
    =
    17013O: FIN MATH&COMP STATS  3   1   4   2   2  ↓ 33%
    17013T: MATH IN TEACHING  6   4   2   2   3  ↓ 50%
    TOTAL 20 19 18 21 22 ↑ 10%
    Graduate
    17015B: MATHEMATICAL SCI  14   13   13   15   21  ↑ 50%
    TOTAL 14 13 13 15 21 ↑ 50%


  5. Please explain why any undergraduate degree specializations* with fewer then 15 majors have not been deleted:

    The Math In Teaching, Financial Math, and Computational Math undergraduate degree specializations have been deleted. The 10 students currently in these specializations are being grandfathered through.

  6. Please explain why any graduate degree specializations* with fewer then 10 majors have not been deleted:

    The department does not have graduate degree specializations.

    * Does not include non-degree specializations (indicated with a † above)

  7. Additional information that will be used to evaluate capacity:

    # of FTE Faculty by Tenure Status
      Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012
    Tenure & Tenure Earning 11.0 11.0 11.0 12.0 12.0
    Non-Tenure Earning 2.0 2.0 2.0 2.0 3.0

    Avg. student credit hours taught by
    full-time tenure earning and tenured faculty
    2010/2011 2011/2012 2012/2013
    407.95 362.20 N/A‡

    ‡ Data not yet available for this term


    # (%) of low enrollment courses
    (undergrad: <20, grad: <15)
      10/11 11/12 12/13
    Undergraduate 3 ( 2.6%) 4 ( 3.1%) 5 ( 3.2%)
    Graduate 0 ( 0.0%) 3 ( 18.8%) 11 ( 40.7%)


    Average Class Size
      Fall 2010 Fall 2011 Fall 2012
    Reg Adj TA ESC All Reg Adj TA ESC All Reg Adj TA ESC All
    Lower 47.3 42.5 40.8 41.5 44.4 48.0 41.5 39.9 37.8 43.1 42.0 39.0 39.7 49.0 40.8
    Upper 31.3 26.0 0.0 0.0 30.8 36.9 31.0 0.0 51.0 37.6 27.5 39.0 0.0 0.0 28.4
    Graduate 23.2 0.0 0.0 0.0 23.2 18.9 0.0 0.0 0.0 18.9 15.9 1.0 0.0 0.0 14.8


    Percent of student credit hours taught by instructor type
      10/11 11/12 12/13
    Reg Adj TA ESC Reg Adj TA ESC Reg Adj TA ESC
    Lower 52.4% 24.1% 19.6% 3.9% 42.9% 22.5% 26.7% 7.9% 37.4% 30.3% 26.1% 6.2%
    Upper 94.3% 5.7% 0.0% 0.0% 84.6% 9.0% 0.0% 6.4% 86.6% 8.0% 0.0% 5.4%
    Graduate 80.9% 19.1% 0.0% 0.0% 100.0% 0.0% 0.0% 0.0% 99.7% 0.3% 0.0% 0.0%
    Total 58.7% 21.6% 16.4% 3.3% 51.3% 19.6% 21.8% 7.3% 45.3% 26.6% 22.3% 5.8%