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This study focused on the challenges of at-scale corequisite mathematics course development and implementation based on the experiences of 21 system leaders, college administrators, and faculty across four states.

Level:
State
Process Stage:
Planning
Role:
Policy

Mathematical competency and effective quantitative reasoning skills are essential for safe nursing practice; however, research reveals a lack of consensus on the necessary quantitative learning outcomes for undergraduate nursing programs.

Level:
State
Process Stage:
Planning
Role:
Policy, Partner Disciplines

This resource focuses on Quantitative Literacy (also known as Mathematical Reasoning) as a rigorous, relevant mathematics pathway in Arkansas. It demystifies commonly held myths about enrolling students in this mathematics pathway.

Level:
State, Classroom
Process Stage:
Planning, Continuously Improving
Role:
Policy, Math Department

Evidence continues to mount that providing just-in-time assistance in the form of corequisite support courses is helping students succeed in completing their gateway mathematics courses in their first year,3 which has long been a major stumbling block for students who have been designated as unde

Level:
Institution
Process Stage:
Implementing, Continuously Improving
Role:
Institutional Leadership, Advisors and Coordinators

This resource focuses on Quantitative Literacy (also known as Mathematical Reasoning) as a rigorous, relevant mathematics pathway in Arkansas. It demystifies commonly held myths about enrolling students in this mathematics pathway.

Level:
State, Institution
Process Stage:
Getting Started, Planning
Role:
Policy, Advisors and Coordinators

Kendall College of Art and Design (KCAD) of Ferris State University offers highly applied, project-based, and career-focused educational programs that leverage and contribute to the local community.

Level:
State, Institution
Process Stage:
Implementing
Role:
Policy, Institutional Leadership, Partner Disciplines

This resource from the Charles A. Dana Center outlines the considerations and process for launching task forces that establish ongoing partnerships between workforce stakeholders (e.g., industry, higher education, advocacy organizations, professional organizations, students).

Level:
State
Process Stage:
Getting Started, Planning
Role:
Policy, Institutional Leadership

Virginia’s community colleges, employers, and trade associations are partnering to address the shortage of skilled workers in manufacturing, by making it easier for Virginians to be trained and job ready.

Level:
State, Institution
Process Stage:
Planning, Implementing, Continuously Improving
Role:
Policy, Institutional Leadership, Partner Disciplines

Manufacturers in the Greater Louisville area partnered with Jefferson Community and Technical College to implement the Federation for Advanced Manufacturing Education (FAME).

Level:
State
Process Stage:
Implementing, Continuously Improving
Role:
Policy, Partner Disciplines

Tyler Junior College (TJC) designed a foundational industrial mathematics course focused on the necessary mathematics skills and competencies to meet the economic development needs of the community and the training requirements of local industry.

Level:
State
Process Stage:
Implementing, Continuously Improving
Role:
Institutional Leadership

Spotlight: Updated and New Resources

This study focused on the challenges of at-scale corequisite mathematics course development and implementation based on the experiences of 21 system leaders, college administrators, and faculty across four states.

Mathematical competency and effective quantitative reasoning skills are essential for safe nursing practice; however, research reveals a lack of consensus on the necessary quantitative learning outcomes for undergraduate nursing programs.

Evidence continues to mount that providing just-in-time assistance in the form of corequisite support courses is helping students succeed in completing their gateway mathematics courses in their first year,3 which has long been a major stumbling block for students who have been designated as unde