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Across the nation, institutions are implementing one–semester co–requisite models, which refer to the practice of placing students directly into college–level courses regardless of preparation, and providing them with supports for just–in–time instruction. One four–year institution — University of Central Arkansas — implemented and scaled corequisite models for its Quantitative Literacy and College Algebra courses that led to significant student success and completion rates nearing 90% for underprepared students.
Level:
Institution, Classroom
Process Stage:
Planning, Implementing
Role:
Math Department
Across the nation, institutions are implementing one–semester co–requisite models, which refer to the practice of placing students directly into college–level courses regardless of preparation, and providing them with supports for just-in-time instruction. A two–year institution in Oklahoma — Tulsa Community College — combined its institutional initiatives in order to quickly and effectively implement and scale co–requisite supports across its campuses to support underprepared students in completing their first college–level coursework.
Level:
Institution, Classroom
Process Stage:
Planning, Implementing
Role:
Math Department
In an effort to better align degree programs and strengthen the Non-STEM mathematics pathways across the state, the Arkansas Department of Higher Education and the Arkansas Course Transfer System Mathematics Review Committee have issued recommendations to guide institutions as they determine which degrees/programs should accept Quantitative Literacy/Mathematical Reasoning (ACTS Course MATH1113) as the general education mathematics requirement.
Level:
State
Process Stage:
Planning, Implementing
Role:
Policy, Math Department, Partner Disciplines
This PDF is an accompanying resource with the PowerPoint slides on communication and mathematics pathways to be used with the "Effective Messaging in Promoting Mathematics Pathways" webinar.
Level:
Institution
Process Stage:
Getting Started
Role:
Institutional Leadership, Math Department, Partner Disciplines, Advisors and Coordinators
This webinar is strategically designed to support mathematics faculty, administrators, student services staff, and institutional researchers to plan effective messaging and communication regarding mathematics pathways.

In this webinar, participants will:
* Understand the value of careful and strategic messaging.
* Understand basic effective practice in messaging.
* Examine specific, critical messaging challenges common to mathematics pathways.
* Identify messaging challenges unique or particularly sensitive to their institutions.
* Plan strategies to prepare champions.

The following resource supports this webinar:
1. Effective Messaging in Promoting Mathematics Pathways (PowerPoint)
Level:
Institution
Process Stage:
Getting Started
Role:
Institutional Leadership, Math Department, Partner Disciplines, Advisors and Coordinators
This resource can assist state- and/or institutional-level working groups to define and develop effective communication and engagement strategies while examining effective messaging related to mathematics pathways.
Level:
State, Institution
Process Stage:
Getting Started
Role:
Policy, Institutional Leadership, Math Department
This resource highlights sample communication and engagement strategies across diverse stakeholder groups.
Level:
State
Process Stage:
Getting Started
Role:
Policy, Institutional Leadership, Math Department
This template is designed to help develop a strategic plan for communication and engagement with diverse stakeholder groups.
Level:
State, Institution
Process Stage:
Getting Started
Role:
Policy, Institutional Leadership, Math Department
List of institutional commitments and two-year and four-year institutions in Missouri that committed to implement mathematics pathways in Fall 2018.
Level:
State
Process Stage:
Planning
This resource explores mathematics as a barrier to student success and degree completion for millions of higher education students. Further, it examines two major drivers — mismatch of math content to student's academic and career needs, and long developmental sequences — linked to these issues and current multiple math pathways initiatives that show promise for assisting students to complete their entry-level mathematics coursework in one year or less.
Level:
State, Institution
Process Stage:
Getting Started
Role:
Policy, Institutional Leadership, Math Department, Advisors and Coordinators