This activity is designed to help institutional leadership and math faculty create a vision for scaling math pathways.

The Tennessee Board of Regents (TBR) conducted a study of its co–requisite remediation effectiveness for its pilot year, Fall 2014 to Spring 2015, and full implementation, Fall 2015.

American Mathematical Association of Two-Year Colleges AMATYC stated that intermediate algebra is an appropriate prerequisite for algebra-based gateway sequences that led to calculus (STEM); however, it is not a universal prerequisite for all college level mathematics courses.

Exemplar Advising Model for Placement from the University of North Texas

This resource describes the Reasoning with Functions I student learning outcomes and content learning outcomes.

This resource describes the DCMP Foundations of Mathematical Reasoning course, its structure, and course outcomes.

This bibliography summarizes selected research that informs the Frameworks for Mathematics and Collegiate Learning course which is built on four pillar (or themes): (1) building community and connecting to campus resources; (2) developing and maintaining motivation for success; (3) developing and

This resource is a comprehensive curricular guide to the "Frameworks for Mathematics & Collegiate Learning Course".

This resource supports faculty members implementing a learning frameworks course at their institution, especially faculty implementing the Dana Center Mathematics Pathways model, as they modify or deepen activities to meet the needs of their students.

This tool is intended for use in conjunction with the "High Impact Practices Resource". It provides guiding questions to help a team plan for implementing key practices that increase the number of students in DCMP courses and improve student success.