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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
Example of a student-friendly resource for the Non–STEM math pathway at Northwest Vista College, Texas.
Level:
Institution
Process Stage:
Implementing
Role:
Advisors and Coordinators
DOWNLOADABLE FILE(S)
This example shows Indiana's established set of math pathways that are aligned to programs of study; this example is intended for use as a reference.
Level:
State, Institution
Process Stage:
Planning, Implementing
Role:
Policy, Institutional Leadership, Math Department
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. The data results revealed significant improvement for students enrolled in co–requisite coursework as compared to the prerequisite model.
Level:
State, Institution
Process Stage:
Planning, Implementing
Role:
Institutional Leadership, Math Department
Example of student-friendly resource for math pathways at Victoria College in Victoria, Texas
Level:
Institution
Process Stage:
Implementing
Role:
Advisors and Coordinators
Example of a student-friendly resource for the STEM math pathway at Northwest Vista College, Texas.
Level:
Institution
Process Stage:
Implementing
Role:
Advisors and Coordinators
Currently, most state- and system-level policy supports the transferability of credits but does not account for the applicability of those credits to a student’s program of study. Several states have taken steps to address this issue directly. While each state’s approach to the problem is distinct, all of them can be instructive in better understanding the nuanced policy and planning considerations needed to better serve students in this area.
Level:
State
Process Stage:
Planning, Implementing, Continuously Improving
Role:
Policy
The Mathematics Pathways to Completion (MPC) is a major effort supporting six states in moving from a broad vision for mathematics pathways to institutional implementation of the DCMP model at scale. As of 2018, almost three years into their efforts, MPC states have done exceptional work as they move into the final phases of implementation. Read through their activities to learn some of what’s involved as you plan or implement math pathways at your institution.
Level:
State
Process Stage:
Implementing
Role:
Institutional Leadership, Math Department
DOWNLOADABLE FILE(S)
This resource highlights the success of co-requisite supports while outlining multiple considerations that must be made among mathematics faculty, advisors, administrators, and financial aid staff to design and construct the co-requisite model(s) that best serve their institution and its students.
Level:
Institution, Classroom
Process Stage:
Planning, Implementing
Role:
Institutional Leadership, Math Department, Advisors and Coordinators