Using multiple measures of mathematics readiness to place students, providing “just-in-time” supports, and improving alignment of gateway courses to degree programs show promise to move students to-and-through their degree requirements efficiently.
This report attempts to examine the preparation for calculus on a microscopic level. Researchers tracked the actual enrollment of students in precalculus, calculus, and non-calculus based courses over 20 successive semesters, from fall 1992 to spring 2002.
Combining several initiatives led to a rapid scaling up of co-requisite supports for underprepared students. The multipronged approach required faculty collaboration to align gateway mathematics courses and intense training of support staff and advisors.
A fully scaled corequisite support model that uses common course textbooks and exams helps underprepared students complete their gateway mathematics courses in their first year, removing a persistent barrier to degree completion.
Student support centers play a key role in helping underprepared and underserved students succeed in gateway mathematics courses. Ongoing tutor training and thoughtful integration of this support with the curriculum structure can pay big dividends.
Developing multiple ways to explain mathematics pathways to students and advisors, including nontraditional approaches such as a “Math Paths” game, led to a deeper understanding of how pathways fit with the overall college experience.
In the early stages of implementing mathematics pathways reforms across multiple campuses, leaders strategically and authentically engaged faculty, directly addressing their concerns and empowering the people on the front lines to work towards the institution’s vision.
This resource highlights sample communication and engagement strategies across diverse stakeholder groups.
This PowerPoint is an accompanying resource to "Defining the Content of Support Courses for Underprepared Students" webinar.
The Mathematical Association of America, 2011 Report 2 of 2, This report contains recommendations from representatives of partner disciplines obtained during Phase Two of the "Curriculum Foundations Project: Voices of the Partner Disciplines".