Updated in 2019 with national data, new research, and refreshed analyses, this program-of-study brief discusses what constitutes relevant mathematics for social work majors by examining institutional requirements and recommendations from professional organizations.
Texas 2-year and 4-year transfer inventory guide for 2019-20. This year's version of the Texas Transfer Inventory only includes updated information on the core curriculum and transferability of mathematics courses.
To fully realize the promise of math pathways, the Dana Center recommends that math departments engage in a deliberate and thoughtful process of continuous improvement throughout the initial structural changes and beyond.
While mathematics pathways are not new, there is still a long way to go towards wide-scale adoption and normative practice. The premise of this monograph is that there is expertise to be shared and issues still to be addressed.
A new law, California Assembly Bill 705, is driving dramatic changes in how California Community Colleges place students into English and math courses.
As the baby boom generation ages, the current shortage of registered nurses in the United States is expected to worsen due to a rising need for nursing services and the retirement of significant numbers of nurses. This brief examines the mathematics content and requirements for nursing degrees, as compared with the mathematics used by nurses in the field; considers whether they pose a barrier to access; and offers some emerging solutions suggested or implemented by a variety of agencies, institutions, and states.
Recognizing that student proficiency and success rates in mathematics are much lower than desired in Central Texas, as is commonly the case elsewhere, the region’s education leaders decided in 2018 to address the problem directly and established the Central Texas Math Alignment Taskforce (CTXMAT)
Professionals in Science, Technology, Engineering, and Mathematics (STEM) help drive our nation’s innovation and competitiveness in a variety of fields and industries. According to the Department of Commerce, STEM occupations are expected to grow at a rate of 1.4 times faster than non-STEM occupations, and the United States will need approximately one million more STEM professionals between 2014 and 2024 (Noonan, 2017).
However, the decreasing number of students deemed eligible for college-level mathematics, coupled with poor outcomes in developmental mathematics sequences, is negatively impacting the number of STEM degrees awarded. The insufficient number of students prepared to succeed in a college-level calculus course in their freshman year significantly reduces the pool of students likely to graduate with a STEM degree in four years (Kreysa, 2006). Ultimately, mathematics departments are left to grapple not only with how to address the poor success rates of their developmental STEM students, but also how to increase enrollments in calculus and the number of STEM graduates.
This resource describes processes that math departments can utilize to modernize their own pathway to calculus.
Fully integrating the guided pathways and mathematics pathways movements has the potential to remove barriers to student success and create lasting structural change.
This PowerPoint is an accompanying resource to "Multidisciplinary Discussions" webinar.
Spotlight: Updated and New Resources
This toolkit contains resources and guidance on the design of course content, pedagogy, and technology, and on working with programs to identify statistics as an appropriate pathway.
This bibliography summarizes selected research that informed each of the DCMP’s six curriculum design standards.