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.

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.

Texas 2-year and 4-year transfer inventory guide for 2017-18.

Texas 2-year and 4-year transfer inventory guide for 2017-18.

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.

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.

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)

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.

This resource highlights sample communication and engagement strategies across diverse stakeholder groups.

This template is designed to help develop a strategic plan for communication and engagement with diverse stakeholder groups.