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If an institution has multiple mathematics pathways in place and the ultimate goal of reform is to better meet the needs
 of students, then an essential element in the implementation process is guiding students into the path that is best suited
 to their educational goals. But what is the best way to communicate to freshmen—many of whom might already be feeling overwhelmed—what their course choices are and what the consequences of those choices might be? One college found success in an elegant, innovative solution. 


This summary is part of the Charles A. Dana Center’s “Notes from the Field” series, which highlights examples of innovative practices from colleges, universities, and systems.

Level:
Institution
Process Stage:
Implementing, Continuously Improving
Role:
Math Department, Advisors and Coordinators
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All systemic change depends upon the hard work and commitment of the people who are on the front lines. Engaging these stakeholders in a positive and effective process is a key leadership challenge. In the case
 of implementing mathematics pathways, many leaders are concerned about how to support mathematics faculty in the change effort. Metropolitan Community College–Kansas City took a strategic approach to supporting and engaging faculty in mathematics pathways. 
This summary is part of the Charles A. Dana Center’s “Notes from the Field” series, which highlights examples of innovative practices from colleges, universities, and systems.
Level:
Institution
Process Stage:
Implementing, Continuously Improving
Role:
Institutional Leadership, Math Department, Partner Disciplines
List of institutional commitments and two-year and four-year institutions in Washington that committed to implement mathematics pathways in Fall 2018.
Level:
State
Process Stage:
Planning
This template supports the resource "Developing a Plan to Monitor and Support Institutional Progress" to help task force leaders develop a plan for monitoring and supporting institutional progress towards full-scale implementation of mathematics pathways.
Level:
State
This resource is intended to help task force leaders create an effective and inclusive process to develop a plan that monitors and supports implementation of mathematics pathways at multiple institutions.
Level:
State
Process Stage:
Implementing
List of institutional commitments and two-year and four-year institutions in Oklahoma that committed to implement mathematics pathways in Fall 2018.
Level:
State
Process Stage:
Planning
This tool identifies key indicators of progress on each of the 10 Essential Actions outlined in the "DCMP Institutional Implementation Guide". The tool can provide a baseline assessment at the beginning of the implementation process and can be used periodically to guide continuous improvement.
Level:
Institution
Process Stage:
Getting Started, Planning, Implementing, Continuously Improving
Role:
Institutional Leadership, Math Department, Advisors and Coordinators
Leveraging recommendations from the Task Force on Transforming Developmental Math Education, the Math Pathways Subcommittee [of the Task Force on Transforming Developmental Math Education] formed and partnered with the Charles A. Dana Center to join other states that were committed to bringing multiple math pathways to scale under the Dana Center’s Mathematics Pathways to Completion project. In January 2018, the Math Pathways Subcommittee of the Task Force on Transforming Developmental Math Education published five recommendations and strategies to support statewide scale of implementing mathematics pathways. The recommendations focus on: defining 4 mathematics pathways across Massachusetts' higher education institutions; improving transfer and applicability through defined default or recommended mathematics courses for programs of study; accelerating underprepared students to complete their first college-level mathematics course in one year or less; improving data collection efforts; and coordinating K-12 and higher education efforts towards mathematics pathways to support students transition.
Level:
State
Process Stage:
Getting Started
Role:
Policy, Institutional Leadership, Math Department
Results of a survey aligning mathematical content to programs of study in Arkansas.
Level:
State, Institution
Process Stage:
Planning
Role:
Institutional Leadership, Math Department, Partner Disciplines
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A common concern among those considering mathematics pathways is the degree to which students who begin their college-level work in non-STEM pathways might be hindered if they switch to a STEM major. This brief summarizes numerous studies examining the prevalence of students who changed majors from non-STEM to STEM fields and provides recommendations for serving those students.
Level:
Institution, Classroom
Process Stage:
Planning, Continuously Improving
Role:
Institutional Leadership, Math Department, Partner Disciplines, Advisors and Coordinators