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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.
Level:
Institution, Classroom
Process Stage:
Planning, Implementing
Role:
Institutional Leadership, Math Department, Partner Disciplines
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.
Level:
Institution, Classroom
Process Stage:
Planning, Implementing
Role:
Math Department
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.
Level:
State
Process Stage:
Planning, Implementing
Role:
Policy, Math Department, Partner Disciplines
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
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
Students who are struggling in mathematics can often find academic support in the form of one-on-one tutoring and drop-in help labs, which are commonplace at both two-year and four-year institutions. These supports provide personalized interventions and often play a key role in helping students succeed in gateway mathematics courses. Identifying effective practices in these types of student services, however, is a challenge that many institutions face. Oklahoma State University sought to address this challenge, which led to a revitalized mathematics support center that not only helps students through use of data-proven practices, but also serves as a center for ongoing research to improve its student support practices
Level:
Institution
Process Stage:
Implementing, Continuously Improving
Role:
Institutional Leadership, Math Department, Advisors and Coordinators
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 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