Principle 1 requires collaboration between disciplines and between faculty and student support services both within and across institutions:
- States and institutions identify a small number of math pathways to fit the needs of students in various programs. At the state level, the gateway course in each pathway is defined by learning outcomes created by faculty leaders informed by research, recommendations from professional associations and other leaders and practices in other states.
- Institutions make unambiguous recommendations for the preferred or default mathematics pathway for categories of programs of study or meta-majors. For example, Quantitative Reasoning might be the default pathway for all liberal arts majors.
- The process of selecting the appropriate mathematics pathway is supported by an advising experience that helps students make informed decisions about their career and life goals.
- Supports for students who are not college ready are aligned with the gateway math course.
- Faculty and administrators engage in cross-institutional efforts with transfer partners to establish consistent and predictable math requirements.