Our Values

We do not work directly with students, but students are at the heart of our work. When planning strategies to work with and through national organizations, state systems, institutions, and faculty, we always ask, “How and when will this impact students?”

Driving Systemic, Sustainable Change

The Charles A. Dana Center believes that systemic and sustainable change is best achieved through a process that is faculty-driven, administrator-supported, and policy-enabled. As we work with practitioners and collaborating organizations in the field, we strive to:

  • Empower local leaders;
  • Honor past work and build upon the knowledge gained from that work;
  • Establish inclusive and respectful structures and processes to engage people across systems, 2- and 4-year and K–12 sectors, and stakeholder groups.

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A Systemic Approach

The ability to impact all students at scale requires coordinated efforts across multiple levels of the system: national, state, institutional, and classroom. Early experimentation at the local level surfaces new ideas that inform and influence higher levels of the system and lead to changes in structures and policies that enable broad, large-scale action. This, in turn, promotes ongoing implementation and innovation at the local level.

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Change at scale requires work at multiple levels of the system.

In addition to working with people at all levels of the system, we work across stakeholder groups, including those in policy, administrators, mathematics faculty, client discipline faculty, advisors, institutional researchers, student support staff, and others. We also work across sectors of higher education and K–12.

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Our Strategy

The Dana Center works nationally to mobilize the field of higher education around math pathways. This thought leadership builds momentum for state and level work, which the Dana Center organizes around a robust set of tools and services. This approach can be viewed through the lens of interinstitutional andintrainstitutional work.

Hear about the experiences of different Temple College stakeholders as they describe their cross-institutional coordination of DCMP implementation.

 

Interinstitutional: Enabling implementation at scale requires building momentum and legitimacy among a large cohort of institutions. This momentum can then be used to address state and regional challenges. The Dana Center provides training, models, and tools to help state and local leaders organize these efforts.

Intrainstitutional: It is critical that colleges understand that implementing math pathways at scale requires cross-institutional coordination and change. Math faculty must lead the work, but they must be supported by and collaborate with administrators, advisors, institutional researchers, student support services, and client disciplines. The Dana Center addresses this challenge through a robust suite of tools, resources, and technical assistance services that can be used to support work at the state, regional, institutional, and classroom level.

The following are examples of a few of our offerings:

State: Leadership development for faculty and staff who are leading state-level work; planning templates to support consensus building and decision making; consulting to support state planning

Regional: Exemplars of regional transfer analysis; case studies and briefs on transfer and applicability issues; facilitation of regional transfer events

Institutional: DCMP Implementation Guideview full resourceDownloadFile and  Institutional Scaling Toolkitview full resourceDownloadFile; workshops on designing math pathways; exemplars of student recruitment materials

Classroom: Course materials; faculty training

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