This Dana Center resource provides an overview of efforts to implement multiple math pathways at scale in American higher education. It focuses special attention on the structural and policy dimensions of ensuring that new gateway mathematics course sequences become standard institutional course offerings. These include: • Transfer and applicability across institutions; • Alignment of mathematics pathways within institutions; • Appropriate placement into gateway course and support structures.

This study focused on the challenges of at-scale corequisite mathematics course development and implementation based on the experiences of 21 system leaders, college administrators, and faculty across four states. Corequisite courses allow students who need or want additional support in college-level math to enroll in credit-bearing courses to receive extra, just-in-time help. Based on the identified challenges, this study also illuminated enabling conditions and provides recommendations for policymakers, state and college leaders, and campus faculty as they engage in corequisite development and implementation.

Mathematical competency and effective quantitative reasoning skills are essential for safe nursing practice; however, research reveals a lack of consensus on the necessary quantitative learning outcomes for undergraduate nursing programs. The High-Quality Mathematics Education for Nurses Task Force—supported by the Charles A. Dana Center at The University of Texas at Austin, the Mathematical Association of America, and Quality and Safety Education for Nurses—was created in 2017 to build partnerships to work towards the goal that “all students in nursing programs will gain the mathematical and statistical knowledge, skills, and attitudes to promote and provide safe, high-quality health care.”

This resource focuses on Quantitative Literacy (also known as Mathematical Reasoning) as a rigorous, relevant mathematics pathway in Arkansas. It demystifies commonly held myths about enrolling students in this mathematics pathway.

Evidence continues to mount that providing just-in-time assistance in the form of corequisite support courses is helping students succeed in completing their gateway mathematics courses in their first year,3 which has long been a major stumbling block for students who have been designated as underprepared for college-level work. Houston Community College has taken this reform a step further, crafting and refining a holistic student support structure that increased the number of students making it to and through college- level mathematics.

This resource focuses on Quantitative Literacy (also known as Mathematical Reasoning) as a rigorous, relevant mathematics pathway in Arkansas. It demystifies commonly held myths about enrolling students in this mathematics pathway.

Kendall College of Art and Design (KCAD) of Ferris State University offers highly applied, project-based, and career-focused educational programs that leverage and contribute to the local community. The KCAD Innovation Hub creates educational experiences for interdisciplinary student teams and supports the diverse needs of community and industry partners, including manufacturers, through co-developed projects.

This resource from the Charles A. Dana Center outlines the considerations and process for launching task forces that establish ongoing partnerships between workforce stakeholders (e.g., industry, higher education, advocacy organizations, professional organizations, students). The goal of these task forces is to ensure that students attain the mathematics skills specific to their chosen industries in order to have equitable opportunities for successful employment and promotion.

Virginia’s community colleges, employers, and trade associations are partnering to address the shortage of skilled workers in manufacturing, by making it easier for Virginians to be trained and job ready. As the leading provider of workforce development training, the Commonwealth’s community college system assists manufacturing employers in connecting with the appropriate education and training programs. The system also helps colleges stay connected to employer needs by creating relevant curriculum that lead to in- demand industry certifications and degrees.

Manufacturers in the Greater Louisville area partnered with Jefferson Community and Technical College to implement the Federation for Advanced Manufacturing Education (FAME). This national program combines education and paid, on-the-job training, giving students an opportunity to earn an associate of applied science degree and an advanced manufacturing technician certification as they gain valuable work experience.