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This memo from Rick Luttman in April 1987 outlines the items that distinguished the mathematics program at SUNY-Potsdam.

Level:
Institution
Process Stage:
Implementing, Continuously Improving
Role:
Policy, Institutional Leadership, Math Department

This toolkit presents design principles for implementing corequisite mathematics and provides tools and resources to make them actionable.

Level:
Institution, Classroom
Process Stage:
Planning
Role:
Policy, Math Department, Partner Disciplines
A call to action to expand access.

Call to action statement that encourages mathematics departments to expand access such that more students are allowed to enter directly into Introductory Statistics, and to eliminate or replace stand-alone prerequisite courses that do not adequately prepare students for statistics content.

Level:
Institution
Process Stage:
Planning, Implementing
Role:
Math Department, Partner Disciplines

This Dana Center resource provides an overview of efforts to implement multiple math pathways at scale in American higher education.

Level:
State, Institution
Process Stage:
Implementing, Continuously Improving
Role:
Policy, Institutional Leadership, Math Department

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.

Level:
State
Process Stage:
Planning
Role:
Policy

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.

Level:
State
Process Stage:
Planning
Role:
Policy, Partner Disciplines

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.

Level:
State, Classroom
Process Stage:
Planning, Continuously Improving
Role:
Policy, Math Department

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 unde

Level:
Institution
Process Stage:
Implementing, Continuously Improving
Role:
Institutional Leadership, Advisors and Coordinators

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.

Level:
State, Institution
Process Stage:
Getting Started, Planning
Role:
Policy, Advisors and Coordinators

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.

Level:
State, Institution
Process Stage:
Implementing
Role:
Policy, Institutional Leadership, Partner Disciplines

Spotlight: Updated and New Resources

This bibliography summarizes selected research that informed each of the DCMP’s six curriculum design standards.

The Corequisite Research Design Collaborative (CRDC) convened its member researchers, practitioners, and policy leaders to explore the findings of Dr. Sean Pepin’s report, The Challenges of Scaling Gateway Mathematics Corequisites.

The College of Coastal Georgia is incorporating mindset activities into their corequisite math courses in order to increase student success.

This tool allows users to view, sort, and compare math course requirements for degrees and majors across public four-year institutions in Texas.

This report discusses the emerging national trend of offering corequisite support for first-semester calculus courses.