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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 tool will help your team align math pathways to programs of study. Specifically, the inventory will help your leadership team do the following: * List all programs of study. * Identify math course requirements for each program at your institutions.

Level:
Institution
Process Stage:
Planning
Role:
Institutional Leadership, Math Department

The design standards outlined in this document set the guidelines for how the curricular materials for individual DCMP courses were designed to support a coherent, learning experience for students.

Level:
Classroom
Process Stage:
Planning
Role:
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

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).

Level:
State
Process Stage:
Getting Started, Planning
Role:
Policy, Institutional Leadership

Spotlight: Updated and New Resources

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.

This report summarizes the research indicating the need for additional supports for students enrolled in corequisite math courses.

This toolkit is a guide for establishing a formal, streamlined, and systematic way to help students connect with student services and other support resources, and to encourage self- advocacy and increased use of campus resources.