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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.

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

Manufacturers in the Greater Louisville area partnered with Jefferson Community and Technical College to implement the Federation for Advanced Manufacturing Education (FAME).

Level:
State
Process Stage:
Implementing, Continuously Improving
Role:
Policy, Partner Disciplines

Tyler Junior College (TJC) designed a foundational industrial mathematics course focused on the necessary mathematics skills and competencies to meet the economic development needs of the community and the training requirements of local industry.

Level:
State
Process Stage:
Implementing, Continuously Improving
Role:
Institutional Leadership

This brief examines the foundational mathematics needed to prepare individuals for success in entry-level and middle-skilled production and assembly jobs in the manufacturing industry.

Level:
State, Institution, Classroom
Process Stage:
Getting Started, Planning, Implementing
Role:
Policy, Institutional Leadership, Math Department, Partner Disciplines, Advisors and Coordinators, Researchers

This resource describes the Introductory Statistics: Analyzing Data with Purpose course, its structure, and course outcomes.

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

This instructor resource provides a detailed table of contents for the "Introductory Statistics: Analyzing Data with Purpose Materials" course.

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

Implementation teams from six states gathered together in Fall 2018 to discuss progress and continuous improvement for mathematics pathways as a part of the Mathematics Pathways to Completion (MPC) project.

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

This 13–minute video, led by Susan Bickerstaff of CCRC, discusses five themes that emerged as a part of evaluating the MPC project.

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

Mathematics pathways are a promising approach for improving student outcomes, but if implementation happens one college at a time and without statewide policy support, the potential for scaling is diminished.

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

Six states gathered together in Fall 2018 to discuss progress and continuous improvement for mathematics pathways as a part of the Mathematics Pathways to Completion (MPC) project.

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

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.