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.
The 2018 American Mathematical Association of Two-Year Colleges (AMATYC) standards guide lays out recommendations for impacting mathematical prowess, and improving mathematics education in the first two years of college.
A fully scaled corequisite support model that uses common course textbooks and exams helps underprepared students complete their gateway mathematics courses in their first year, removing a persistent barrier to degree completion.
Combining several initiatives led to a rapid scaling up of co-requisite supports for underprepared students. The multipronged approach required faculty collaboration to align gateway mathematics courses and intense training of support staff and advisors.
A common concern among those considering mathematics pathways is the degree to which students who begin their college-level work in non-STEM pathways might be hindered if they switch to a STEM major.
Developing multiple ways to explain mathematics pathways to students and advisors, including nontraditional approaches such as a “Math Paths” game, led to a deeper understanding of how pathways fit with the overall college experience.
In the early stages of implementing mathematics pathways reforms across multiple campuses, leaders strategically and authentically engaged faculty, directly addressing their concerns and empowering the people on the front lines to work towards the institution’s vision.
The resource is a 2016-2017 fiscal year progress report of the Ohio Mathematics Initiative (OMI).
This tool is a collection of templates that faculty and administrators can use to prepare for and implement multidisciplinary discussions focused on identifying a default mathematics course requirement that is most relevant for each program of study.
This resource outlines the content of the Texas (HB 5) college preparatory course.
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.