This professional learning webinar, hosted by Tom Connolly and Connie Richardson, examines the Foundations course with more in-depth knowledge of its course outcomes/objectives, structure of curricular materials, and sample lessons. (49:11)
This report was written and released by MDRC; whereby it analyzes the initial development of the Dana Center Mathematics Pathways model and its first year of implementation at 9 community colleges across Texas during the 2013-14 school year.
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. * Compare math course requirements at primary transfer institutions. * Facilitate discussions with program leads and department chairs across campus. * Improve alignment of mathematics preparation with needs of the programs over time. * Provide clear and consistent information for advisors and faculty.
This template is a supporting resource for the Programs of Study Inventory Guide: Designing Pathways for Students tool. Institutions can use this template to define clear and appropriate math pathways for each program of study at their institution.
[UPDATED 2019] Mathematics pathways are designed to address three barriers to student learning and success: inappropriate placement, misaligned content and long course sequences. This brief summarizes the research on these barriers and presents evidence that well-designed mathematics pathways lead to increased student success.
Executive summary by Complete College America on the findings for promising corequisite reform, with a focus on the work in Georgia, West Virginia, Tennessee, Indiana, and Colorado. The executive summary concludes with a blueprint for a solid foundation to build your own corequisite program.
Exemplar learning outcomes for an Ohio Quantitative Reasoning Course
Dana Center Higher Education Directory
The Tennessee Board of Regents (TBR) conducted a study of its co–requisite remediation effectiveness for its pilot year, Fall 2014 to Spring 2015, and full implementation, Fall 2015. The data results revealed significant improvement for students enrolled in co–requisite coursework as compared to the prerequisite model.
Exemplar Advising Model for Placement from the University of North Texas