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The Office of the Chancellor hosted a Co-Requisite Mathematics Summit on August 10-11, 2017. Uri Treisman and his colleagues from the Charles A. Dana Center, University of Texas at Austin led the interactive two-day event that gave attendees an overview of co-requisite models, implementation challenges and solutions and ​tools and materials to help develop campus-specific plans.
Helping Washington students achieve success in college math.

In fall 2014, Michigan community colleges and universities adopted the Michigan Transfer Agreement (MTA) which allows students to transfer 30 credit hours of general education coursework from college to the university. This was a big step toward increasing the percentage of students who transfer, but still further work can be done to ensure that more students transfer with an associate degree and earn a bachelor’s degree.
MassTransfer Pathways builds on the work of the Common Course Numbering initiative, which was created to ease the process of transfer among Massachusetts public colleges and universities governed by the MassTransfer policy. It was developed by the Massachusetts Department of Higher Education in close collaboration with the 29 public campuses, with the goal of going beyond the simple cataloguing of courses and increasing student success.
A major obstacle to the timely completion of an academic degree program is lack of preparedness of students, particularly in the area of math education. Community colleges typically average 60 percent of students requiring developmental (remedial) work; state universities are in the 22–23 percent range; and University of Massachusetts campuses are approximately 10 percent.
Resources, tools, and events are highlighted on this site to provide a centralized, online platform to support implementation and scale of mathematics pathways across Arkansas's higher education institutions.
Data at both the national and state levels indicate that not completing a gateway mathematics course within the first year of instruction correlates with a reduced chance of student success and timely graduation. NSHE has conducted numerous statewide studies that focus on completion of gateway English and mathematics courses within the first year of enrollment and placement into the appropriate course is crucial to achieving this goal.
The Math Pathways Task Force, organized in October 2014 pursuant to House Bill 1042, strives to identify alternative entry-level mathematics courses most effective and beneficial to each academic major. The task force works with faculty, administrators, professional associations, and state legislators to implement its recommendations.
From 2015-2018, Michigan was one of six states engaged in the Dana Center's Mathematics Pathways to Completion project. As a decentralized higher education system, this brief describes the ways diverse stakeholders across Michigan have come together as a “coalition of the willing” to implement and strengthen mathematics pathways. Additionally, lessons are presented from Michigan's efforts to implement and scale math pathways that should be helpful to higher education institutions, associations, and systems in other states that want to make mathematics a tool for—rather than an obstacle to—student success.
Process Stage:
Getting Started, Planning
Policy, Math Department
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. This 26–minute video discusses normative practice at the MPC event, focusing on a state–level understanding of normative practice.
State, Institution
Process Stage:
Planning, Implementing, Continuously Improving
Policy, Institutional Leadership, Math Department