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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

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

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.

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

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.

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

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.

Level:
Institution, Classroom
Process Stage:
Planning, Implementing
Role:
Math Department
DOWNLOADABLE FILE(S)

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.

Level:
Institution, Classroom
Process Stage:
Planning, Continuously Improving
Role:
Institutional Leadership, Math Department, Partner Disciplines, Advisors and Coordinators
DOWNLOADABLE FILE(S)

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.

Level:
Institution
Process Stage:
Implementing, Continuously Improving
Role:
Math Department, Advisors and Coordinators

Spotlight: Updated and New Resources

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.

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.

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.

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).

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.

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