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.
This resource is a sample of the Foundations of Mathematical Reasoning course.
The Texas Success Center (TSC) collects statewide data to document progress Texas colleges are making in implementing the four principles of the Dana Center Mathematics Pathways Model (DCMP).
Texas 2-year and 4-year transfer inventory guide for 2018-19.
Spotlight: Updated and New Resources
This study focused on the challenges of at-scale corequisite mathematics course development and implementation based on the experiences of 21 system leaders, college administrators, and faculty across four states.
Mathematical competency and effective quantitative reasoning skills are essential for safe nursing practice; however, research reveals a lack of consensus on the necessary quantitative learning outcomes for undergraduate nursing programs.
Evidence continues to mount that providing just-in-time assistance in the form of corequisite support courses is helping students succeed in completing their gateway mathematics courses in their first year,3 which has long been a major stumbling block for students who have been designated as unde