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DOWNLOADABLE FILE(S)

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.

Level:
Institution
Process Stage:
Implementing, Continuously Improving
Role:
Institutional Leadership, Math Department, Partner Disciplines

This resource highlights sample communication and engagement strategies across diverse stakeholder groups.

Level:
State
Process Stage:
Getting Started
Role:
Policy, Institutional Leadership, Math Department

This PowerPoint is an accompanying resource to "Defining the Content of Support Courses for Underprepared Students" webinar.

Level:
Classroom
Process Stage:
Planning, Implementing
Role:
Math Department

The Mathematical Association of America, 2011 Report 2 of 2, This report contains recommendations from representatives of partner disciplines obtained during Phase Two of the "Curriculum Foundations Project: Voices of the Partner Disciplines".

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

This sample timeline is an accompanying resource to the "Co-requisite Design" webinar.

Level:
Institution, Classroom
Process Stage:
Planning, Implementing
Role:
Institutional Leadership, Math Department, Advisors and Coordinators

This template is an accompanying resource to the "Co-requisite Design" webinar.

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

This PowerPoint is an accompanying resource to the "Co-requisite Design" webinar.

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

This resource highlights the success of co-requisite supports while outlining multiple considerations that must be made among mathematics faculty, advisors, administrators, and financial aid staff to design and construct the co-requisite model(s) that best serve their institution and its students

Level:
Institution, Classroom
Process Stage:
Planning, Implementing
Role:
Institutional Leadership, Math Department, Advisors and Coordinators

This brief informs institutional discussions of recommendations from professional organizations about modernization of mathematics course requirements among institutions of higher education. This brief was updated in 2019 to include national-level recommendations.

Level:
State, Institution
Process Stage:
Planning, Implementing
Role:
Policy, Math Department, Partner Disciplines, Advisors and Coordinators

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.

Level:
State, Institution
Process Stage:
Planning, Implementing
Role:
Policy, Institutional Leadership, Math Department

Spotlight: Updated and New Resources

This report outlines the progress toward SStF Arkansas Initiative goals from 2018-2020. It also presents the persistent scaling challenges that Arkansas higher education stakeholders face, as they work to increase equitable access and outcomes in undergraduate English and mathematics.

The Transfer Partnership Strategy (TPS) was a one-year collaboration that built on the work of the Texas Transfer Alliance. TPS effectively used regional coordinators to facilitate collaboration and communication between community colleges and universities.

Research shows that math is a significant contributor to education equity gaps.