Resources | Dana Center Mathematics Pathways

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Spotlight

Scaling Co–Requisite Supports at the University of Central Arkansas: Perspective from a Four–Year Higher Education Institution (Notes from the Field – Number 4)

Across the nation, institutions are implementing one–semester co–requisite models, which refer to the practice of placing students directly into college–level courses regardless of preparation, and providing them with supports for just–in–time instruction. One four–year institution — University of Central Arkansas — implemented and scaled corequisite models for its Quantitative Literacy and College Algebra courses that led to significant student success and completion rates nearing 90% for underprepared students.

Scaling Co–Requisite Supports at the University of Central Arkansas: Perspective from a Four–Year Higher Education Institution (Notes from the Field – Number 4)

Elements of Math Pathways Design

This graphic illustrates the "pathways perspective" and provides guiding questions to be considered in each portion of the pathway. More details about this "pathways perspective" is found on the Learn About page.

Elements of Math Pathways Design

Games-Based Advising at Northwest Vista College (Notes from the Field – Number 2)

If an institution has multiple mathematics pathways in place and the ultimate goal of reform is to better meet the needs  of students, then an essential element in the implementation process is guiding students into the path that is best suited  to their educational goals. But what is the best way to communicate to freshmen—many of whom might already be feeling overwhelmed—what their course choices are and what the consequences of those choices might be? One college found success in an elegant, innovative solution.  

This summary is part of the Charles A. Dana Center’s “Notes from the Field” series, which highlights examples of innovative practices from colleges, universities, and systems.

Games-Based Advising at Northwest Vista College (Notes from the Field – Number 2)

Mathematics Pathways to Completion: Setting the Conditions for Statewide Reform in Higher Education

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. This report describes the structure of the MPC project and the supports that the Dana Center is offering to participating states. In addition, drawing on 33 semi-structured interviews with mathematics faculty, state-level leaders, and technical assistance providers across the six states, this report explores the question: What state-level structures, conditions, and processes facilitate statewide implementation of mathematics pathways?

Mathematics Pathways to Completion: Setting the Conditions for Statewide Reform in Higher Education

"They Will Need It for Calculus", Structure and Content for the STEM-Prep Pathway

These resources describe the national mathematics committee process to collect suggestions and recommendations for STEM-Prep course design.

"They Will Need It for Calculus", Structure and Content for the STEM-Prep Pathway