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This 2018 report provides an update of the current state efforts and progress towards increased student persistence and success as a result of implementing multiple mathematics pathways.

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

This Dana Center resource provides an overview of efforts to implement multiple math pathways at scale in American higher education.

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

This resource is a sample of the Quantitative Reasoning course.

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

This resource is a sample of the Statistical Reasoning course.

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

This resource provides a selected list with explanatory notes on key mathematics pathways references and publications.

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

In an effort to better align degree programs and strengthen the Non-STEM mathematics pathways across the state, the Arkansas Department of Higher Education and the Arkansas Course Transfer System Mathematics Review Committee have issued recommendations to guide institutions as they determine whic

Level:
State
Process Stage:
Planning, Implementing
Role:
Policy, Math Department, Partner Disciplines

Example of a student-friendly resource for the Non–STEM math pathway at Northwest Vista College, Texas.

Level:
Institution
Process Stage:
Implementing
Role:
Advisors and Coordinators

Example of a student-friendly resource for the STEM math pathway at Northwest Vista College, Texas.

Level:
Institution
Process Stage:
Implementing
Role:
Advisors and Coordinators

Currently, most state- and system-level policy supports the transferability of credits but does not account for the applicability of those credits to a student’s program of study. Several states have taken steps to address this issue directly.

Level:
State
Process Stage:
Planning, Implementing, Continuously Improving
Role:
Policy

The Mathematics Pathways to Completion (MPC) is a major effort supporting six states in moving from a broad vision for mathematics pathways to institutional implementation of the DCMP model at scale.

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

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