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Students who are struggling in mathematics can often find academic support in the form of one-on-one tutoring and drop-in help labs, which are commonplace at both two-year and four-year institutions. These supports provide personalized interventions and often play a key role in helping students succeed in gateway mathematics courses. Identifying effective practices in these types of student services, however, is a challenge that many institutions face. Oklahoma State University sought to address this challenge, which led to a revitalized mathematics support center that not only helps students through use of data-proven practices, but also serves as a center for ongoing research to improve its student support practices
Level:
Institution
Process Stage:
Implementing, Continuously Improving
Role:
Institutional Leadership, Math Department, Advisors and Coordinators
List of institutional commitments and two-year and four-year institutions in Washington that committed to implement mathematics pathways in Fall 2018.
Level:
State
Process Stage:
Planning
This resource is intended to help task force leaders create an effective and inclusive process to develop a plan that monitors and supports implementation of mathematics pathways at multiple institutions.
Level:
State
Process Stage:
Implementing
List of institutional commitments and two-year and four-year institutions in Oklahoma that committed to implement mathematics pathways in Fall 2018.
Level:
State
Process Stage:
Planning
This template supports the resource "Developing a Plan to Monitor and Support Institutional Progress" to help task force leaders develop a plan for monitoring and supporting institutional progress towards full-scale implementation of mathematics pathways.
Level:
State
This tool identifies key indicators of progress on each of the 10 Essential Actions outlined in the "DCMP Institutional Implementation Guide". The tool can provide a baseline assessment at the beginning of the implementation process and can be used periodically to guide continuous improvement.
Level:
Institution
Process Stage:
Getting Started, Planning, Implementing, Continuously Improving
Role:
Institutional Leadership, Math Department, Advisors and Coordinators
List of institutional commitments and two-year and four-year institutions in Missouri that committed to implement mathematics pathways in Fall 2018.
Level:
State
Process Stage:
Planning
List of institutional commitments and two-year and four-year institutions in Arkansas that committed to implement mathematics pathways in Fall 2018.
Level:
State
Process Stage:
Planning
Leveraging recommendations from the Task Force on Transforming Developmental Math Education, the Math Pathways Subcommittee [of the Task Force on Transforming Developmental Math Education] formed and partnered with the Charles A. Dana Center to join other states that were committed to bringing multiple math pathways to scale under the Dana Center’s Mathematics Pathways to Completion project. In January 2018, the Math Pathways Subcommittee of the Task Force on Transforming Developmental Math Education published five recommendations and strategies to support statewide scale of implementing mathematics pathways. The recommendations focus on: defining 4 mathematics pathways across Massachusetts' higher education institutions; improving transfer and applicability through defined default or recommended mathematics courses for programs of study; accelerating underprepared students to complete their first college-level mathematics course in one year or less; improving data collection efforts; and coordinating K-12 and higher education efforts towards mathematics pathways to support students transition.
Level:
State
Process Stage:
Getting Started
Role:
Policy, Institutional Leadership, 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. This brief summarizes numerous studies examining the prevalence of students who changed majors from non-STEM to STEM fields and provides recommendations for serving those students.
Level:
Institution, Classroom
Process Stage:
Planning, Continuously Improving
Role:
Institutional Leadership, Math Department, Partner Disciplines, Advisors and Coordinators