Many institutions implementing and scaling mathematics pathways are faced with the challenge of enrolling students in relevant gateway math courses that are aligned to their programs of study.
This Dana Center resource provides an overview of efforts to implement multiple math pathways at scale in American higher education.
This resource is a sample of the Quantitative Reasoning course.
This resource is a sample of the Statistical Reasoning course.
This resource provides a selected list with explanatory notes on key mathematics pathways references and publications. Topics covered in this supplementary resource include:
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.
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
Example of a student-friendly resource for the Non–STEM math pathway at Northwest Vista College, Texas.
Example of a student-friendly resource for the STEM math pathway at Northwest Vista College, Texas.
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.