283 Results Page 6 of 29

Math Pathways is a mathematics course or sequence of courses that students take to meet the requirements of their programs of study.

The CSU is committed to a new approach to academic preparation in which all students are afforded the opportunity and support needed to complete 30 college-level semester units (or 45 quarter units) before beginning their second academic year.

The Office of the Chancellor hosted a Co-Requisite Mathematics Summit on August 10-11, 2017. Uri Treisman and his colleagues from the Charles A.

Resources, tools, and events are highlighted on this site to provide a centralized, online platform to support implementation and scale of mathematics pathways across Arkansas's higher education institutions.

Data at both the national and state levels indicate that not completing a gateway mathematics course within the first year of instruction correlates with a reduced chance of student success and timely graduation.

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.

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

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.

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

Corequisite remediation, which places students directly into college-level work with additional academic support, has emerged as a robust alternative to stand-alone, prerequisite, developmental education.

Level:
State, Institution, Classroom
Process Stage:
Planning, Implementing, Continuously Improving
Role:
Policy, Institutional Leadership, Math Department, Partner Disciplines, Advisors and Coordinators, Researchers
three college students discussing mathematics

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

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

depicts a creative, student-friendly resource for mathematics pathways from Victoria College in Texas. 

Spotlight: Updated and New Resources

This resource focuses on Quantitative Literacy (also known as Mathematical Reasoning) as a rigorous, relevant mathematics pathway in Arkansas. It demystifies commonly held myths about enrolling students in this mathematics pathway.

This resource focuses on Quantitative Literacy (also known as Mathematical Reasoning) as a rigorous, relevant mathematics pathway in Arkansas. It demystifies commonly held myths about enrolling students in this mathematics pathway.

Kendall College of Art and Design (KCAD) of Ferris State University offers highly applied, project-based, and career-focused educational programs that leverage and contribute to the local community.

This resource from the Charles A. Dana Center outlines the considerations and process for launching task forces that establish ongoing partnerships between workforce stakeholders (e.g., industry, higher education, advocacy organizations, professional organizations, students).

Virginia’s community colleges, employers, and trade associations are partnering to address the shortage of skilled workers in manufacturing, by making it easier for Virginians to be trained and job ready.

Manufacturers in the Greater Louisville area partnered with Jefferson Community and Technical College to implement the Federation for Advanced Manufacturing Education (FAME).