7 Suggested Steps and Resources
The Dana Center has a large repository of resources for different mathematics pathways. Due to the considerable number of materials, these resources are listed by pathway rather than by a particular step in the process. For general guidance on the process of planning and implementing at the classroom level, see the DCMP Implementation Guideview full resourceDownloadFile, pp. 39–49.
- Designated department leaders work with the leadership team to set goals for the math pathways and identify specific strategies to be implemented (see Take Action for information about the institutional leadership team).
- Mathematics faculty write or refine learning outcomes to define the content of math pathway courses. Sources of information may include: state learning outcomes and requirements, examples of courses from other states or institutions, and information from client disciplines.
- Department chairs initiate institutional processes for course approval and scheduling. The numbers of sections will be determined in collaboration with the leadership team in the overall implementation planning.
- Mathematics faculty select or develop curricular materials. We encourage mathematics faculty to review a wide variety of options for course materials in order to make the best selection for their local needs.
- Mathematics faculty create an evaluation plan to assess student learning. This should be done in conjunction with the overall evaluation plan developed by the leadership team.
- Faculty leaders determine professional development needs to prepare faculty to teach the courses.
- Mathematics faculty offer courses.