Haw Creek Falls, Arkansas

  • Arkansas Department of Higher Education (ADHE) in collaboration with Arkansas Center for Student Success
  • Mike Leach, Director of Center for Student Success, Arkansas Community Colleges (ACC)
  • Jessie Walker, Senior Associate Director Academic Affairs/Research & Analysis, Arkansas Dept. of Higher Education
  • Valerie Martin, Department Chair of Math, Science and Agriculture, North Arkansas College
  • Charles Watson, Associate Professor, University of Central Arkansas
  • Linus Yu, Associate Professor and Department Head of Mathematics, University of Arkansas - Fort Smith
  •  Casey Sacks, Vice Chancellor for West Virginia's Community and Technical College System

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Mike Leach
Arkansas Math Pathways Task Force Members




Sharokh Abedi

Assistant Professor of Mathematics

University of Arkansas at Pine Bluff

David Bendler

Mathematics Faculty

Arkansas State University– Mountain Home

Nanette Berry

Math Faculty

University of Arkansas Community College at Morrilton





Ann Childers

Assistant Professor and Pre-Core Mathematics Coordinator

University of Arkansas at Little Rock

Tracy Cobb

Mathematics Instructor

Southeast Arkansas College

Richard Counts

Chair of Division of Math and Science

Arkansas State University–Beebe

Melanie Dillard

Math Faculty

University of Arkansas Community College at Hope

Sean Elkin

Senior Instructor

College of the Ouachitas

Marvin Galloway

Dean of Mathematics, Physics and Engineering

Northwest Arkansas Community College

Denise Hammett

Chair of Mathematics

Pulaski Technical College

Melissa Hardeman

Senior Instructor

University of Arkansas at Little Rock

David Hughes

Associate Vice President for Technical Education; Chair for Technical and Professional Division

National Park College

Amy Benzi Mathematics Faculty National Park College

Annette Robinson


North Arkansas College

Deborah Korth

Clinical Associate Professor; Vice Chair/Director of Mathematics Resource and Teaching Center

University of Arkansas

Stephanie Krehl

Lead Faculty, Developmental/Technical Mathematics

Arkansas State University Mid–South

Joana Lawson

Associate Vice President for Applied Science

East Arkansas Community College

Teresa McLeane

Mathematics Instructor

Southern Arkansas University Tech

Vernita Morgan

Assistant Professor and Coordinator of Basic Studies

South Arkansas Community College

Mike Murders

Chief Academic Officer

Arkansas Tech University–Ozark campus

Doug Muse

Division Chair

University of Arkansas Community College at Batesville

Caroline Neeley

Instructor of Math; Assistant Director of Transitional Studies

Southern Arkansas University

Jedidah (Jed) O'Brien

Mathematics Instructor

Ozarka College

Deborah Parker

Assistant Chief Academic Officer

Arkansas Northeastern College

Maria Parker

Vice Chancellor Academic Services

Cossatot Community College of the University of Arkansas

Jo Patterson

Math/Science Faculty

East Arkansas Community College

Lisa Rice

Assistant Professor of Mathematics

Arkansas State University

Jessica Stout

Mathematics Instructor

Black River Technical College

Brian Theroux

Math Faculty

National Park College

Susan Tipton

Math and Science Division Chair; Mathematics Instructor

Rich Mountain Community College

Gary (Emondo) Torelli

Math Instructor/PACE

Phillips Community College

David Underwood

Associate Vice President for Academic Affairs

Arkansas Tech University

Stephanie Wilson

Assistant Professor of Mathematics

Arkansas State University– Newport

Fred Worth

Professor of Mathematics and Computer Science

Henderson State University

Linus Yu

Department Head, Mathematics

University of Arkansas–Fort Smith

Brian Zimmerman

Mathematics Instructor

Phillips Community College

Matt Myers

Professor of Mathematics University of the Ozarks
Farrokh Abedi Assistant Dean for Mathematics, Associate Professor of Mathematics University of Arkansas at Monticello
Formal Charge
Formal Charge

The Governor's Office charged Arkansas Department of Higher Education with creating a strategic plan to improve state higher education outcomes. As a part of that plan, ADHE identified the Mathematics Pathways to Completion (MPC) project as a vehicle for helping the state achieve those outcomes, charging the Arkansas Math Pathways Taskforce (AMPT) to develop expectations and processes that result in each two-year and four-year public higher education institution in the state to offer pathways in mathematics that will:

  • Increase student success.
  • Allow more students the opportunity to complete degree programs.
  • Increase transferability of credits between institutions of higher education.


In February 2017, the AMPT published its report -- Arkansas Math Pathways Task Force Recommendationsview full resourceDownloadFile -- which identified seven specific recommendations and strategies committed to dramatically improve higher education outcomes in developmental and gateway mathematics courses. These seven recommendations include:

  1. All public institutions of higher education in Arkansas adopt multiple math pathways as needed based on the math course requirements of the programs of study offered at their institution.
  2. Academic disciplines identify math competencies needed for specific programs of study and use competencies to recommend a common transferable math course requirement for each program of study (Statistics, College Algebra, Quantitative Reasoning, Calculus).
  3. All public institutions of higher education adopt a co-requisite approach to preparing underprepared students for their required college-level math courses.
  4. Provide professional development to: (a) support faculty in designing and teaching required college-level math courses and co-requisite approaches; (b) educate faculty, staff and students about the content and benefits of new math pathways; and (c) help advisors understand and be able to advise students into multiple math pathways, and help registrars implement multiple math pathways including co-requisite approaches.
  5. Provide technical assistance to support faculty and staff in developing multiple measures for student assessment and placement into math pathways.
  6. Review ACTS language related to recommended pre-requisites for college-level introductory statistics, and identify mathematics skills needed to best prepare for college-level introductory statistics.
  7. Develop, identify and disseminate strategies and best practices for transitioning students between math pathways should students change majors and encounter a new math course requirement.

In Fall 2017, 20 two-year institutions and 11 four-year institutions committed to implement mathematics pathways in Fall 2018. See  Summary of Institutional Commitments for Arkansasview full resourceDownloadFile for more information about who committed and institutional expectations to implement mathematics pathways.

In Spring 2018, the Arkansas Department of Higher Education and the Arkansas Course Transfer System (ACTS) Mathematics Review Committee reached a major milestone with the publication of the Quantitative Literacy/Mathematical Reasoning (ACTS Course MATH1113)view full resourceDownloadFile recommendationsview full resourceDownloadFile. These recommendations will guide Arkansas institutions as they determine which degrees and programs should accept Quantitative Literacy/Mathematical Reasoning as the general education mathematics requirement.

For more details on the work in Arkansas, see this Math Pathways Task Force site.

Mike Leach
Pathways to Success
"Of all the student success innovations we have pursued here in Arkansas, DCMP has the greatest potential to have a systemic impact. We know that math presents one of the biggest barriers to student completion. The DCMP will improve the math experience for students, making it more relevant and tailored to what each student needs for continued education and career success. The entire higher education system will be touched by this effort, at the institution and state policy levels. DCMP is a critical component in the on-going effort to transform Arkansas’ higher education system to better serve students.”
Director of the Center for Student Success at
Arkansas Community Colleges

Our Work at the State Level

Select a state to learn more about how local leaders are setting a vision for math pathways or read an analysis of math pathways work across multiple states.