- Making the Case for Math Pathwaysview full resourceDownloadFile
- Math Pathways Resource Listview full resourceDownloadFile
- Corequisite Remediation: Spanning the Completion Divide
- The DCMP's Four Guiding Principles: Selected Supporting Research (annotated bibliography)view full resourceDownloadFile
Who should lead?
High-level institutional leaders play an important role in setting the charge for math pathways. Depending on the size and organizational structure of the institution, the leadership team can include the president, vice president for academic affairs, or provost. It is critical, however, that this not be viewed as a top-down initiative. The administration should work closely with mathematics faculty to build interest and a sense of ownership in the effort.
What does it take?
Implementing math pathways is a transformative process that that requires work across the system. In addition to mathematics faculty, the work involves representatives of a variety of stakeholder groups, including advising, institutional research, student services, and partner disciplines. We encourage administrators to offer release time to faculty leading the work, consider how to free up staff time, and explore ways to support the logistics of the process. Administrators should also plan to sustain the work over multiple years until it has become normative practice within the institution.