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Texas 2-year and 4-year transfer inventory guide for 2018-19.
Level:
State, Institution
Process Stage:
Planning
Role:
Policy, Institutional Leadership, Math Department
DOWNLOADABLE FILE(S)
This 2018 report provides an update of the current state efforts and progress towards increased student persistence and success as a result of implementing multiple mathematics pathways. This report specifically explores examples of innovative approaches to drafting and implementing task force recommendations from thirteen states working in collaboration with the Dana Center. Furthermore, this report provides a synopsis of key focus areas of state-level task force recommendations and concrete examples of customized state-level supports for the sustainability and scale math pathways.
Level:
State, Institution
Process Stage:
Implementing, Continuously Improving
Role:
Policy, Institutional Leadership, Math Department
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. When faculty and policy agencies in Arkansas understood the impact of transfer and applicability of mathematics courses on students, they committed to state-level action and coordination to address the problem. In an effort to increase student success in mathematics and increase overall degree completion at a large scale, various Arkansas stakeholders set into motion strategic policy action to provide statewide guidance and alignment of non-STEM mathematics courses to programs of study.
Level:
State
Process Stage:
Implementing
Role:
Policy, Institutional Leadership, Math Department, Advisors and Coordinators
This resource provides a selected list with explanatory notes on key mathematics pathways references and publications. Topics covered in this supplementary resource include:

• Mathematics Professional Associations on Mathematics Pathways
• Consistent and Predictable Transfer and Applicability
• Placement and Acceleration Options
• Co–requisite and Accelerated Structures
Level:
State, Institution
Process Stage:
Implementing, Continuously Improving
Role:
Policy, Institutional Leadership, Math Department
Universities across Texas revised their core curriculum to accommodate multiple mathematics pathways and ensure the transferability of all entry-level math courses. "Growing Portability of Entry-Level Mathematics Courses in University Core Curriculum in Texas" summarizes these changes and shows that today, Math 1332 Contemporary Mathematics (Quantitative Reasoning) is as prevalent in core curriculum offerings as Math 1314 College Algebra.
Level:
Institution
Process Stage:
Implementing, Continuously Improving
Role:
Institutional Leadership, Math Department, Partner Disciplines, Advisors and Coordinators
This Dana Center resource provides an overview of efforts to implement multiple math pathways at scale in American higher education. It focuses special attention on the structural and policy dimensions of ensuring that new gateway mathematics course sequences become standard institutional course offerings. These include:

• Transfer and applicability across institutions;
• Alignment of mathematics pathways within institutions;
• Appropriate placement into gateway course and support structures.

Level:
State, Institution
Process Stage:
Implementing, Continuously Improving
Role:
Policy, Institutional Leadership, Math Department
This guide is designed for faculty and staff at both two-year and four-year institutions that are implementing and scaling mathematics pathways based on DCMP principles. It offers a blueprint for implementation that spans four stages. The stages frame the work so that different stakeholder groups understand how to plan and prepare to implement mathematics pathways at their individual institutions and how to monitor implementation efforts for continuous improvement.
Level:
Institution, Classroom
Process Stage:
Getting Started, Planning, Implementing, Continuously Improving
Role:
Institutional Leadership, Math Department, Advisors and Coordinators, Researchers
This tool is a collection of templates that faculty and administrators can use to prepare for and implement multidisciplinary discussions focused on identifying a default mathematics course requirement that is most relevant for each program of study.
Level:
Institution
Process Stage:
Planning
Role:
Math Department, Partner Disciplines
This resource is a sample of the Statistical Reasoning course.
Level:
Classroom
Process Stage:
Planning, Implementing
Role:
Math Department
This resource is a sample of the Quantitative Reasoning course.
Level:
Classroom
Process Stage:
Planning, Implementing
Role:
Math Department