We engage in multi-year work with state-level task forces including members from both two- and four-year public higher education institutions. A series of interactions with various stakeholders supports the implementation and scaling of multiple, transferable mathematics pathways. These pathways enable students to complete a college-level mathematics requirement aligned to their program of study within one year, regardless of their initial level of preparation. The entire process is designed to unfold in four phases: (1) Building urgency and intrinsic motivation by empowering mathematics leaders; (2) Enabling scale by creating policy and practice conditions for system-wide implementation; (3) Enacting DCMP principles at institutions; and (4) Providing support within institutions and sustaining new normative practice.
This work may include, but is not limited to:
- Creating the policy and practice conditions for statewide implementation and scale.
- Creating working groups to develop student learning outcomes for mathematics pathways courses.
- Convening a transfer and applicability working group in facilitated experiences that support stakeholders in correcting local transfer misalignment and ensuring applicability to programs of study.
- Surveying non-mathematics faculty on mathematics competency needs within programs of study.
- Coordinating activities with initiatives focused on developmental mathematics, including co-requisite and placement reforms.
Across these efforts, we provide a framework for task force members that includes deliverables, suggested timelines, and processes for convening stakeholders and maintaining momentum toward project goals. These processes are detailed, but intentionally flexible so that teams can adapt them to their own contexts.
In some locations, customizing the pathways work on a regional basis is more feasible than gaining statewide consensus.
To learn more about engaging our team for state, system, or regional work, contact Paula Talley.