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Communicating Support Resources to Corequisite Students Toolkit

This toolkit describes a three-phase process for communicating support resources to students in corequisite and gateway mathematics and English courses.

Corequisite Student Outreach and Extended Support Toolkit

This toolkit is a guide for establishing a formal, streamlined, and systematic way to help students connect with student services and other support resources, and to encourage self- advocacy and increased use of campus resources.

Rick Luttman Memo: The Basis for the Success of the Potsdam Program

This memo from Rick Luttman in April 1987 outlines the items that distinguished the mathematics program at SUNY-Potsdam.

Corequisite Mathematics Toolkit

This toolkit presents design principles for implementing corequisite mathematics and provides tools and resources to make them actionable. It supports faculty members, advisors and administrators in adopting corequisites that ensure college students – in particular those who are Black, Latinx, Indigenous, first-generation and from low-income communities – are provided the supports they need to be

The Challenges of Scaling Gateway Mathematics Corequisites: Recommendations for Policy and Practice

This study focused on the challenges of at-scale corequisite mathematics course development and implementation based on the experiences of 21 system leaders, college administrators, and faculty across four states. Corequisite courses allow students who need or want additional support in college-level math to enroll in credit-bearing courses to receive extra, just-in-time help. Based on the

Essential Mathematics and Statistics Skills and Competencies for Nursing Education

Mathematical competency and effective quantitative reasoning skills are essential for safe nursing practice; however, research reveals a lack of consensus on the necessary quantitative learning outcomes for undergraduate nursing programs. The High-Quality Mathematics Education for Nurses Task Force—supported by the Charles A. Dana Center at The University of Texas at Austin, the Mathematical

A Promising Corequisite Outreach and Support Model at Houston Community College

Evidence continues to mount that providing just-in-time assistance in the form of corequisite support courses is helping students succeed in completing their gateway mathematics courses in their first year,3 which has long been a major stumbling block for students who have been designated as underprepared for college-level work. Houston Community College has taken this reform a step further

Demystifying the Myths about Quantitative Literacy: Facts That Dispel Commonly Held Beliefs

This resource focuses on Quantitative Literacy (also known as Mathematical Reasoning) as a rigorous, relevant mathematics pathway in Arkansas. It demystifies commonly held myths about enrolling students in this mathematics pathway.

Demystifying the Myths about Quantitative Literacy: Different Journeys for Students

This resource focuses on Quantitative Literacy (also known as Mathematical Reasoning) as a rigorous, relevant mathematics pathway in Arkansas. It demystifies commonly held myths about enrolling students in this mathematics pathway.

Math for Manufacturing Case Study: KY FAME Initiative

Manufacturers in the Greater Louisville area partnered with Jefferson Community and Technical College to implement the Federation for Advanced Manufacturing Education (FAME). This national program combines education and paid, on-the-job training, giving students an opportunity to earn an associate of applied science degree and an advanced manufacturing technician certification as they gain
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Communicating Support Resources to Corequisite Students Toolkit

This toolkit describes a three-phase process for communicating support resources to students in corequisite and gateway mathematics and English courses.

Corequisite Student Outreach and Extended Support Toolkit

This toolkit is a guide for establishing a formal, streamlined, and systematic way to help students connect with student services and other support resources, and to encourage self- advocacy and increased use of campus resources.

Rick Luttman Memo: The Basis for the Success of the Potsdam Program

This memo from Rick Luttman in April 1987 outlines the items that distinguished the mathematics program at SUNY-Potsdam.

Corequisite Mathematics Toolkit

This toolkit presents design principles for implementing corequisite mathematics and provides tools and resources to make them actionable. It supports faculty members, advisors and administrators in adopting corequisites that ensure college students – in particular those who are Black, Latinx, Indigenous, first-generation and from low-income communities – are provided the supports they need to be

The Challenges of Scaling Gateway Mathematics Corequisites: Recommendations for Policy and Practice

This study focused on the challenges of at-scale corequisite mathematics course development and implementation based on the experiences of 21 system leaders, college administrators, and faculty across four states. Corequisite courses allow students who need or want additional support in college-level math to enroll in credit-bearing courses to receive extra, just-in-time help. Based on the

Essential Mathematics and Statistics Skills and Competencies for Nursing Education

Mathematical competency and effective quantitative reasoning skills are essential for safe nursing practice; however, research reveals a lack of consensus on the necessary quantitative learning outcomes for undergraduate nursing programs. The High-Quality Mathematics Education for Nurses Task Force—supported by the Charles A. Dana Center at The University of Texas at Austin, the Mathematical

A Promising Corequisite Outreach and Support Model at Houston Community College

Evidence continues to mount that providing just-in-time assistance in the form of corequisite support courses is helping students succeed in completing their gateway mathematics courses in their first year,3 which has long been a major stumbling block for students who have been designated as underprepared for college-level work. Houston Community College has taken this reform a step further

Demystifying the Myths about Quantitative Literacy: Facts That Dispel Commonly Held Beliefs

This resource focuses on Quantitative Literacy (also known as Mathematical Reasoning) as a rigorous, relevant mathematics pathway in Arkansas. It demystifies commonly held myths about enrolling students in this mathematics pathway.

Demystifying the Myths about Quantitative Literacy: Different Journeys for Students

This resource focuses on Quantitative Literacy (also known as Mathematical Reasoning) as a rigorous, relevant mathematics pathway in Arkansas. It demystifies commonly held myths about enrolling students in this mathematics pathway.

Math for Manufacturing Case Study: KY FAME Initiative

Manufacturers in the Greater Louisville area partnered with Jefferson Community and Technical College to implement the Federation for Advanced Manufacturing Education (FAME). This national program combines education and paid, on-the-job training, giving students an opportunity to earn an associate of applied science degree and an advanced manufacturing technician certification as they gain

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