Across the nation, institutions are implementing one–semester co–requisite models, which refer to the practice of placing students directly into college–level courses regardless of preparation, and providing them with supports for just-in-time instruction. A two–year institution in Oklahoma — Tulsa Community College — combined its institutional initiatives in order to quickly and effectively

Currently, most state- and system-level policy supports the transferability of credits but does not account for the applicability of those credits to a student’s program of study. Several states have taken steps to address this issue directly. While each state’s approach to the problem is distinct, all of them can be instructive in better understanding the nuanced policy and planning

This resource is intended to help task force leaders create an effective and inclusive process to develop a plan that monitors and supports implementation of mathematics pathways at multiple institutions.

This template supports the resource "Developing a Plan to Monitor and Support Institutional Progress" to help task force leaders develop a plan for monitoring and supporting institutional progress towards full-scale implementation of mathematics pathways.

This tool identifies key indicators of progress on each of the 10 Essential Actions outlined in the "DCMP Institutional Implementation Guide". The tool can provide a baseline assessment at the beginning of the implementation process and can be used periodically to guide continuous improvement.

A common concern among those considering mathematics pathways is the degree to which students who begin their college-level work in non-STEM pathways might be hindered if they switch to a STEM major. This brief summarizes numerous studies examining the prevalence of students who changed majors from non-STEM to STEM fields and provides recommendations for serving those students.

Results of a survey aligning mathematical content to programs of study in Arkansas.

If an institution has multiple mathematics pathways in place and the ultimate goal of reform is to better meet the needs
 of students, then an essential element in the implementation process is guiding students into the path that is best suited
 to their educational goals. But what is the best way to communicate to freshmen—many of whom might already be feeling overwhelmed—what their course

All systemic change depends upon the hard work and commitment of the people who are on the front lines. Engaging these stakeholders in a positive and effective process is a key leadership challenge. In the case
 of implementing mathematics pathways, many leaders are concerned about how to support mathematics faculty in the change effort. Metropolitan Community College–Kansas City took a strategic

This resource highlights key institutional actions and deliverables in year-one of implementing mathematics pathways.

This tool is designed to help develop and establish an effective charge of the institutional leadership team that communicates its goals and areas of work.