Frank Savina, M.A.T.
Professional Learning and Implementation Specialist
Dana Center Role
Frank supports system-wide reform efforts in a variety of states and institutions by providing guidance and expertise around math pathways and corequisite courses, and technical assistance to math faculty, deans, and other administrators to ensure equitable implementation of these models. He presents findings at national and regional conferences of professional mathematics organizations to inform the mathematics community about best practices in teaching gateway mathematics students.
Frank leads the design, development, and implementation of the pathways to Calculus and Introductory Statistics for the Dana Center Mathematics Pathways, a transformative redesign to modernize entry-level college mathematics programs through working with states, systems, universities, and colleges.
Frank also collaborates with higher education faculty at two-and four-year institutions to inform revision of several of the Center’s higher education gateway and developmental math courses to better serve mathematics students.
Before Joining the Dana Center
Frank has 25 years of teaching experience at university and high school levels. In addition to serving as a mathematics professor at El Paso Community College, he was an adjunct math faculty member and director of the Educational Talent Search Program at the University of Texas at El Paso.
Most notably, Frank was the first Mathematics Department chair for the first early college in El Paso, where he was selected as Teacher of the Year. Mission Early College High School, acollaboration between Socorro Independent School District, El Paso Community College, and the University of Texas at El Paso, went on to become a National Blue Ribbon School during his tenure.
M.A.T., Mathematics, University of Texas at El Paso
B.S., Mathematics, University of Texas at El Paso
Mathematical Association of America (MAA) subcommittee—Curriculum Renewal Across the First Two Years (CRAFTY): Collaborate with fellow committee members in monitoring ongoing developments within the first two years of collegiate mathematics with the intention of making general recommendations for improvement. Lead efforts to develop guidance on implementation of co-requisite gateway-level courses. (2020)
National Science Foundation, Advisory Board: Advised the principal investigators of the Transitioning Learners to Calculus in Community Colleges: Advancing Strategies for Success in STEM project funded by the NSF Division of Undergraduate Education. (2017)
Boersma, S., & Savina, F. (2019). Reenvisioning the pathway to Calculus to broaden participation in STEM programs. Austin, TX: The Charles A. Dana Center at The University of Texas at Austin.
Boersma, S., & Savina, F. (2019). Reenvisioning the pathway to Calculus: Supporting all students. In R. Hartzler & R. Blair (Eds.), Emerging issues in mathematics pathways: Case studies, scans of the field, and recommendations. Austin, TX: The Charles A. Dana Center at The University of Texas at Austin.
Foundations of Mathematical Reasoning
Reasoning with Functions I and II
Rethinking Calculus pre-requisites—What does it take for students to be successful in Calculus? Presented at the Joint Mathematics Meetings, Denver, CO (January 2020).
Meeting students where they are: Successful co-requisite course design. Presented at the Joint Mathematics Meetings, Baltimore, MD (January 2019).
Co-requisite courses: The right math at the right time. Presented at MAA MathFest, Denver, CO (August 2018).
Mathematical modeling for STEM-intending students. Presented at the Joint Mathematics Meetings, San Diego, CA (January 2018).
The right math for the right student at the right time: Facilitating multidisciplinary discussions. Presented at the MAA MathFest, Chicago, Il (August 2017).
Modernizing the pathway to calculus: Lessons learned at Palomar College. Presented at the MAA MathFest, Chicago, Il (August 2017).
American Mathematical Association of Two-Year Colleges
Mathematical Association of America