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Charles A. Dana Center Higher Ed In Brief
February / March 2019


Attend our two-day “Implementing, Improving, and Scaling Co-Requisite Mathematics Courses” workshop, and you and your team will return to your campus with a plan for co-requisite implementation. Workshop sessions focus on structures, content, pedagogy, and psychosocial factors and provide collaboration opportunities with other teams.

This workshop is not tied to any specific curriculum, but focuses on actionable guidance for building successful, sustainable approaches to co-requisite course design.




 
Learn More & Register Now
What We're Doing 
Rigor: an open and ongoing discussion
 
#MathRigorTalk

What does rigor really mean? How can rigor be assessed? Is it the same across K–12 and higher education? How does our definition of rigor influence how we think about effective instruction?

Our recent brief What Is Rigor in Mathematics Really? has sparked new conversations on this (sometimes) hot-button topic. We sat down with three Dana Center leaders to talk about why our conceptions of “rigor” have changed and the impacts on mathematics instruction.

Join the rigor conversation.

 
Do math pathways work? New data indicate “yes!”

Do math pathways work? New data indicate yes

With mathematics pathways-oriented models being a relative newcomer in math education, one of the frustrating challenges in growing the movement can be the lack of firm, data-based evidence on the efficacy of these newer approaches. Over time, that issue is lessening as data from new studies corroborate the successes we witness every day.

A study by Lauren Schudde and Katherine Keisler adds to this trend. Results suggest that students in programs based on the DCMP principles demonstrate better college-level math enrollment and completion outcomes.

Learn more about the study results.

 
How a “coalition of the willing” strengthened math pathways in Michigan

Read our brief.

Getting mathematics pathways to work—especially getting them to work at scale and in a sustainable manner—requires collaboration and cooperation among diverse groups of stakeholders. Leaders and faculty from two- and four-year institutions, advisors, state-level policymakers, mathematical associations, and others all must be consulted and leveraged. This seemingly daunting task can be achieved.

Since 2012, math pathways stakeholders in Michigan have worked toward building a strong coalition to develop math pathways, with a special focus on how structural and policy changes impact those efforts. These lessons learned, along with current work and future plans, are described in detail in our latest white paper, The Right Math at the Right Time for Michigan: “Coalition of the Willing” Strengthens Math Pathways in a Decentralized Higher Education System.

Read the paper now.

 
Expanding access to quantitative reasoning courses

All students should engage in mathematical experiences that best serve their professional, personal, and civic lives. For many, those experiences could—and should—be provided through a high-quality quantitative reasoning (QR) or quantitative literacy (QL) course, but access to such courses varies greatly. Access can be especially limited in the community college sector, where low-income and underrepresented minority students may be disproportionately affected, drawing concerns that these students are not given equitable opportunities toward economic and social mobility.

In Chapter 14 of the most recent installment of the Mathematical Association of America’s MAA Notes series, the Dana Center’s Amy Getz and Connie Richardson join former colleagues Rebecca Hartzler and Francesca Fraga Leahy in calling for the expanded use of QR/QL courses as the default gateway mathematics course for many programs of study.

Explore the chapter here.

[MAA Notes is free to MAA members; a fee for the purchase of the book will apply for non-members.]
 
The Dana Center is hiring — be our "plus one!"

Be our plus oneThe Dana Center is hiring a State Implementation Specialist. Interested candidates should apply as soon as possible.

Learn more and apply.
 

 
Amy Getz Joins Developmental Mathematics Workshop

Amy Getz, the Dana Center's Manager of Systems Implementation for Higher Education, will join national leaders in mathematics education at the National Academy of Science workshop "Increasing Student Success in Developmental Mathematics​." Amy's panel, focusing on the most promising models for change in developmental math education, is on Tuesday, March 19 in Washington DC.

Find out more about the workshop.
What We're Reading
“Different Math Pathways”
 
Uri Treisman quote

Do you ever find yourself needing to give someone a high-level overview of math pathways that succinctly describes many of the issues and opportunities embodied in the work? If you’re ever tired of delivering that overview yourself, you can always point to Katherine Mangan’s excellent piece, “Close Up: Different Math Pathways,” in the Chronicle of Higher Education.

Read the article.

“‘Innovation’ consists of both ideas and implementation…
  and we're far better at the former than the latter."

When Uri Treisman speaks, people tend to listen. Matt Reed at Inside Higher Ed certainly did when he attended Uri’s keynote address at the 2019 League for Innovation in the Community College conference. Uri covered topics from equity to systemic change, and did so as only he can.

Read the writeup at Inside Higher Ed.

Math pathways on the radio

Innovation Hub from WGBH and PRILooking for another concise overview of the issues that inspire shifts toward mathematics pathways? Dana Center Managing Director Dr. Carolyn Landel was interviewed about the challenges facing mathematics education on the WGBH (Boston) / PRI-produced radio program “Innovation Hub,” broadcast nationally on NPR and Public Radio International affiliates.

Listen to the story here.
Spotlight Publications & Resources
Navigating the pathway to calculus
Navigating the pathway to calculus
Research about how students learn, as well as the conceptual understandings and skills necessary for student success, can help us design a more effective and efficient pathway to calculus.

The Pathway to Calculus video series showcases the unique perspectives of an array of national leaders in the fields of mathematics and mathematics education. From discussions of pedagogy and course content to explorations of non-cognitive issues, these videos describe the innovations that re-envision the way we prepare students for success in calculus.

Watch the videos.

 
In Case You Missed It
Dana Center by the Numbers
Dana Center by the Numbers
We all understand the power of numbers. But when those numbers tell the story of the impact you seek to make, it’s not only powerful—it’s meaningful in the lives of those you touch.

Through 2018, the Dana Center team worked diligently to deliver impact for educators, administrators, policymakers, advocacy partners, and students. In doing so, our focus remained clear: to ensure all students have access to and clear pathways for postsecondary and career success.

Explore a few of the numbers that shaped our year in 2018.

 
Learn More About the DCMP
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