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March 2017 Issue
A Message from Nancy
Coordinating the implementation of math pathways at scale requires high-quality tools and targeted technical assistance. As the Dana Center Mathematics Pathways team continues to work across multiple levels of the system, we are always looking for opportunities to develop useful resources to help you in this important work. 

I’m excited to share two new resources with you:
  • A process model that aims to help statewide teams develop state-level student learning outcomes that support multiple mathematics pathways.
  • A regional structure for engaging stakeholders and empowering local leaders in Texas.
With over 200 resources available on the DCMP resource site (and growing!), I encourage you to spend some time learning about the faculty-driven, administrator-supported, and policy-enabled tools and resources. 

ancy Stano 
Strategic Learning and Development Specialist 
Higher Education Services
What's New

A Process for Success: Developing and Supporting Student Learning Outcomes
Audience: Administrators and faculty

Effective student learning outcomes (SLO) can foster common understanding and agreement about what students need to know to be successful in college and careers, help facilitate student transfer, reduce time to degree, and promote quality instruction. However, the process for creating meaningful outcomes that effectively measure student knowledge and success is all too often unclear, particularly at the state agency or policy level.

This resource was created to offer education stakeholders a process for developing effective, state-level SLOs for multiple mathematics pathways. Statewide teams can use this process to craft learning outcomes that promote retention, transfer, and completion as students move through postsecondary education and beyond.

Technical Assistance Through Regional Scaling Coordinators in Texas
Audience: Administrators and faculty

Since launching mathematics pathways work in Texas in 2012, the Dana Center has engaged with all 50 community college systems in the state and has conducted outreach through 374 workshops, conferences, webinars, and events. Through these interactions, we have learned a tremendous amount about the varying ways that institutions approach this work, the challenges they wrestle with, the questions they have, and the successes they are having.
We try to capture all of this information and share promising practices in our resources, but we recognize the power that direct connections across institutions can have on moving work forward.
To deepen mathematics pathways implementation in Texas and to support these direct connections, we are building local support systems for information sharing and communication. Our goal is to enable community colleges and universities in a region to synchronize mathematics pathways information and services, including transfer and applicability work as well as support services and partner disciplines. This form of technical assistance requires dynamic, responsive thinking and higher education expertise.

To fill this role, we are deploying 6 regional coordinators with decades of experience in higher education and boundless enthusiasm for scaling mathematics pathways. These coordinators will work with university and college leaders to understand the regional needs around transfer, curriculum, and professional learning as they relate to regional workforce and community needs. The coordinators will also foster discussions across institutions, facilitate planning agendas for meetings, and help regional teams access resources from the Dana Center, participating universities and colleges, and system offices. 

Regional coordinators are busy introducing themselves to institutions in their regions. Learn more about each of them here: 

State Task Force Reports Released  
Audience: Administrators and faculty
In spring 2016, four Mathematics Pathways to Completion (MPC) states—Arkansas, Michigan, Oklahoma, and Washington—convened task forces to identify problems and challenges in their states, prioritize solutions, and craft a vision for math pathways.
These MPC states recently achieved a momentous milestone by publishing their states’ task force recommendations
Each state is now actively engaged in taking next steps to enact its task force recommendations while garnering institutional commitment for math pathways implementation. For individual state information about task force leadership, a timeline of activity, and resources, refer to the Where We Work navigation tab on the DCMP resource site.

Mathematics Pathways Spotlight at UMLN 
Audience: K-12 and Higher Ed administrators, faculty, and policymakers
Math pathways was a major topic of conversation at the Urban Mathematics Leadership Network retreat in early February. David Bressoud, director of the Conference Board of the Mathematical Sciences, discussed the role of calculus in the transition from high school to college mathematics. Nikki Edgecombe, senior research scientist for the Community College Research Center at Columbia University, delved into math pathways in higher education and the considerations of math pathways for K–12

The math pathways movement continues to gain momentum as diverse stakeholders join this "joyful conspiracy."
Stan Jones: Remembering a Dear Friend, Colleague, and Game Changer

The Dana Center remembers Stan Jones, founder and president of Complete College America (CCA), who passed away recently. He was an indomitable force transforming education in Indiana and throughout the nation, not only through his work at CCA, but also as a state legislator and Indiana Commissioner for Higher Education.

We were privileged to be able to work closely with Stan, beginning with the Building Math Pathways to Programs of Study project in 2014. His impact on higher education will continue to serve a vast number of students for years to come. To read more about Stan’s work on behalf of students, see this remembrance from CCA.
Spotlights: Resources and News 
Browse Where We Work on the DCMP resource site to see how we work across the system.

Explore our recommendations and resources to Take Action at state, institutional, and classroom levels.

In Five higher ed leaders to watch in 2017 (and beyond), an "Education Dive" article, Tennessee Board of Regents Vice Chancellor Tristan Denley is recognized for his efforts in improving student success, which includes the implementation of a co-requisite model in the state of Tennessee.
Mark Your Calendars: 

Upcoming opportunities to join us in learning about mathematics pathways:

Follow us @DCMathPathways
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Job Opportunities 

The Dana Center is hiring a variety of roles, including Director of Higher Education Strategy, Policy, and Services, and a Communications Coordinator. Learn more and apply now!

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Whether you want to stay more connected with the DCMP or you want to learn more about the Dana Center’s K–12 work and our initiatives supporting underserved students, you’ll want to check our Twitter feed.
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