Jenna Cullinane
Houston Regional Transfer Workshop
April 5, 2013 an initiative of the Charles A. Dana Center and the
Texas Association of Community Colleges

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The NMP Courses
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Will the NMP courses transfer?
§   Yes! The pathways are aligned to the ACGM outcomes for Math 1342: Introductory Statistics and
Math 1332: Contemporary Mathematics.
§   Transcripts will reflect these standard college-level courses
§
Students earn credit for one developmental mathematics course and one college-level mathematic course
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Will the NMP courses transfer?
§   Related Activities:
§
Curriculum development: Align college-level content with AGCM outcomes. Help develop ACGM outcomes for developmental course.
§
Communication: Work with THECB, develop web and print resources, conduct direct outreach to clarify and disseminate information about seamless transferability
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Outreach to:
§
Community College Initiative comprised of UT System, A&M System, and
TACC
§
Texas Council of Chief Academic Officers
§
Council of Public University Presidents and Chancellors
§
Statewide representatives of 4-yr and 2-yr math chairs and administrators
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When are NMP students TSI complete?
§   There are many ways for students to become TSI complete under the new policy.
§   COMPLETE HIGHEST LEVEL DEVELOPMENTAL COURSE
§
TSI complete for statistics or quantitative reasoning after successfully completing the Foundations of
Mathematical Reasoning course
§
Students pursuing a STEM path are not yet TSI complete because they are not yet prepared for College
Algebra/Pre-Calculus.
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When are NMP students TSI complete?
RIGHT
HERE!
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When are NMP students TSI complete?
§   Related Activities:
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Fact-finding: Work with THECB to clarify TSI policy
§
Communication: develop web and print resources, conduct direct outreach to disseminate information about how NMP fits in new TSI policy
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How applicable are NMP courses to majors? Is it safe to advise students into alternative pathways?
§   It depends! The applicability is determined by individual institutions for individual programs
§
One-size-fits-all college algebra requirements and program neutral, risk-averse advising has pushed most students into a college algebra track intended to prepare students for calculus and STEM majors.
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Only about 10% of students in college algebra are in majors that require Calculus
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Less than 5% of students who start college algebra courses ever attempt Calculus 1
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High failure rates and misalignment of skills between college algebra and subsequent courses for many majors suggests it should not be considered the only “safe option.”
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How applicable are NMP courses to majors? Is it safe to advise students into alternative pathways?
§   Related Activities:
§
(1) Fact-finding: Gathered detailed data on math course requirements for individual programs. Developed transfer resource.
§
(2) Communication: raise awareness and clarify requirements where data suggests there is a high degree of consistency
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Contemporary Math (1332) and Introductory Statistics (1342) are approved to satisfy the Texas core curriculum requirement
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Most liberal & fine arts degrees in the state require 3 credits of core math
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Many field of study agreements do not require college algebra:
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Communications, criminal justice, Mexican American studies, music, nursing
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How applicable are NMP courses to majors? Is it safe to advise students into alternative pathways?
§   Related Activities:
§
(3) Work regionally and statewide with institutions where program requirements are more varied.
§   Collaborate with THECB, TACC, UT System, and the Texas Student
Success Council to advocate for tuning and greater consistency in program requirements.
§
Connect with TexMATYC and Texas MAA
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Convene statewide transfer workshop: March 6
§   Regional workshops around codevelopment partners: Houston April 5
& West Texas April 11
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Develop articulation agreement templates for primary transfer partners in high-enrollment majors
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How does the NMP address concerns about placing students into the correct pathway?
§   (1) Design the NMP course structure to include a common first course and co-requisite student success course.
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(2) Develop resources and professional learning opportunities for advisors
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Students often change majors. What happens if they take the statistics or quantitative reasoning pathway and decide later to pursue STEM?
§   Even with better advising, students will change majors
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Success in math can inspire students to raise aspirations
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NMP is exploring bridge minicourses, noncourse-based modules and other strategies to enable students to transition efficiently.
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Can four-year institutions implement the NMP?
§   Yes!
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Four-year institutions are welcome to join the initiative as active-learning sites.
§
Paired with a codevelopment partner to observe implementation and receive planning support.
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Prepare for implementation in 2014-2015 or later.
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Q&A
§   Do you have other questions?!
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Outcomes of the Statewide Transfer Workshop
§   Work through obstacles
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Obstacles embedded within institutions
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Advising
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Buy-in from other departments
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Confronting perceptions about rigor of content
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Changing faculty pedagogy
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Obstacles from across institutions
§   Transfer and applicability with 4-years
§   Placement
§   Credit level & acceptance of the Learning Frameworks course
§   Communication at all levels
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Funding issues
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Outcomes of the Statewide Transfer Workshop
§   How can we address obstacles?
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Provide opportunities for 2-yr and 4-yr folks to meet face-toface. Include faculty and upper level administrators
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Take a regional approach to transfer and applicability
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More direct outreach to 4-yr institutions about trends in undergraduate mathematics education
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Create opportunities for 2-yr and 4-yr faculty & mathematics professional associations to review or provide input on courses to ensure rigor.
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Provide more specific requests for action
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Moving the agenda forward
§   What can 4-year institutions do to support the NMP?
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(1) Raise Awareness and Engagement
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Join the NMP mailing list and talk to your colleagues about today’s convening.
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Help ensure our transfer resource is accurate
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(2) Be a Transfer-Friendly Institution
§   Work with codevelopment partners to ensure transfer students will receive useful credits by completing NMP courses and identify majors that accept statistics or contemporary math.
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Add statistics and contemporary mathematics to your core curriculum offerings
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Remove college algebra pre-requisites to statistics and other
“math for liberal arts” courses
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Moving the agenda forward
§   What can 4-year institutions do to support the NMP?
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(3) Modernize Mathematics Curriculum at Your Institution
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Work with other departments on your campus to assess what mathematics students really need to be successful in majors
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Redesign curriculum and/or change course requirements based on needs assessment
§   Consider joining the NMP
Items in (1) and (2) are key, (3) is extra credit!
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Moving the agenda forward
§   What can 2-year institutions do to support the NMP?
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(1) Raise Awareness and Engagement
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Join the NMP mailing list and talk to your colleagues about today’s convening.
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Make sure your institution has identified its role in the NMP
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(2) Review Program Requirements at Your Institution
§   Work with other departments on your campus to assess what mathematics students really need to be successful in majors
§   Consider changing mathematics course requirements or recommendations based on needs assessment of your programs
§
(3) Outreach to 4-year Institutions
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Work with 4-yr partners to ensure transfer students will receive useful credits by completing NMP courses
§
Identify transfer-friendly institutions and advise students accordingly
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Wrap Up & Table Discussion
§   Do you have other questions?!
At your table, take a look at the transfer and applicability resource. Is your institution, an institution from your system, a peer included?
(1)
If your institution is included, is the information accurate?
(2)
What do you notice about the data?
(3)
How does your institution compare to peers?
Can you help us improve this resource?
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Contact Information
§   Presenter contact info jenna.cullinane@austin.utexas.edu
§   General information: www.utdanacenter.org
§   Higher Education work: www.utdanacenter.org/higher-education/
§   To receive monthly updates about the NMP, contact us at: mathways@austin.utexas.edu
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About the Dana Center
The Charles A. Dana Center at The University of Texas at Austin works with our nation’s education systems to ensure that every student leaves school prepared for success in postsecondary education and the contemporary workplace.
Our work, based on research and two decades of experience, focuses on K-16 mathematics and science education with an emphasis on strategies for improving student engagement, motivation, persistence, and achievement.
We develop innovative curricula, tools, protocols, and instructional supports and deliver powerful instructional and leadership development.
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