Six-Year Planning: Initiative Summary
Title: Catalyzing Achievement in Entry-Level Math
It is well known that one of the barriers to student success at Western is the struggle many students
have with our entry-level math courses. This challenge is not unique to students at Western. The link
between problems with college-level math and retention and graduation is well recognized at a national
level. A 2009 study by the Institute for Higher Education Leadership and Policy found that successful
completion of a first-year math course, among other factors, increases the probability of re-enrolling
and reduces the chances of student “transfer, stop out or drop out”. Of Western’s fall 2013 freshmen
cohort, 1,422 students enrolled in Math 112 (Functions & Algebraic Methods) with 45% earning grades
of D, F or W (course withdrawal). A total of 1,667 enrolled in Math 114 (Pre-Calculus I) with 35%
receiving grades of D, F or W.
In recognition of students’ poor performance in these two classes, faculty and staff from Academic
Affairs and Enrollment and Student Services partnered this past June to develop a proposal titled
Catalyzing Achievement for the Department of Education’s First in the World (FITW) grant competition.
The proposal, though not funded, focused on two major objective: 1) transforming the way entry-level
mathematics is taught at Western via curricular and pedagogical reform, and 2) providing additional
supports for under-prepared students focused on developing the ability to apply math in a conceptual
manner, boosting students’ confidence in their potential to succeed in math and at the university and
helping students develop a sense of belonging in a university setting.
Enrollment and Student Services is committed to further partnering with the College of Sciences &
Engineering in whatever manner might assist the College with the first objective. This initiative outlines
strategies Enrollment and Student Services proposes to address the second objective of providing
enhanced support to help students be successful.
Even without curricular reform, steps can be taken to boost students’ ability to exceed in mathematics.
Many WWU students struggle in entry-level mathematics due to the significant differences that exist
between the manner in which college math versus high school math is taught. High school math
instruction typically focuses on a skill-based learning style while college math focuses on conceptual
learning. For many students this is a difficult and confusing shift to make. Students who succeeded in
high school math can find themselves struggling to get passing grades.
This is an initiative consisting of three parts: 1) a Math Bridge Program for entering students, Tutor-led
study groups for Math 112 and 114, and 3) Peer mentors for students in Math 112.
Math Bridge Program
Through this program, online materials, developed by WWU faculty, would be provided to incoming
students to help them prepare for their first math class at Western and make the shift from high school
to college teaching methods and expectations. This would largely consist of thought-provoking
mathematical problems aimed at forcing students to test and apply their conceptual understanding
while also exercising their basic computational and algebraic skills. It would also introduce materials to
start a student thinking about how attitudes or “mindsets” about intelligence and the ability to learn can
impact academic success.
Tutor-Led Study Groups
This initiative would also include tutor-led study groups for Math 112 and 114. These groups would
meet twice a week throughout the quarter. In addition to reviewing course materials, explaining
concepts and helping students prepare for tests, tutors would employ “growth mindset” strategies to
boost students’ confidence. Lacking a strong background in math from high school, students in entry
level college math can have self-defeating thoughts about their ability. They may have a “fixed mindset”,
believing that their math aptitude is finite and unchangeable, that they “just aren’t good at math”.
Faced with difficulties in a math class, students with this attitude often give up when they experience
difficulty because they see their struggles as proof that they lack ability. To combat this, tutors would
employ strategies based on recent cognitive science research demonstrating that IQ is not fixed but
grows in response to intellectual challenge and persistence.
Peer Mentors for Math 112
Under this part of the initiative, peer mentors would provide support for students in Math 112, the
entry-level math course in which Western’s students experience the most difficulty. The peer mentors
would have weekly contact with their assigned students with a focus on two objectives: helping them
build connections and a sense of belonging and offering encouragement based on “growth mindset’
concepts. Most students in Math 112 are taking it only to meet general education requirements, making
it all the harder to stay motivated when faced with challenges.
What University units (depts., colleges, etc.) will be involved?
Academic and Career Development Services, Faculty from Mathematics department
How does the initiative support the University Mission and Strategic Plan?
Expand student access to rigorous and engaging baccalaureate and graduate education.
Are there potential partnerships with external organizations/institutions?
Click here to enter text.
Anticipated new positions needed to implement the initiative:
Faculty: Up to six existing faculty would be paid to create Math Bridge Program in initial year. In the
years following, one existing faculty member would be paid to oversee the Math Bridge Program
Staff: Math Coordinator (1 FTE) to oversee math tutoring and provide training and support to
additional tutors and approximately 40 peer mentors
Space needs (boldface one; attach note from Space Administration):
 Existing space is sufficient


Existing space will be sufficient after modification
New space may be required
New equipment or other one-time costs: Total one-time costs: $28,000
Faculty to create Math Bridge Program ($24,000 - 6 @ $4000 each); Student Programmer to create
Math Bridge Program website ($2,500); Office set-up for Coordinator – Math Tutoring [PC or laptop,
telecommunications] ($1,500)
Recurring operating costs: Total estimated costs for initiative ($96,700)
Faculty member for oversight of Math Bridge Program ($3,000); Student Programmer for Math Bridge
Program website maintenance/upgrades ($1,200); Coordinator – Math Tutoring ($55,000 salary and
benefits); Coordinator – Math Tutoring - conference attendance/professional development ($2,000);
Tutor wages ($8,000); Peer Mentor wages ($25,500) Training materials/costs for Tutors and Peer
Mentors ($2,000)
Estimated timeline for implementation: 2016-ongoing
Potential funding sources (boldface all that apply; attach notes from University Advancement and
University Relations)
 State operating budget (decision package)
 New enrollments (tuition-based)
 External Education (fee-based)
 Reallocation
 Federal Support (agency: ______ )
 Grants
 Partnerships (organizations/institutions: ______ )
 Private Funds
 Other (please specify) Enrollment Fee funds