Increasing Student Success
with Math Pathways
Understanding & Implementing Completion Practices
Shelley Caraway
Lone Star College Kingwood
Dean of Engineering, Education & Student Success
an initiative of the Charles A. Dana Center and the
Texas Association of Community Colleges
What is the New Mathways Project?
A collaboration between the 50 community college
districts of Texas and the Dana Center to implement:
A systemic approach to improving student success
and completion by reforming developmental and
gateway mathematics based on four principles.
Dana Center’s role
Four Principles of Reform at All Levels of the System
1
Multiple pathways aligned
to specific fields of study
NATIONAL
2
Acceleration that allows most
students to complete a college-level
math course in one year or less
STATE
3
Intentional use of strategies to help
students develop skills as learners
INSTITUTIONAL
4
Curriculum design and pedagogy
based on proven practice
FACULTY & CLASSROOM
What does it mean to implement the NMP?
 Implement math pathways aligned with the four principles
of the NMP model
 Work towards making math pathways the normative
offering for all students
 Have access to resources and services developed to
support colleges
 Contribute to and learn from the work of educators across
the state
 Connecting local work to the collective power of a statewide
project
Modifications to TSI Policy Support Scaling NMP
The Texas Success Initiative (TSI) rule change
approved Summer 2014:
 Developmental students may become college ready
for:
 (1) all entry level college courses, OR
 (2) non-algebraically intensive pathways
See the Dana Center website for more details.
Benefits:
• Clarifies status of students who complete a non-algebra intensive
dev math course
• Clarifies readiness standards for differentiated pathways
• Readiness status is maintained if students transfer
Dana Center Courses
Where is Intermediate Algebra?
Dev. Ed. Course
2 hours
Developmental Course
2 hours
Reasoning With Functions I
4 contact hours
College Algebra (Math 1314)
3 hours
Acceleration
Designing the STEM-Prep Pathway
In order to ensure a scalable, quality course design, we
sought input from a broad range of researchers and
practitioners.
 Content Design Team
 5 nationally renowned leaders in mathematics education
 Structure Design Team
 Representatives from both two-year and baccalaureategranting institutions from across the country as well as
MAA and AMATYC
The STEM-Prep Pathway
The work of the Design Teams culminated in a
recommendation to develop two credit-bearing courses to
be taken after Foundations of Mathematical Reasoning
 Reasoning with Functions I
 Aligned with Math 1314/1414
 5 contact hours
 Reasoning with Functions II
 Aligned with Math 2412
 4 contact hours
Pathways not courses
STATISTICS PATHWAY
For majors in fields including:
• Nursing
• Social Work
• Criminal Justice
QUANTITATIVE
REASONING PATHWAY
For majors in fields including:
• Communications
• Graphic Design
• Paralegal
STEM-PREP PATHWAY
For majors in fields including:
• Petroleum Engineering
• Computer Science
• Chemistry
Degree Plan
Courses
QR Pathway
Degree Plan
Courses
SR Pathway
Degree Plan
Courses
STEM Pathway
Degree
__________
Certificate
__________
License
__________
4-Year
Transfer
Lessons Learned
 Leadership sets the charge.
 Understand your context before making decisions.
 Plan for changing normative practice.
 Include all stakeholders throughout the process.
Achievements in first 2 years: student success
 More students earning college credit in less time
 Students gaining confidence and seeing value in math
One of my students is a young veteran who is very math
phobic. He has earned A's on both tests. After the first one, he
approached me and said he never dreamed of really being
capable of learning math, nonetheless making an A. Moments
like that are incredible.
-- Justin Clanton, Temple College
Achievements in first 2 years: implementation
Spread of implementation:
 48 of 50 districts enrolled with the project
 20 colleges using Dana Center course materials
 14 college teams currently engaged in planning process
Our math ambassadors [Mike Turpin, Kilgore and Russell
Self, Trinity Valley] came on Friday and it was
AWESOME!! We are so grateful that you guys gave us this
opportunity. We all learned so much—and now, everyone on
campus is excited!
-- Catherine Howard, Texarkana College
Achievements in first 2 years: policy
 State policy change on college ready designation to support
implementation
 18 four-year institutions engaged in Transfer Champion
Initiative
“UNT [University of North Texas] uses a differentiated set of
courses to meet math requirements. It’s a good time to be
learning about the NMP and having discussions [about what
math fits] with our community college partners.” – Celia
Williamson, UNT
“NMP supports robust preparation for different college level
math courses.” – Julie Eklund, THECB
Transfer and applicability
What percentage of students who complete a degree at
Texas 4-year institutions have community college credit
on their transcripts?
78%
National Data 45%
Source: National Student Clearinghouse Research Center, Snapshot Report - Mobility
http://nscresearchcenter.org/wp-content/uploads/SnapshotReport6-TwoYearContributions.pdf
Will the NMP courses transfer?
 Yes! The college-level courses are aligned to the ACGM
outcomes for Math 1342: Introductory Statistics and
Math 1332: Contemporary Mathematics.
 Information on the alignment of the STEM Prep courses
released in Fall 2014.
 Transcripts will reflect these standard college-level courses.
How applicable are NMP courses to majors?
 Applicability is determined by individual institutions for
individual programs.
 The Mathematics Pathways Transfer Inventory lists the math
requirements for all public four-year colleges in Texas.
 Most liberal and fine arts degrees in the state require 3 or
6 credits of core math.
 Contemporary Math (1332) and Statistics (1342) are
approved options in the Texas core curriculum.
 Many field of study agreements do not require college
algebra.
Transfer Update: Positive Trends
 Most universities use multiple math pathways
Positive Trends in 4-Year Mathematics
 More universities are adding 1332 & 1342 to their core
Applicability Improving Although Challenges
Remain
 Transfer Champions work reveals many universities are
aligning math pathways to appropriate programs of study
 Alignment challenges
Misalignment of
Required Courses
Inconsistent or
insufficient advising
Use of “comparable
courses” not aligned
to ACGM courses
• Nursing
• Social Work
• “Math for liberal arts”
• Criminal Justice
• Communications
• “Statistics for
psychology majors”
Dana Center Supports for Transfer & Applicability
 Outreach to 4-yrs
 Updated math pathway transfer inventory
 Disseminating program of study briefs
 Presentations to TAAAMS and UT System Student
Success Group
 Launched a Houston-area mathematics task force
 Transfer Champions Initiative
 2013-2014 cohort
 2014-2015 cohort
NMP and the Transfer Champions Initiative (201314 cohort)
Two-Year
(codevelopers)
Four-Year
(primary transfer partners)
Alamo Colleges
The University of Texas at San Antonio
Texas A&M University–San Antonio
The University of Texas at Austin**
Texas State University
University of Houston
University of Houston–Clear Lake
The University of Texas at El Paso
Austin Community College
Brazosport College
El Paso Community College
Kilgore College
Lone Star College–Kingwood
Midland College
South Texas College
Temple College
The University of Texas at Tyler**
Stephen F. Austin State University**
Texas A&M University–Commerce
Sam Houston State University
University of Houston–Downtown**
Texas Tech University**
The University of Texas of the Permian Basin
The University of Texas–Pan American**
Texas A&M University–Central Texas
University of North Texas**
**Leader universities
Raising the Profile of our “Champions”
 The University of Texas at Arlington
 MATH 1332 – Emphasis on critical thinking and logic
rather than procedural manipulation
 Shifted half of college algebra enrollment to 1332
 Changed math requirements for Nursing, Social
Work, Liberal Arts, Political Science, University
College, and More.
 University of North Texas MATH alignment
 MATH 1332 – Arts, humanities, and music
 MATH 1342 – Social science, public affairs,
journalism, nursing, etc.
Transfer & Applicability Resources
 Transfer & Applicability FAQ
 Transfer Pathway Inventory
 Program of Study Briefs
 Nursing
 Communications
 Social work
 Criminal justice
Resources for Course Design
After internal discussions about the content, curricular design
and structure of courses, you will be ready to review curricular
options.
References on course design:
• NMP design principles and annotated bibliographies
• AMATYC New Life Project
• California Acceleration Project (pre-stats)
• AAC&U Peer Review, issue on Quantitative Reasoning, Summer 2014,
Volume 16, Number 3, http://www.aacu.org/peerreview
Resources for curriculum:
• Dana Center NMP courses
• Carnegie Foundation Statway and Quantway
• Commercial textbooks
More information about the NMP
NMP Ambassador Visit
Audience: Diverse campus stakeholders
Purpose: Provide a general introduction to the NMP
(not focused on curriculum)
Description: 3-hour workshop at your campus,
facilitated by faculty who have implemented the NMP at
their own college
– There is no charge for the session.
– Contact mathways@austin.utexas.edu
Subject line: Ambassador Visit
More information about NMP curricular materials
NMP Curriculum Adoption Workshop
Audience: Mathematics and Frameworks faculty
members and departmental leadership
Purpose: Provide an overview of the Dana Center
courses to inform adoption decisions.
Description: One day hands-on investigation of NMP
course materials
There is no charge for the workshop and travel
expenses are reimbursed
More information about NMP curricular materials
NMP Website
– Curriculum Design Standards
– Student Learning Outcomes for all courses
– Sample lessons for Foundations of Mathematical
Reasoning, Statistical Reasoning, and Quantitative
Reasoning (STEM-prep samples coming soon!)
– Complete curriculum for Frameworks for
Mathematics and Collegiate Learning.
Preparation to Teach Dana Center Courses
NMP Newcomer Faculty Workshop
Audience: Mathematics and Frameworks faculty members who are
will be teaching the Dana Center courses for the first time
Purpose: Introduce faculty to the design of the courses and
provide training on active learning pedagogy.
Description: Four day workshop in Austin
Date TBD
The Dana Center will pay for all travel expenses to Texas
colleges sending teams to either NMP Newcomer Faculty
Workshop.
College-Based Professional Learning
NMP Online Professional Learning Series
Audience: Mathematics and frameworks faculty
Purpose: Provide local professional learning on evidencebased practices to support effective adult learning with a
focus on active learning.
Description: 90-minute interactive online modules designed
for small groups of faculty working in a collaborative setting.
Information and video is interspersed with small-group and
whole-group discussion. Not dependent on the Dana Center
curricular materials.
– Free to Texas colleges
– See hand out for more information.
Essential Elements: Systemic Work
Our recommendations:
 College leadership teams with broad representation of
stakeholder groups that meet regularly
 Strategic planning informed by data and faculty input
 Build on strengths
Resources for systemic work:
• NMP Implementation Guide
• NMP events – ensure that your college has designated
liaisons and sign up for the NMP mailing list
Contact Information
 General information about the Dana Center:
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
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.