The Path Less Completed
Redesigning the developmental math
sequence to help students get through,
get a job, and get on with their lives
SPONSORED BY
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Meet Your Guide
Amy Getz, M.A.
Strategic Implementation Lead
Higher Education
Charles A. Dana Center
University of Texas at Austin
getz_a@austin.utexas.edu
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Before We Begin
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The Places We’ll Go
Today’s presentation will cover:
• What the New Mathways Project (NMP) is
and the impact it’s making on students
• Lessons we’ve learned along the way
• Recommendations and resources for
institutions implementing math pathways
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Polling Questions:
Which of the following best describes your role?
Select all that apply.
A. Higher Ed Math Faculty
B. Higher Ed Administrator
C. Higher Ed Advisor
D. Higher Ed Other Staff
E. Other
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What we know:
Completion of a college-level
math course is an obstacle to
program or degree completion
for too many students.
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A Closer Look:
What’s the real problem?
Developmental math…
It’s NOT
College-level
mathematics courses…
Student supports…
Programs of study…
Transfer or policy…
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A Closer Look:
What’s the real problem?
It IS the
DISCONNECT
between all these things
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New Mathways Project
Noun
new · math · ways · pro · ject │ nü \ math-,wāz \ ‘prä-jekt
Definition:
1:
A systemic approach to improving student success and
completion by reforming developmental and gateway
mathematics based on four principles.
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The 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
utdanacenter.org
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The Dana Center’s Role
NATIONAL
GOAL: Legitimize math pathways through professional
associations and mathematics leadership
•
KEY ACTIVITIES:
•
Common Vision 2025: Collaboration of
five math professional associations to
modernize undergraduate pathways
Transforming Post-secondary Education
in Mathematics through thought
leaders promoting constructive change
in college mathematics
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The Dana Center’s Role
NATIONAL
GOAL: Legitimize math pathways through professional
associations and mathematics leadership
STATE
GOAL: Coordinate policy, institutional and organizational
efforts across state to promote NMP model
•
KEY ACTIVITIES:
•
Texas: Support policy change, engage 21
universities and 47 community college
systems
Other States: Mobilize faculty to set
vision for math pathways in Colorado,
Georgia, Indiana, Missouri, Montana,
New Mexico, Ohio, and Oklahoma
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The Dana Center’s Role
NATIONAL
GOAL: Legitimize math pathways through professional
associations and mathematics leadership
STATE
GOAL: Coordinate policy, institutional and organizational
efforts across state to promote NMP model
INSTITUTIONAL
GOAL: Build tools and services that help colleges to
implement systematic reform
KEY ACTIVITIES:
•
•
Texas: Offer institutional mentorship
Everywhere:
• Provide detailed implementation
guide and scaling toolkit
• Develop tools and strategies to
help train advisors and plan for
student recruitment
These resources are available now.
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The Dana Center’s Role
NATIONAL
GOAL: Legitimize math pathways through professional
associations and mathematics leadership
STATE
GOAL: Coordinate policy, institutional and organizational
efforts across state to promote NMP model
INSTITUTIONAL
GOAL: Build tools and services that help colleges to
implement systematic reform
FACULTY & CLASSROOM
GOAL: Develop professional learning and curricular
resources informed by faculty
•
KEY ACTIVITIES:
•
Course Materials: Mathematics &
Learning Frameworks
Faculty Training for Dana Center courses
and for general active learning pedagogy
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Questions about the
NMP Principles or Levels
of Work?
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
#PearsonLearn
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One Year Down the Road
Year One Student Outcomes in Texas
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Year One Texas Student Outcomes
Staying the Course
NMP students were more
likely to…
• Complete developmental math
requirements
• Enroll in a college-level math course
• Pass a college-level math course
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Year One Texas Student Outcomes
Students and faculty reported that students
were highly engaged with math content and
students built stronger learning communities.
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Year One Texas Student Outcomes
Comparison Data: Students in non-NMP Courses
Outcome
Students enrolled in a traditional dev math
class in fall 2013
Developmental Levels Down of Math
Courses Enrolled In
One Level
Two Levels
5,000
5,600
Among those enrolled in fall 2013 traditional dev math class, by spring 2014:
Completed dev math requirement
60%
18%
Enrolled in a non-NMP college-level math
class
37%
5%
Passed non-NMP college-level math class
with “C” or higher
23%
3%
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Year One Texas Student Outcomes
Year One Data: Students in NMP Courses
Outcome
Number of codevelopment colleges
Students enrolled in Foundations in fall
2013
All Colleges Offering
Foundations
Colleges Offering Foundations that
Promoted Enrollment in Statistical
Reasoning
7
5
233
136
Among students enrolled in fall 2013 Foundations, by spring 2014:
Completed dev math requirement
with a “C” or higher
65%
70%
Enrolled in college-level statistics
course
46%
64%
Passed college-level statistics course
with “C” or higher
30%
49%
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Year One Texas Student Outcomes
Newly Published Report
Laying the Foundations: Early Findings from the
New Mathways Project, an external review of
the NMP is now available at
www.mdrc.org/publication/laying-foundations
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Lessons Learned
What we’ve discovered along the way
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Lessons Learned: Role of Leadership
• Set the charge
• Connect to mission and
strategic plan
• Establish structures for
cross-institutional work
• “Faculty-driven,
administratorsupported”
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Lessons Learned: Context Matters
• Take the time to build a
shared understanding
of the current context
• Build on strengths and
success
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Lessons Learned: Pathways, Not Courses
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Lessons Learned: Multiple Dimensions
Faculty & Staff
Supports
Delivery
Content
Placement
Articulation
PATHWAYS
Student
Supports
Sequence
Structure
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Lessons Learned: Design for Scale
• Set goals for scaling early
• Balance bold vision with practicality
• Engage broadly from beginning
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Lessons Learned: Work Systemically
• Include all stakeholders early
• Communicate, communicate, communicate
• Engage, don’t just tell
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Polling Questions:
I am most interested in learning more about:
Select one.
A. Integration of student success strategies and supports
B. Math courses
C. Implementation process for colleges
D. Transfer and applicability
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Resources
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NMP Resources: Implementation
• NMP Implementation Guide
• NMP Institutional Scaling
Toolkit (end of May)
• Pathways Workshop
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NMP Resources: Transfer & Applicability
• Program of Study Briefs: nursing,
social work, communications, criminal
justice
• Mathematics Pathways Transfer
Inventory (Texas)
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NMP Resources: Professional Learning
• College-Based Learning Modules – to support active
learning pedagogy
• New Faculty Workshops for Dana Center courses
• Annotated bibliographies for NMP principles,
curriculum design and learning frameworks content
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NMP Resources: Curriculum
• Frameworks of Mathematics
and Collegiate Learning
• Math courses are being
released through Pearson
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Student Success Strategies
& Supports
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Student Success Strategies & Supports
Goals
• Students receive coherent and
consistent support to become
intentional and independent
learners.
• The full college experience helps
students develop and practice
good skills and habits over time.
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Student Success Strategies & Supports
Recommended strategies
• Learning Frameworks course: Develops skills,
knowledge and mindsets for independent learners
• Integration and support of key skills and concepts into
content courses – including math!
Critical to provide faculty training
• Cross-institutional alignment of key concepts
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Mathematics Courses
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NMP Course Characteristics
• Designed to promote active learning
• Includes strong embedded support for instructors
• College-level content integrated into developmental course
• Support development of strong reasoning, problem solving and
communication skills
• Create a coherent experience for students and reinforce
retention across terms
• Student success strategies embedded in math courses
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NMP Courses
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Curriculum Development Timeline
Course
Status
Frameworks*
Developed, available as a free resource on the Dana Center website
Foundations
Online version will be released through Pearson in fall 2015
Statistical
Reasoning
Currently available in PDF format.
Online version will be released through Pearson in spring 2016
Quantitative
Reasoning
Currently available in PDF format.
Online version will be released through Pearson in spring 2016
Reasoning with
Functions I and II
In development, will be piloted in spring 2016 and fall 2017
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Implementation Process
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Implementation Process
Primary
Responsibilities
Suggested
Timeline
Key Activities by Phase
Phase I: Organizing for Change
College Leadership
• Set the Charge
• Establish the Leadership Team
1 month
Phase II: Planning for Change
Leadership Team
• Understand the Current Context
• Assess the Needs
• Explore the Options
• Make a Plan
4 months
Phase III: Preparing for Implementation
Leadership Team &
Course-specific
Instructional Teams
College-wide Work
• Plan Campus-wide Communication
• Allocate Resources
• Schedule Courses
• Plan Advising & Recruitment
• Prepare for Evaluation
• Plan for Academic Support
• Conduct Outreach to External
Partners
Instructional-level Work
• Establish the Instructional Teams
• Identify Obstacles and
Opportunities
• Plan Instructional-level
Communication
• Prepare to Teach the Courses:
• Logistical Planning
• Instructional Planning
6 months
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Transfer & Applicability
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Transfer and Applicability
What we have found:
• In most cases, transfer is not the
problem; applicability to programs of
study is the problem.
• The issues vary widely from state to state.
• There is increasing momentum behind
math pathways.
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Transfer and Applicability
Recommended Strategies:
• Separate myth from reality
• Verify information about math requirements
• Look at data on student transfer from both the 2-year and the
4-year perspective
• Prioritize
• Where are most students going?
• And in what programs?
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Transfer and Applicability
Recommended Strategies:
• Facilitate regional discussions
between 2-year and 4-year
institutions and get the right
people in the room
• The Dana Center can help…
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More questions?
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Related Reports
• California Acceleration Project Evaluation,
http://www.rpgroup.org/projects/cap
• Statway/Quantway (multiple reports), http://www.carnegiefoundation.org/inaction/pathways-improvement-communities/
• Changing Equations: How Community Colleges are Re-Thinking College
Readiness in Math, http://www.learningworksca.org/wpcontent/uploads/2013/10/LWBrief_ChangingEquations_WEB.pdf
• Degrees of Freedom: Diversifying Math Requirements for College Readiness
and Graduation, http://edpolicyinca.org/publications/degrees-freedomdiversifying-math-requirements-college-readiness-and-graduation
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Benefit from the NMP
• Sign up for monthly updates of new information,
services and tools at mathways@austin.utexas.edu
• Use the resources on our website:
www.utdanacenter.org
• To learn more about the courses, contact Heather Cook
at hcook@austin.utexas.edu
• Contact Amy at getz_a@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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More questions?
Amy Getz, M.A.
Strategic Implementation Lead
Higher Education
Charles A. Dana Center
University of Texas at Austin
getz_a@austin.utexas.edu
#PearsonLearn
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