1. 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
#PearsonLearn

2. Meet Your Guide Amy Getz, M.A.
Strategic Implementation Lead Higher Education
Charles A. Dana Center
University of Texas at Austin

3. Before We Begin
We are using Adobe Connect. Please enter questions in the text field at the bottom of the Q&A Window. We are monitoring the discussion and will try to bring the Q&A comments into the conversation.
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We are recording the webinar; the webinar archive and slides will be available later today.

4. 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

5. Polling Questions: Which of the following best describes your role?
Select all that apply.
Higher Ed Math Faculty
Higher Ed Administrator
Higher Ed Advisor
Higher Ed Other Staff
Other

6. What we know:
Completion of a college-level math course is an obstacle to program or degree completion for too many students.
Completion of a college-level math course is an obstacle to program or degree completion for too many students.

7. It’s NOT A Closer Look: What’s the real problem? Developmental math…
College-level
mathematics courses…
Student supports…
Programs of study…
Transfer or policy…
It’s NOT

8. between all these things
A Closer Look: What’s the real problem?
DISCONNECT
between all these things
It IS the

9. New Mathways Project Definition: 1:
Noun
new · math · ways · pro · ject │ nü \ math-,wāz \ ‘prä-jekt
Definition:
A systemic approach to improving student success and completion by reforming developmental and gateway mathematics based on four principles. 1:

10. Four Principles of Reform at All Levels of the System
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
Acceleration that allows most students to complete a college-level math course in one year or less 2
STATE
INSTITUTIONAL 3
Intentional use of strategies to help students develop skills as learners 4
Curriculum design and pedagogy based on proven practice
FACULTY & CLASSROOM
utdanacenter.org

11. The Dana Center’s Role NATIONAL KEY ACTIVITIES:
GOAL: Legitimize math pathways through professional associations and mathematics leadership
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
KEY ACTIVITIES:

12. The Dana Center’s Role NATIONAL STATE KEY ACTIVITIES:
GOAL: Legitimize math pathways through professional associations and mathematics leadership
STATE
GOAL: Coordinate policy, institutional and organizational efforts across state to promote NMP model
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
KEY ACTIVITIES:

13. These resources are available now.
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
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
KEY ACTIVITIES:
These resources are available now.

14. The Dana Center’s Role NATIONAL STATE INSTITUTIONAL
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
Course Materials: Mathematics & Learning Frameworks
Faculty Training for Dana Center courses and for general active learning pedagogy
KEY ACTIVITIES:

15. Questions about the NMP Principles or Levels of Work?1
Multiple pathways aligned to specific fields of study
NATIONAL
Acceleration that allows most students to complete a college-level math course in one year or less 2
STATE
INSTITUTIONAL 3
Intentional use of strategies to help students develop skills as learners 4
Curriculum design and pedagogy based on proven practice
FACULTY & CLASSROOM

16. One Year Down the Road
Year One Student Outcomes in Texas

17. 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

18. Year One Texas Student Outcomes
Students and faculty reported that students were highly engaged with math content and students built stronger learning communities.

19. Developmental Levels Down of Math Courses Enrolled In
Year One Texas Student Outcomes
Comparison Data: Students in non-NMP Courses
Outcome
Developmental Levels Down of Math Courses Enrolled In
One Level
Two Levels
Students enrolled in a traditional dev math class in fall 2013
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%

20. All Colleges Offering Foundations
Year One Texas Student Outcomes
Year One Data: Students in NMP Courses
Outcome
All Colleges Offering Foundations
Colleges Offering Foundations that Promoted Enrollment in Statistical Reasoning
Number of codevelopment colleges 7 5
Students enrolled in Foundations in fall 2013
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%

21. 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

22. Lessons Learned
What we’ve discovered along the way

23. Lessons Learned: Role of Leadership
Set the charge
Connect to mission and strategic plan
Establish structures for cross-institutional work
“Faculty-driven, administrator-supported”

24. Lessons Learned: Context Matters
Take the time to build a shared understanding of the current context
Build on strengths and success

25. Lessons Learned: Pathways, Not Courses

26. Faculty & Staff Supports
Lessons Learned: Multiple Dimensions
Faculty & Staff Supports
Content
Delivery
Placement
Articulation
PATHWAYS
Student Supports
Sequence Structure

27. Lessons Learned: Design for Scale
Set goals for scaling early
Balance bold vision with practicality
Engage broadly from beginning
Excerpt from NMP Institutional Scaling Toolkit

28. Lessons Learned: Work Systemically
Include all stakeholders early
Communicate, communicate, communicate
Engage, don’t just tell
Excerpt from NMP Implementation Guide

29. Polling Questions: I am most interested in learning more about:
Select one.
Integration of student success strategies and supports
Math courses
Implementation process for colleges
Transfer and applicability

30. Resources

31. NMP Resources: Implementation
NMP Implementation Guide
NMP Institutional Scaling Toolkit (end of May)
Pathways Workshop

32. NMP Resources: Transfer & Applicability
Program of Study Briefs: nursing, social work, communications, criminal justice
Mathematics Pathways Transfer Inventory (Texas)

33. 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

34. NMP Resources: Curriculum
Frameworks of Mathematics and Collegiate Learning
Math courses are being released through Pearson

35. Student Success Strategies & Supports

36. 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.

37. 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

38. Mathematics Courses

39. 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

40. NMP Courses

41. 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
Reasoning with Functions I and II
In development, will be piloted in spring 2016 and fall 2017

42. Implementation Process

43. Implementation Process
Primary Responsibilities
Key Activities by Phase
Suggested Timeline
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

44. Transfer & Applicability

45. 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.

46. 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?

47. 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…

48. More questions?

49. Related Reports
California Acceleration Project Evaluation,
Statway/Quantway (multiple reports), action/pathways-improvement-communities/
Changing Equations: How Community Colleges are Re-Thinking College Readiness in Math, content/uploads/2013/10/LWBrief_ChangingEquations_WEB.pdf
Degrees of Freedom: Diversifying Math Requirements for College Readiness and Graduation, diversifying-math-requirements-college-readiness-and-graduation

50. Benefit from the NMP
Sign up for monthly updates of new information, services and tools at
Use the resources on our website:
To learn more about the courses, contact Heather Cook at
Contact Amy at

51. 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.

52. More questions? Amy Getz, M.A.
Strategic Implementation Lead Higher Education
Charles A. Dana Center
University of Texas at Austin