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Math Pathways Project

An Invitation to Join Math Pathways

Are you interested in ensuring all of your students have the opportunity to learn mathematics relevant to their interests and goals?

The Washington Math Pathways to Completion project seeks colleges and universities implementing math pathways to improve success in math and overall degree completion for their students.

If your institution is doing this work, interested in additional support for the effort, and willing to commit to the goals and expectations defined below, please join us.

"Mathematics pathways refer to developmental and college-level course sequences that align to a student’s academic and career goals, and that accelerate student completion of a gateway college-level math course. A mathematics pathways solution can significantly increase student success by addressing two structural drivers of the [math success] problem: (1.) the mismatch of content, and (2.) long, multi-semester course sequences."

from “Modernizing Entry-Level Mathematics Programs: The Case for Mathematics Pathways,” Dana Center, October 2016

Math Pathways to Completion Leadership Team

Barbara Alvin
Eastern Washington University
balvin@ewu.edu
509-359-2203

Helen Burn
Highline College
hburn@highline.edu
206-592-3496

Bill Moore
SBCTC Director of K-12 Partnerships
bmoore@sbctc.edu
360-704-4346

Jane Sherman
Charles A. Dana Center consultant
janecsherman@yahoo.com
 

 

What resources are available to us if we decide to participate?

  • Access to high-quality technical assistance from the Charles A. Dana Center at the University of Texas at Austin and national resources
  • Structured opportunities to interact with and learn from peers across the state working on similar issues related to math pathways
  • Possible College Spark funding available for math pathways-related work, particularly if using a co-requisite approach to remediation (fall proposal deadlines extended specifically for colleges in this project)
  • Statewide Washington state-specific resources related to math pathways developed as part of the Math Pathways to Completion Task Force recommendations (e.g., pathway content descriptions)

Our institution is interested. What’s next?

  1. Download and review the Washington Math Pathways to Completion (MPC) letter of commitment form (revised Aug. 15, 2017).
  2. A team of key administrators and faculty from your campus should convene to review project expectations to determine whether or not to participate. Consult with others on your campus as needed.
  3. Your team will develop a brief implementation plan, using this plan implementation template
  4. Your institution's chief academic officer (i.e. vice president or provost) will submit the following to the MPC Leadership Team by Friday, Sept. 1, 2017:
    • signed letter of commitment form
    • draft implementation plan

What will participating colleges be expected to do to achieve project goals?

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  1. Send a small campus team to the fall 2017 Math Pathways Institute (Oct. 24 in Spokane or Oct. 26 in Seattle).
  2. Do follow-up planning work with faculty and staff necessary to implement (or revise existing) math pathways.
  3. Participate in other project-related webinars.
  4. Compile available baseline data on math student enrollment and success and work with SBCTC to track specific metrics over time.
  5. Complete annual program progress report (template provided).
  1. Offer appropriate math pathway options to all degree-seeking students.
  2. For institutions providing precollege math, define a precollege math pathways model that includes at least two precollege pathways aligned in terms of content and rigor to their first college level math courses, and structure the pathways with the goal of having at least 75 percent of all students who enter the precollege pathway earn their college-level math credit in one year or less.
  3. Identify specific plans for improving the alignment of the pathways with programs of study and/or increasing number of students in math pathways appropriate to their programs of study/career choices.
  4. Convene math faculty and key partner discipline faculty to consider how statewide math pathways alignment work connects to local courses in math pathways offered.
  1. Review local placement policy to make sure it allows differentiated placement for different math pathways.
  2. Convene campus work group to determine evidence for assessing effective advising processes.
  3. Create an advising tool (pathway visual) based on template provided.
  4. Clarify and promote to students the specific precollege math pathway/s leading to the college-level Direct Transfer Agreement math courses offered.

Questions About Math Pathways?

Page Manager: jeclark@sbctc.edu
Last Modified: 12/21/17 2:55 PM

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