Modernizing Undergraduate Mathematics Programs a Charles A. Dana Center higher education initiative Dr. Uri Treisman, Professor of Mathematics and Public Affairs, University of Texas at Austin Amy Getz, Strategic Implementation Lead, Charles A. Dana Center

2 4 Year Institutions2 Year Institutions College Algebra and below 57%58%56%54%81% 80% Calculus 37%35%37%38%10%8%7% Advanced Courses 7%6%7%8% Other Courses (2 Year) 12%10%12% TOTAL Enrollment (in thousands) Higher Ed Mathematics Enrollment

Completion of Gateway Math by ACT Sub-score Community College Pre-requisite Model vs. Co-requisite Model

Math Class Distribution for Developmental Students

The North Star 1.Move from being a service discipline to being an essential partner. 2.Move from being a barrier to student success to being a reliable support. 3.Narrow the gap between mathematics as we practice it and mathematics as students experience it. 5

“You may go to hell and I will go to Texas.” -Davy Crocket 6

Thinking beyond our classrooms... 7 What are the barriers that prevent students from walking through the door? What are the barriers that prevent students from progressing towards their goals?

Thinking beyond our classrooms... 8  Arbitrary or unnecessary prerequisite requirements  Lack of predictable course learning outcomes  Inconsistency in math requirements for similar programs  Lack of clear messaging on default math requirements for programs

Goal: Math pathways aligned to programs of study in clear, predictable structures 9

A call to action  Establish high quality, rigorous pathways  Work with partner disciplines to align the right pathway with programs  Work with other stakeholders to understand and address problems with transfer and applicability

Contact Information  General information about the Dana Center:  Higher Education work:  Amy Getz:  To receive monthly updates about the NMP, contact us at: 11