? What’s New with…. Michigan Student Success Summit September 28, 2018 Jenny Schanker, Michigan Center for Student Success Pavel Sikorskii, Michigan State University

Key Strategies from 2016 Report: Establish a process to align learning outcomes for a set of introductory college level mathematics pathway courses across institutions and sectors. Support program faculty and administrators within community colleges and universities in adopting appropriate mathematics pathway courses aligned with students’ educational goals and programs of study. Promote the widespread implementation of evidence-based approaches to increase the number of underprepared students who are successful in mathematics pathway courses.

RM@RT Current Structure Transfer Steering Committee RM@RT Standing Committee CC & University Leads Calc Prep Preparation for Calculus Working Group Introductory Statistics Working Group Quantitative Reasoning Working Group Co-Requisite Cadre Stats QR RM@RT Current Structure

State Transfer Appropriation Strategic Alignment of Initiatives 2014 MTA Math Taskforce 2013 1st RM@RT Focus Group 2015 Joined MPC 2016 Strategies Released 2017 RM@RT Summit 2018 Learning Outcomes 2017 State Transfer Appropriation 2018 Pathways Launch 2019 MITransfer Portal RM@RT Strategies 1 and 2: Establish a process to align learning outcomes for a set of introductory college level mathematics pathway courses across institutions and sectors. Support program faculty and administrators within community colleges and universities in adopting appropriate mathematics pathway courses aligned with students’ educational goals and programs of study.

Goals have been refined along the way… Every public community college and public university will offer an entry-level, college-level mathematics course which will satisfy the MTA in at least two of the three mathematics pathways defined in the MTA. The default or recommended mathematics courses identified as the entry-level, college-level course in each mathematics pathway will transfer with course-to- course equivalence between and among all community colleges and universities offering those courses for the purpose of satisfying the MTA.

Strategy 3 has also evolved… Was: Promote the widespread implementation of evidence-based approaches to increase the number of underprepared students who are successful in mathematics pathway courses. Now: Increase the percentage of students (both college-ready and underprepared) who complete a college-level math course within their first 30 credits of enrollment.

Support from a National Initiative Three Leadership Retreats Customized Co-Requisite Workshop Follow up customized webinars for each pathway Customized Advising Workshop Planning and evaluation tools Monthly calls with our state consultant Quarterly check-ins with the Dana Center team Resources at https://dcmathpathways.org/ Newsletters, webinars and briefs

(More about our) accomplishments and how you can help…. Identified learning outcomes for quantitative reasoning, introductory statistics, preparation for calculus (college algebra/precalculus) courses Researched course offerings, transferability and applicability of courses in programs across Michigan Established math pathways as a cornerstone of transfer pathway planning processes Read more about our work at www.mirightmath.org

Identified Learning Outcomes 100+ Math faculty from 17 community colleges and 9 universities participated in one or more working groups 25 institutions (15 community colleges and 10 universities) have committed to review their own courses against the learning outcomes for one or more of the MTA gateway math courses By 2020, one or more MTA math courses will be embedded in each of the 12 statewide MiTransfer Pathway Continued effort needed: Increase adoption of outcomes, involve more institutions (public and private), improve course-to-course transferability, identify learning outcomes for more common mathematics courses, esp. Calc I, II, III.

Researched course offerings, transferability and applicability of courses Baseline data from public institutions on Course enrollment and pass rates in introductory courses Course offerings, credits and pre-requisites Transfer patterns Mathematics required in top programs of study Continued effort needed: RM@RT has shared some data in presentations like this one and in three briefs published in May 2018. Institutions should commit to gathering and sharing data and reports that can inform decisions.

Established math pathways as a cornerstone of transfer pathway planning processes RM@RT Co-Leads: Jeff Morford, Henry Ford College Pavel Sikorskii, Michigan State University Math Pathway Leads: QR: Barbie Hoag, Oakland CC Pavel Sikorskii, MSU Stats: Sam Bazzi, Henry Ford College Harvey Qu, Oakland University Calc Prep: Lisa Manoukian, Washtenaw CC Ryan MacCombs, MSU Continued effort needed: Support program faculty who are selecting and integrating math pathways into their programs, ensure that math pathways are accessible by revising curriculum and delivery models, especially for underprepared students.

Follow our work: www.mirightmath.org