Recommendations from Indiana’s Math Innovation Council Math Pathways Recommendations from Indiana’s Math Innovation Council
The Paradox Illiteracy carries social shame Innumeracy (“being bad at math”) is acceptable Increasingly quantitative, data-driven world
The Project 2014-15 Collaboration with Complete College America and Charles Dana Center at the University of Texas-Austin Indiana invited to participate along with Colorado, Montana, Nevada, Ohio and the University of Houston Indiana Math Innovation Council formed Math faculty from all public institutions Institutional Research representative
The Goal Increase success rates in gateway courses without compromising the integrity of mathematics Align mathematics requirements to the competencies required for academic and career success Be innovative about how these goals are accomplished
The Context Builds on past work for streamlined transfer Core Transfer Library (CTL) Statewide Transfer Core (STGEC) Statewide Transfer Pathways (TSAPS) Consistent with VALUE Rubric and Degree Qualifications Profile
What quantitative skills do students need? Council surveyed deans of non-STEM departments Deans’ response to the question Introductory skills in a variety of areas (e.g., finance, statistics, logic) Analytical skills
What are the common features of these quantitative skills? Practical, robust habit of mind Anchored in context Objects of study are data Employed in every aspect of an alert, informed life Essential for all graduates’ personal and civic responsibilities
How is traditional math different? Abstract, deductive reasoning Serves primarily professional purposes Employed in STEM professions Rises above context Objects of study are ideals
What is College Algebra’s purpose? Prepare students for Calculus Serve as one option to fulfill general education math requirement Traditionally, the “keep options open” choice Traditionally, the default advising option for all students
Recommendations Develop Quantitative Reasoning Courses CTL Math panel: Agree on the content and learning outcomes of a QR course for Indiana Math Departments: Develop or modify existing QR-like course to fit Core Transfer Library course description CTL Math panel: Consider inclusion of a quantitative reasoning course in the Core Transfer Library
Recommendations Modify Degree Requirements All Departments: Align math requirements to recommendation (along meta-major lines) All Stakeholders: Push for statewide consensus in support of streamlined transfer and more informed advising
Meta-Major List with Recommended Gateway Math Couse
Recommendations Alter Advising Systems and Practices Administrators: Incorporate suggested math as default on degree maps Advisors: Use meta-majors to steer students to best math in first year Provide alternatives to the conventional wisdom about“keeping doors open” with college algebra
Math Course Enrollment & Pass Rates All Institutions