1. University System of Georgia: Transforming College Mathematics October 2, 2015 New Mexico Mathways Summit Dr. Barbara Brown Assistant Vice Chancellor for Transitional and General Education Barbara.Brown@usg.edu

2. Policy Background Core (General Education) Curriculum

3. Policy Background Students successfully completing a course in one institution’s Areas A–E will receive full credit in Areas A–E for the course upon transfer to another USG institution as long as the following conditions are met:... The student does not change from a non- science major to a science major

4. Three math pathways in the USG All start with the Area A2 mathematics course. ◦ Quantitative Reasoning or Mathematical Modeling or College Algebra – for non- STEM majors ◦ Precalculus or Trigonometry – for students majoring in science, technology, or mathematics ◦ Calculus – for students majoring in engineering and all Georgia Tech students

6. Why Change? Complete College America (CCA) indicated that College Algebra was not an appropriate math course for many students. CCA was also encouraging institutions to “transform remediation.” In the USG, College Algebra is a high DFW (dropped, failed, or withdrew) course. College Algebra becomes a singular barrier to college completion for many students.

7. How the USG Did It Faculty-led committee January – July 2013 – Task Force to Transform College Mathematics “Align gateway mathematics course sequences with academic programs of study. In particular, College Algebra should not be the default class for non-STEM majors.”

8. Most students in System colleges now take College Algebra as their entry-level mathematics course. College Algebra was designed explicitly to meet the needs of students who are preparing to take Precalculus and Calculus. Most students in non-STEM majors would be better served by enrolling in Quantitative... Reasoning or Introduction to Mathematical Modeling, possibly followed by a statistics course... Task Force Statement

9. Quantitative...Reasoning and Introduction to Mathematical Modeling were designed to meet the needs of non-STEM majors and include significant real-world applications. They are appropriate, rigorous mathematics courses for a broad array of non-STEM programs of study in which deep knowledge of and facility with basic mathematics are essential to prepare students for responsible citizenship.

10. Barriers Longstanding use of College Algebra as a barrier to entry for many selective, non- math-intensive majors Risk aversion among advisors who are concerned that non-STEM students might change their mind and seek to pursue STEM majors Misperception that Quantitative Skills and Reasoning and Introduction to Mathematical Modeling lack mathematical rigor.

11. Four math pathways in the USG All start with the Area A2 mathematics course. ◦ Quantitative Reasoning or Mathematical Modeling – for non-STEM majors in fields that will not require calculus ◦ College Algebra – for non-STEM majors in fields that will or may require calculus ◦ Precalculus or Trigonometry – for students majoring in science, technology, or mathematics ◦ Calculus – for students majoring in engineering and all Georgia Tech students

13. Math Pathways in Remediation Distinct remedial pathways have been created for Quantitative Reasoning, Introduction to Mathematical Modeling, and College Algebra. Placement score to place directly into College Algebra (without remediation) is higher to equate probability of success.

14. As of Fall 2015, USG institutions are required to place the majority of students requiring remediation into corequisite remediation, taken with the appropriate mathematics course. Less prepared students may start with a stand-alone “Foundations-level” course. Both types of courses are specifically aimed at helping students acquire the skills and knowledge needed to pass the math course that is appropriate to their program.

16. Implementation USG has system-wide Academic Advisory Committees for most majors/programs of study. Committees are responsible for specifying “major-specific” courses to be taken in the first 60 hours. Committees have been charged with specifying the math pathway appropriate to their discipline.

17. Next Steps Executive Vice Chancellor has stated that Quantitative Reasoning or Mathematical Modeling are the “default” Area A2 mathematics courses for non-STEM majors. All non-STEM advisory committees will be required to specify a math pathway by end of this semester.

18. Next Steps Academic Advisory Committees specifying a math pathway starting with College Algebra will have to justify their recommendation (e.g., calculus is required as part of the program). Information MUST be shared with academic advisors.