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 withRecommended 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 RatesAll Institutions