tag: Transforming Post-Secondary Education in Mathematics
Blog Post
October 20, 2020
Transitioning Introductory Math Courses Online to Meet Quality and Efficiency Goals
In response to the COVID-19 pandemic, colleges and universities made an almost instantaneous switch from their traditional modes of learning to remote instruction in the middle of the spring 2020 term. Although remote teaching and learning have been used and well-understood in some corners of the academic world for some time, its implementation on this scale by academic leaders and faculty with little or no experience in remote teaching, is unprecedented. The new normal requires new investments and…
Research Report
October 13, 2020
How to Support and Lead the Urgent Transition to Quality Online Learning in Intro Math
A Resource Guide
The COVID-19 pandemic and subsequent shelter-in-place orders enforced throughout the country prompted a rush to emergency remote learning in spring 2020. As institutions enter the next phase of planning with a substantial share of their courses expected to be delivered in hybrid or fully online formats, there is an urgent need to move emergency remote instruction toward more sustainable and intentional models that incorporate evidence-based standards and practices for online learning. It is imperative that higher education institutions capitalize on…
Blog Post
March 27, 2017
Improving math instruction is key to raising college graduation rates
The Bill & Melinda Gates Foundation awards Ithaka S+R multi-year grant to develop, test, and scale new models for entry-level math instruction
Each year nearly half of U.S. high school graduates who begin college are forced to take remedial math before they can take college courses for credit. For most, this remediation requirement is unexpected and a substantial barrier to earning a college degree. Only 22% of students who face math remediation are able to finish college. For minority, low-income, and first generation students—who now comprise the majority of college students in the U.S.—math remediation may be even more detrimental to their…