A Framework for Understanding Innovation Scaling in Postsecondary Mathematics

Despite evidence of the effectiveness of math pathways in postsecondary education, these pathways have been challenging to scale. We seek to examine the practices of actors in postsecondary institutions who aim to implement and scale math pathways. We surface tracking and leveraging as central practices in implementation and scaling efforts.

Presenters:

Angela Knotts, Mathematics Research Associate, WestEd

Carlos Sandoval, Improvement Specialist, WestEd

Bethany Sansing-Helton, Mathematics Professor, Madison College

Seven Habits of Highly Successful Change Leaders in Higher Education

Learn the findings of a five-year NSF funded study conducted by the presenters and Carnegie Math Pathways via a National Science Foundation grant examining the impact of executive coaching on change management and leadership in higher education. The presentation reviews seven common traits of successful leaders with institutional examples and suggestions for implementation. We’ll discuss how leaders can create their own framework for successful change management that can be applied to implement change initiatives effectively and sustainably at scale. 

Session location:

Augustine Room of Tempe Mission Palms

Fire Circles on Undergraduate Mathematics Education Research with Indigenous Communities

We invite educators who serve Native students and communities to join us for an engaging scholarly working group focused on undergraduate mathematics education with Indigenous communities.  Together we will explore how institutions and structures historically and currently operate at the national, state, and local levels to create and perpetuate injustice and inequality for Indigenous communities in the United States. We will then engage in studying how our research commitments and practices can disrupt those injustices and inequalities.

The working group session will be broken into three segments:

1. In the first segment, attendees will learn about our collaboration leading to the Fire Circles, a community-led process for learning about mathematics teaching and learning that centers Indigenous communities and affirms four commitments, Relationality, Responsibility, Respect, and Reciprocity (Brayboy & Deyhle, 2000).
2. During the second segment, we will engage in small Fire Circle discussions around themes that attendees propose as relevant. 
3. In the last segment, we will plan ways to advance our collective work in the remainder of the year along agreed upon objectives that may include: a research commentary, a grant proposal submission to support the work, the launch of continued conversations and Fire Circles throughout the year, collaboration in empirical work, etc.  

Participation is welcome in person or virtually, and there is no fee to participate in the working group. Please see the session abstract for more details.

To participate sign up here.

Collaborating on Math Reform for Student Success: A Project Success Case Study with TCUs and Carnegie Math Pathways

Shared governance, collaboration, and trusting relationships have been key to the productive partnership of TCUs and Carnegie Math Pathways throughout Project Success. For implementation of math pathways reforms to be successful, it was imperative that these programs reflect and align with the needs and missions of the TCUs. Highlighting 5 years of implementation data and faculty and student outcomes, this session will share lessons and best practice for effective reform partnerships with TCUs. With perspective and insights from TCU educators, participants will learn how faculty engagement and strategies for shared governance of reform efforts can support sustainable change that is reflective of school and community needs and that drives shared prosperity for Native communities.