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To allow facilitated collaboration with colleagues across the system, this one-day meeting will feature time for participants to work in groups with faculty restructuring similar general education mathematics and quantitative reasoning courses. Workgroups for statistics, quantitative reasoning, and courses in the path to calculus will be led by CSU faculty; national experts experienced with co-requisite mathematics and quantitative reasoning will be available for consultation. There will also be breakout sessions on course coordination, learning and homework tools, and informed placement. Campuses have been invited to send six individuals.
Integrating modeling into a co-requisite College Algebra course enables students to contextualize, bridge, and make sense of mathematics in both the prerequisite and the college-level courses. In this interactive webcast, Dr. Christine Herrera, Assistant Professor of Mathematics and Dr. Mark Newton, Assistant Professor of Science Education, will present their framework for co-requisite College Algebra at California State University, Chico and share practical ways to engage and expose students to different STEM contexts through modeling with mathematics. View the recording and slides
This webcast is part of the Transitioning to Co-Requisite Mathematics/Quantitative Reasoning series.
In this webcast, Dr. William Zahner, Assistant Professor of Mathematics Education at San Diego State University, addresses Mathematics identity and its role in student success. Topics include research-based interventions for encouraging students to persist in STEM fields, design principles for promoting positive mathematics identities, and sample activities for deep engagement in quantitative reasoning. View the recording and slides.
This webcast is part of the
Transitioning to Co-Requisite Mathematics/Quantitative Reasoning series.
Dr. Markus Pomper, Dean of the Division of Math and Sciences at Roane State Community College in Tennessee, presents a case study of his institution’s transition from prerequisite to co-requisite learning support in statistics. In this webcast, he will outline the process for designing and developing co-requisite support for a one-semester statistics course, provide examples of activities linking the support course to the college-level course, and share evidence of success. View the
A co-requisite support course is not just an additional course. It is the missing piece for student success in mathematics/quantitative reasoning for many. In this webcast, Dr. Becky Moening, Assistant Professor for Mathematics and Assistant Department Chair, Ivy Tech Community College, Warsaw, Indiana, will explain how to plan co-requisite support for a quantitative reasoning course. Topics will include determining the support material, coordinating effective classroom techniques and creating an engaging atmosphere that leads to mathematical/quantitative reasoning confidence.
Dr. Stan Yoshinobu, Professor of Mathematics at California Polytechnic State University, San Luis Obispo, will present practical ways to implement inquiry-based learning (IBL) strategies in college mathematics while maintaining a good work-life balance. In this interactive webcast, participants will review the twin pillars underpinning all versions of IBL, investigate an example of an algebra activity supporting a calculus course, and discuss think-pair-share as a flexible strategy that can be used in any class.
In this webcast, Dr. Cherie Ichinose, Associate Professor of Mathematics at California State University, Fullerton, will share plans for transforming a traditional College Algebra course into a two-semester Stretch Algebra course sequence. Topics will include incorporating support for prerequisite knowledge and skills in the college-level course, building instructional approaches into the design, and developing teaching and learning materials.
Math 115 A&B Notes.
Subsequent to the issuance of Executive Order 1110, a chart was distributed (Coded Memorandum ASA-2017-27) indicating how multiple measures will be used to determine which students have satisfied their GE Area B4 requirements, which students will place directly into traditional GE mathematics/QR courses, which students must begin mathematics/QR instruction with Early Start, and which students will require supported instruction in fall GE courses. In this webcast, Claudia Pinter-Lucke, professor emerita of Mathematics at California State Polytechnic University, Pomona, will review the official placement chart and discuss additional methods to help students make informed placement decisions. View the recording and the slides.
Emily Magruder and
Faculty, administrators and staff learn more about using the
Smarter Balanced Assessment Consortium (SBAC) assessments as part of the CSU Early Assessment Program and how achievement level descriptors and scaled scores can be used for assessment and course placement. View the recording.
Co-requisite support courses are a proven method for offering “just-in-time” instruction to improve student success. Join us to explore how “backward mapping,” a technique to identify knowledge and skills required for success in college-level courses, is used to design outcomes and activities in co-requisite support courses. In this webcast, Rob Birrell, who oversaw the implementation of co-requisite support for mathematics at Kennesaw State University, and Claudia Pinter-Lucke, professor emerita of Mathematics at California State Polytechnic University, Pomona, review the purpose of co-requisite mathematics courses, best practices for structuring these courses and the process of backward mapping. View the recording and the slides.
Emily Magruder and Zee Cline
The December meeting of Mathematics faculty involved in Course Redesign with Technology will focus on EdReady, a personalized, college-math-readiness application designed to help students test their college readiness. It can provide a personalized learning path to fill knowledge gaps. EdReady is available to any aspiring CSU student free-of-charge, and there is no limit to the amount of time they can spend on it. Following a demo, CSU campus representatives will share ways they have used the application in Early Start courses and other programs.
To get a sense of what EdReady is about and how it works, visit https://csu.edready.org/home
This hands-on, two-day workshop for CSU and California Community College faculty explores the connection between academic literacy and equity. It will introduce the Reading Apprenticeship framework for developing students’ ability to read in the disciplines and incorporate strategies for uncovering threshold concepts and growing academic mindsets. The workshop is presented by the California Faculty Collaborative, a project funded by a grant from the American Association of Colleges & Universities, in conjunction with the California Community Colleges Success Network (3CSN).
This two-day workshop will be facilitated by the University of Texas at Austin Dana Center and will feature examples of co-requisite mathematics approaches. There will be breakouts for participants restructuring college algebra, statistics, quantitative reasoning, and pre-calculus/calculus courses. Participants will share resources, create learning outcomes, map activities for main courses and support components, and develop outlines and syllabuses. Campuses have been invited to send six individuals.
Emily Magruder and
Dr. Judith Canner, Associate Professor of Statistics at California State University, Monterey Bay, shares campus plans for restructuring Statistics, Quantitative Literacy, Finite Math, and Pre-Calculus courses with co-requisite support. Topics include plans for course content support and a study skills component, data collected on pre-requisite skills for each course, pedagogical approaches and professional development for faculty, and audience discussion on ways to structure the pre-calculus sequence.
View the recording and the slides
The second annual Graduation Initiative 2025 Symposium will focus on addressing the disparity in graduation and retention rates among students from historically underserved communities. It will feature nationally recognized speakers sharing best practices that have improved student success, including
Sara Goldrick-Rab, founder of the Wisconsin HOPE Lab,
Shaun R. Harper, executive director of the USC Race and Equity Center,
Wil Del Pilar, vice president of policy, The Education Trust,
Bridget Burns, executive director, University Innovation Alliance, and
Deborah A. Santiago, co-founder of Excelencia in Education. While registration is invitation-only, the keynote speakers and the TEDx-style panel “Frameworks for Innovation” will be livestreamed at calstate.edu/GraduationInitiative.
These bi-monthly meetings are a forum to discuss ways in which Mathematics faculty involved in Course Redesign with Technology have applied strategies to improve student success in mathematics and quantitative reasoning through curriculum redesign and innovation. Mathematics faculty, faculty development directors, and deans of science are welcome to attend.
Office provides an overview and answers campus questions about policy
changes in support of student success. Topics include CSU general
education breadth, mathematics and quantitative reasoning, assessment of
student academic preparation, placement in first-year general education
courses, and Early Start Programs. View the recording.