|Overview||Institutional Implementation||Guided Degree Pathways||Math Gateway Courses||Co-requisite Remediation|
What is the Ohio Mathematics Bridges to Success (B2S) Initiative?
The B2S initiative strives to help public colleges and universities improve student success by systemically linking three successful strategies: structured degree pathways, redesigned mathematics gateway courses, and corequisite remediation.
Why Does It Matter?
The sooner students take courses that count toward a college degree, the greater the chance that they will earn a degree.[i] Yet, for many students, access to credit-bearing courses is delayed. Traditional remediation models in which some students take a series of remedial classes to acquire the skills needed to move forward to college-level mathematics courses generally do not result in students progressing to graduation. Nationwide, more students need developmental coursework in mathematics than any other subject; moreover, more students are likely to view mathematics as barriers to academic success more than other general education requirements.
Rather than continuing to place all students in traditional calculus pathway in mathematics, there is a movement to match the right mathematics course to different majors; students in many programs of study (such as health sciences, social sciences, liberal arts, education and business) can be suitably prepared with alternative gateway math courses in quantitative reasoning or statistics. Redesigned options in mathematics gateway courses, particularly those with just-in-time academic support for students who are underprepared for college level courses, have the potential to increase student success in gateway courses as well as help students to more quickly begin credit-bearing courses on their degree pathway. These approaches require effective connection and collaboration between faculty, advisors and administrators to build new systems that enhance student success.
How Do We Meet the Objectives?
With support from the Helmsley Trusts, the Ohio Department of Higher Education (ODHE) has provided grants and technical assistance through the Bridges to Success Mathematics Initiative to public institutions in Ohio to improve student success by systematically linking three successful strategies: guided degree pathways, redesigned mathematics gateway courses, and corequisite remediation.
- Math Gateways and Coremediation Framing Paper
- Concept Proposal: Ohio Bridging Mathematics Success
- Rethinking Postsecondary Mathematics: Final Report of the Ohio Mathematics Steering Committee - March 2014
- Guided Pathways Demystified II (NCII)
- Bridges to Success Presentation - July 20, 2017
- Lessons from the Field: Chairing Change
Presentations & Conferences
December, 2, 2016: B2S Awardee Convening
December 2, 2016: Dublin, OH; Bridges to Success Awardee Convening
Welcome (Brett Visger & Dan Krane, Ohio Department of Higher Education)
Math Pathways in the Context of College Redesign (Shanna Smith Jaggars, CCRC/Columbia University; The Ohio State University)
Case Study: Mathematics Co-requisite Remediation at Scale (William Jaco, Oklahoma State University)
Academic Advising Redesign (Stephanie Sutton, Lorain County Community College)
Effective Advising in Guided Pathways: Executing advising plans that transform departments and institutions to help students achieve their full potential (Terry Bubb, Volunteer State Community College)
Charting a Course for Student Success (Karen Laughlin, Florida State University)
- Conference Materials Archive: Presentations and documents from previous conferences
[i] Fink, John, Davis Jenkins, and Takeshi Yanagiura. "What Happens to Students Who Take Community College “Dual Enrollment” Courses in High School?." Community College Research Center (2017). Svenson, Linda Jean Garbisch. "Using MAP-Works to explore early credit enrollment in high school and the impact on students’ academic self-efficacy and academic resiliency." (2017).