This presentation describes a deliberate, measured, successful effort within the University of North Carolina System to bring academic disciplinary departments together with student affairs support groups across HBCUs, minority-serving institutions, and regional universities and large research institutions. Disaggregated data revealed that African-American men provided an opportunity for improvement in student success metrics. This session covers culturally relevant pedagogy, co-requisite course development, open educational resources, academic support groups, student testimonials, adaptive learning, mathematics placement, adivsing, and faculty engagement. Time for candid discussion included.
As part of the already existing system-supported UNC System Math Pathways project, mathematics faculty and administrators from across the state identified key challenges related to mathematics, including misalignment between the content of introductory mathematics classes and students’ degree paths, imprecise advising or placement in gateway mathematics classes resulting in unnecessary pre-requisite classes, and pedagogical practices that could better support student success. Between 2017 and 2019, the UNC Math Pathways Task Force worked with the Charles A. Dana Center—University of Texas at Austin, a nationally recognized leader in math pathways research and practice, to develop actionable recommendations for program interventions in these areas and more. All system institutions signed letters of commitment in December 2019. Disaggregated Math Pathways data revealed that African-American men provided the highest opportunity for improvement in student success metrics. We identified a working group out of the campus-based teams for math pathways implementations, assembling over forty individuals interested in addressing the identified gap, by implementing interventions with a demonstrated commitment to improving outcomes for African American men in required undergraduate gateway mathematics courses. Each participating institution enrolls large numbers of African American men in mathematics courses, has highly committed faculty, and offers structured student affairs support programs and learning communities for African American men. The Men's Achievement Center at NC Central University guides a cohort of 40 male students annually, and has a 96% graduation rate within the cohort, yet mathematics remains a stumbling block. NC A&T State University Men's Empowerment Network offers the same communal support. This presentation describes a deliberate, measured, successful effort to bring academic disciplinary departments together with student affairs support groups. Best practices are identified with communication strategies, meeting agendas, grant efforts, student testimonials, and mission and vision statements to share across institutions. Participants in this discussion of panel presenters will learn success metrics, communication strategies, student support tactics, and effective talking points for mathematics faculty. We will also gauge mindset of audience members to demonstrate cultural hurdles math students must overcome to succeed.