Highline Community College fundamentally redesigned the content and structure of its pre-college math curriculum to (1) reduce the number of pre-college courses needed by most students from three to two courses; (2) ensure the mathematical content is truly relevant to students’ career, academic, and life goals; and (3) actively help students develop college-readiness skills, including successful learning habits and attitudes. The grant will fund a lead-instructor model of instruction and faculty inquiry groups to institutionalize data-driven, evidence-based decision making about teaching practices that lead to high student achievement.

Spokane Falls Community College is currently offering a revamped developmental education math 3-course sequence based on the CRS (College Readiness Standards). The grant project deepens and extends the existing work by focusing on faculty support/development (through faculty inquiry groups) and on evaluation/assessment efforts; the department also plans to extend the restructured curriculum to other modalities: Math Learning Center, Institute of Extended Learning (IEL), and online.

Clark College will create a comprehensive understanding of what is being taught and how it should be taught throughout the entire pre-college program by defining a) the core concepts that comprise the program as well as individual courses in the program, b) the key student attributes associated with success in mathematics, and c) instructional approaches that include student engagement as well as complex tasks and activities that support conceptual understanding.

Everett Community College will tackle comprehensive reform in the pre-college math program through faculty task forces charged with implementing different targeted new curricular and instructional approaches to pre-college math: Algebra Curriculum Efficiency (ACE), Alternative Intermediate Algebra and Non-STEM Pathway (Alternative); Modular, Online, and E-Learning Resources (MOLE); Pre-Algebra and Study Skills Curriculum Development (PASS); Professional Development for Faculty (PDF); High School Communication and Placement Issues (High School).

Lower Columbia College will replace the four self-paced and the four face-to-face pre-college courses with a sequence of 15 one-credit competency modules, adopt a single standards-based textbook for the whole sequence, and create a Math Center for student/course support patterned after the college’s successful Learning Commons.

North Seattle Community College will design and pilot a year-long cohort model pre-college math sequence, entitled ALIGN for Success, incorporating attributes/study skills focus and culminating in an intermediate algebra course linked to an environment science course, develop Learning Resource Bank of contextually-based learning activities, and incorporate common assessments across pre-college math classes. (ALIGN - Algebra Learning Inquiry Group at North Seattle Community College)

Northwest Indian College will restructure the pre-college math sequence, beginning with elementary algebra, focusing on real-world applications and culturally relevant teaching practices. The grant will also help the Colllege support a Faculty Inquiry Group (FIG) to connect the full- and part-time faculty who teach pre-college math at the main campus with the pre-college math faculty who have been consistently employed for long periods at extended campuses and the math tutors from the main campus.