Implementation Timeline

Some of the initiatives proposed involve one-time changes to the campus. By the end of Fall 2021, the following initiatives will be implemented: 

1. Recording Unexcused Absences. The coding will be modified in Aggie Access so that faculty must input the number/percentage of unexcused absences that accompany a failing final grades before they can submit final course grades.
2. Mathematics Relevancy Videos. A series of math relevancy videos will be produced and made available to faculty and academic advisors to use at their discretion.
3. Half-semester Courses. Adjustments will be made to the Banner system to allow students to register for half-semester general education math courses. The design of these half-semester courses will be similar to that of math courses offered in summer sessions.
4. More Math Courses. Additional math courses will be offered each summer session to meet student demand.
5. Extra-curricular Grid. An academic policy will limit mandatory attendance at extra-curricular activities to those that are offered after 5:00 p.m. on weekdays or on the weekend. Attendance at other similar event must be optional (See Figure 4, below).
6. Online Success Module. An online success module, such as iGRAD, will be available to advisors so that they may share with their advisees as needed.
7. QEP Promotion. The QEP Coordinator will work with University Relations to promote the QEP on campus and hold town hall meetings for faculty and students to educate the campus about the QEP.
    

Other strategies to be implemented Fall 2021 include:  

1. Center for Teaching Excellence (CTE) Director Workshops. The CTE Director will present the 30-minute growth mindset and math messaging workshop to each college during the Fall 2021 semester. Thereafter, the workshop will be presented during the orientation sessions for new faculty.
2. Math Module in University Studies (FRST) Courses. A math relevancy lesson tailored to the target group of majors within each FRST course will be added to the curriculum and be included each semester thereafter.
3. Graduate Assistants. Graduate Assistants (GAs) will be placed in the library, beginning Fall 2021 to assist students with learning mathematics.
4. Peer-Tutors. The Department of Mathematics and Statistics and the Center for Academic Excellence will begin interviewing peer-tutors in Fall 2021 and will have them embedded within sections of general education math courses beginning in Spring 2022. 

Other strategies will be integrated throughout the five-year cycle. Figures 4 and 5 outline the proposed timeline for implementation of additional QEP: TEAM initiatives. 

Policy Initiatives

CTE Math Fellows 

The CTE Math Fellows program will be launched in two phases. During Fall 2021, one CTE Math Fellow will be selected from MATH 101/102 faculty. That Fellow will spend Spring 2022 researching potential interventions with the guidance of the CTE Director. In Fall 2022, the Fellow will pilot the initiatives in his or her courses. In Spring 2023, the CTE Fellow will train other MATH 101/102 faculty on the implementation of successful initiatives. This experience with the first fellow will be used as a pilot for the CTE Math Fellows program so that any needed changes to the program can be made before selecting fellows in all general education math courses. 

In Fall 2023, CTE Math Fellows will be selected for all general education math courses. They will spend Spring 2024 researching interventions with the guidance of the CTE Director and Fall 2024 piloting selected interventions in their courses. In Spring 2025 all CTE Math Fellows will train their colleagues on the implementation of successful interventions. Figure 5 presents a graphic of the CTE Math Fellows program.