The math department was funded by a LTI grant in Spring 2021 to develop and design a plan to close achievement gaps for first generation and students from underserved students in our lower division courses.   These gaps persist despite efforts that began in 2016 to transform the learning experiences of students in introductory courses using evidence-based practices.  

In order to address these gaps, we considered the fact that one of our biggest challenges to closing these gaps is the high turnover in the instructional staff (General Faculty, Graduate Teaching Assistants, Postdoctoral Faculty and Adjunct Faculty). High turnover, combined with inexperienced instructors, results in uneven implementations of current transformation efforts, difficulty sustaining change, a lack of cohesion among the instructional team, and barriers to further innovation. 

Our initial plan was to create a) a design team, b) a community of practice, and c) an instructional development program and resources. There are four areas of focus:  

1. Student-centered learning 

2. Assessment Strategies 

3. Inclusive teaching practices 

4. Structures supporting student success.