Tools & Resources
Transitioning Learners to Calculus In Community Colleges – Institutional Self-Assessment Tool
It’s time to reaffirm our commitment to racial equity in the STEM math pathway in community colleges. Now more than ever racially minoritized students are suffering disproportionately under the double crises of police violence and COVID-19 disparities. Transitioning Learners to Calculus in Community Colleges (TLC3) acknowledges the mathematics curriculum as contributing to inequitable educational outcomes for racially minoritized students, particularly for underrepresented racially minoritized (URM) students seeking degrees in science, technology, engineering, and mathematics (STEM).
The TLC3 Equity Practices and Institutional Self-Assessment Tool represent a validated set of practices that colleges can use to identify and remove barriers for URM students in STEM math in the areas of initial math placement, STEM math pathway courses, instruction, student support, and institutional responsibility. Grounded in research we conducted over the past five years, the Tool is designed to be sensitive to your institutional context and flexible enough to be completed by individuals working alone or in collaboration. This is a call to action. It’s time to develop a plan on your campus now to enhance efforts around these equity practices in the STEM math pathway.
You can access the TLC3 Equity Practices or Institutional Self-Assessment Tool through one of these methods:
Support for this work is provided by the National Science Foundation’s Improving Undergraduate STEM Education (IUSE) program under Awards 1625918, 1625387, 1625946, and 1625891. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
