TPSE eNews #4

Have you been following TPSE’s work and wondering how you can get involved? Please read on; you’ll find opportunities to join webinars, participate in online discussion forums, contribute to a report, attend a workshop, and more.

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Data Science Webinar

TPSE's Mountain Regional Network presents:

Everything a President/Chancellor/Provost/Dean Needs to Know about Data Science Education
Monday, November 25, 2019, at 3:00 p.m. Mountain Time (2:00 PT, 4:00 CT, 5:00 ET)

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Western Regional Meeting on Graduate Education: Highlights

After several engaging and productive regional convenings related to upper-division mathematics pathways and teaching strategies and practices, graduate education for the first time was the focus of the latest regional TPSE Math meeting, held at the University of Southern California on September 14-15, 2019. Since the issue of graduate education has thus far received the least amount of attention of TPSE’s four priority areas, the Western Regional Meeting provided participants the opportunity to help shape and guide current and future thinking about how graduate programs can better prepare students seeking careers not just in academia, but also in business, industry, and government. Further, participants raised questions related to the lack of diversity in mathematics and strategized ways to make graduate programs more inclusive.

The Western Regional Meeting helped both TPSE leadership and meeting participants to surface and distill the issues, opportunities, and challenges that exist in the field, in addition to helping TPSE determine what actions are most beneficial to the broader mathematics community. Over the course of two days, institutional stakeholders – including faculty, administration, and advisors – expressed concerns and opinions, engaged in strategic dialogue related to changing student demographics and workforce demands, and talked about how to turn those conversations into action.

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TPSE eNews #3

Meeting report:
SOUTHEAST REGIONAL MEETING ON UPPER-DIVISION MATH PATHWAYS

In the last of a series of regional meetings on upper-division math pathways, which took place at Morehouse College in Atlanta in June 2019, participants discussed and strategized about approaches to enhancing mathematical learning in response to regional workforce needs or as preparation for graduate school. They were encouraged to explore multiple aspects of upper-division pathways, including updating curricula and programs, forming partnerships and fostering collaboration, and improving communication.

In the course of the meeting’s presentations and panel discussions, breakout sessions, and large group interaction, several themes central to the vision and mission of TPSE emerged: transformation, communication, mentorship, and workforce connections. Participants suggested ways that TPSE can help in each of these areas. These are detailed in the meeting summary.

Read on for more TPSE news!

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Southeast Regional Meeting on Upper-Division Pathways: How Can TPSE Help?

TPSE's Southeast Regional Meeting on Upper-Division Math Pathways, co-organized with Morehouse College and the National Association of Mathematicians (NAM) and held at Morehouse on June 10-11, 2019, gave participants an opportunity to discuss and strategize about approaches to enhancing mathematical learning in response to regional workforce needs or as preparation for graduate school. Participants were encouraged to explore multiple aspects of upper-division pathways, including updating curricula and programs, forming partnerships and fostering collaboration, and improving communication. 

In the course of the meeting’s presentations and panel discussions, breakout sessions, and large group interaction, several themes central to the vision and mission of TPSE emerged. Participant suggestions for how TPSE can help in these areas - transformation, communication, mentorship, and workforce connections - are included in each section below.

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TPSE eNews #2

PARTNERS MEETING, April 1, 2019: As TPSE Math evolves and broadens its reach and influence across the nation, it is continuously developing new strategies to address the consistent implementation of its four priority areas -- lower-division pathways, upper-division pathways, graduate education, and teaching strategies and practices -- in addition to enhancing communication and coordination across multiple stakeholder groups. A TPSE Partners Meeting, held on April 1 at the University of Miami, featured contributions from a wide spectrum of participants representing multiple organizations, institutions, and roles.

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TPSE eNews #1

TPSE math has created a new mailing list to be used sporadically to keep the community updated on activities of interest. To subscribe, please drop an email to tpsemath@ias.edu. Email content will also be shared here, beginning with today's inaugural message.

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"Gone TPSE-Turvy": Matt Salomone on New England Regional Meeting

This week’s New England meeting of the Transforming Postsecondary Education in Math group (TPSE Math) was fascinating – and the most fascinating part of all is the mere fact of this organization’s existence, its illustrious leadership, and its ambition.
Full blog text here.
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Math Gets a Makeover

by Shannon Najmabadi
Chronicle of Higher Education, April 16, 2017
Full text here. Excerpt reprinted with permission.

TPSE (often pronounced "Tipsy") works with other groups to bring awareness, resources, and legitimacy to math reform, and makes it easier for reform-minded faculty members to learn from one another. The organization is led by a prominent mathematician in the field, Phillip Griffiths, an emeritus professor of mathematics at the Institute for Advanced Study. His involvement alone, many math reformers say, validates the effort.

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The Bill & Melinda Gates Foundation Awards Ithaka S+R Multi-year Grant to Develop, Test, and Scale new models for Entry-level Math Instruction

Project team includes TPSE Math.

Each year nearly half of U.S. high school graduates who begin college are forced to take remedial math before they can take college courses for credit. For most, this remediation requirement is unexpected and a substantial barrier to earning a college degree. Only 22% of students who face math remediation are able to finish college. For minority, low-income, and first generation students—who now comprise the majority of college students in the U.S.—math remediation may be even more detrimental to their degree attainment rates.

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