Math Curriculum Improvement Project (Math CIP)

The Math CIP engages mathematics faculty members, as well as faculty from other disciplines as needed, from the 58 North Carolina community colleges to research, develop, and implement appropriate mathematics pathways to support STEM and non-STEM curriculum programs in the North Carolina Community College System. University mathematics faculty and representatives from business and industry will inform the development of the Math Pathways. Models developed by other states, such as the Carnegie Foundation’s Statway, Quantway, and STEMway tracks, may be evaluated as part of this project.

Background

The System Office has supported Curriculum Improvement Projects (CIPs) since the 1980s. They were developed to provide funding for systemwide projects in curriculum or instructional areas that are experiencing significant changes, such as job market developments, advances in technology, new teaching and delivery methods, and implementation of state or national educational initiatives. Typically a CIP is two years in duration.

Central Piedmont Community College was selected by the System Office as the lead resource college for the Math CIP. The first annual allocation ($150,000) was made in July 2012, and year two funding will occur in July 2013, contingent upon available funds. The grant is administered by the Division of Academic and Student Services in the North Carolina Community College System Office.

Objectives

Fundamentally, the Math CIP will take a comprehensive look at the relevance and rigor of math instruction at our 58 community colleges to ensure that it provides students with the appropriate math competencies for their intended education and career pathways. Ensuring that students’ classroom experiences are engaging and meaningful is another high priority.

In addition, professional development activities form the foundation for curriculum development and upgrading, and the CIP will provide professional development for instructors in content, methodology, and technology training. The two-year project should result in innovative instructional strategies that have a long-term, systemic impact.