It’s time to double-down on our commitment to racial equity in the STEM math pathway in two-year colleges. Now more than ever racially minoritized students are suffering disproportionately under the double crisis 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 Institutional Self-Assessment Tool provides a validated set of practices that you can use to identify and remove barriers for URM students at your institution 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.
You can access the TLC3 Institutional Self-Assessment Tool through one of these methods:
- A single-page infographic
- A multi-page .pdf with more support for self-assessment.
- An interactive web-based version. It’s mobile friendly and you can request follow-up if desired.
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.
The Transitioning Learners to Calculus in Community Colleges (TLC3) PI team consists of Helen Burn, Vilma Mesa, J. Luke Wood, Eboni Zamani-Gallaher and Soko Starobin. Other personnel include Reka Barton, Darielle Blevins, Claire Boeck, Anne Cawley, Frank Harris, III, Gabrielle Gerhard, and Chauntee Thrill.
Support for this work is provided by the National Science Foundation’s Improving Undergraduate STEM Education (IUSE) program under awards 1625918, 1625387, 1625946, 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.