Project EMBER
Eliminating Mathematics Barriers through Evidence-based Reforms
A network of 50-100 institutions that empowers teaching-focused faculty at research institutions to adapt evidence-based reforms in introductory mathematics, track progress to improve overall student success and eliminate equity gaps, all in collaboration with departmental and institutional leaders.
VISION
Every higher education math student succeeds in introductory mathematics aligned with their interests and aspirations.​​
Project EMBER is a collaborative initiative between TPSE Math and APLU, and builds on Project SEMINAL.
The Challenge: Transforming Introductory Mathematics
Introductory college mathematics is likely the largest single academic barrier to college completion and STEM success, especially for marginalized students. DFW rates (D, F, withdrawal) for introductory mathematics are the highest of any courses at most universities. This prevents the nation from meeting its STEM workforce and national security needs – and wastes student potential. Improving success rates in entry level mathematics courses does not require new innovations. Numerous projects and institutions have created, piloted, and even replicated innovative and effective reform efforts that have been shown to overcome particular challenges, such as the need to reform pedagogy, align requirements with intended majors, or reform developmental course sequences.
The biggest barrier to systemic reform and scaling proven innovations is a structural one. Mathematics departments at research universities, the most influential institutions, have historically been the most resistant to change. Innovations and reforms are implemented episodically and are not uniform practice across institutions. The research faculty, who have long-controlled introductory math courses, have few incentives to improve student outcomes and data on differential student success is rarely compiled or analyzed. And while those institutions are tightly connected in terms of their research, they are almost completely insulated from each other when it comes to teaching and learning introductory mathematics.
A New Lever for Change: Teaching-Focused Faculty
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The rise of teaching focused faculty (TFF) at these institutions has created a new avenue for reform. These full-time faculty now run the introductory mathematics programs at most research institutions. They train, coordinate, and lead the armies of teaching assistants, adjuncts, and postdocs who serve as classroom instructors.
These TFF faculty by themselves are unlikely to implement change on the scale needed to achieve our vision. We aim to empower them as change agents by providing them knowledge of proven innovations, giving them legitimacy by working with departmental leaders, connecting them with vital resources by bringing institutional leaders (deans and provosts) to the table, and giving them needed support by connecting them with a network of like-minded TFF reformers across the country.
Zulip Community
Join the network of Teaching-Focused Faculty on Zulip, check out upcoming PROJECT EMBER activities, and get learn how you can get involved.
Spreading EMBERs.
EMPOWER Teaching Focused Faculty (TFF) at research institutions as change agents by providing them with critical tools and resources.
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ENGAGE institutional administrator and math department leaders in supporting reform efforts.
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ASSEMBLE vertically integrated teams at research institutions anchored by TFF, with representation from relevant stakeholders.​
CREATE a robust network of 50-100 institutional teams, creating a platform to exchange ideas and share resources.
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IMPLEMENT research-backed innovations (e.g. math pathways, corequisite supports, active learning pedagogies) at institutions throughout the network.​
CATALYZE change through the higher education system through institutional permission-giving, effective preparation of future faculty and the shifting of cultural norms across the mathematical sciences.
Vertically Integrated Teams – Connected Across 50-100 Institutions
Anchored by TFF, a team at each institution will include representatives from important stakeholder groups, including students, departmental leadership, and dean or provost offices. Engaging with departmental leadership will ensure that reforms align with departmental goals and will give TFF cover. Including institutional leaders will provide access to resources, allow for data access, and ensure institutional commitment and accountability. These vertically-integrated teams will be connected with each other via a robust national network. Teams working on similar issues will provide each other support through affinity groups focused on particular innovations.
Culture Change Across the Mathematical Sciences
Changes at research institutions will cascade through the system, leading the mathematics community toward a more equitable student-centered future. Future faculty will be introduced to teaching through interactive, student-centered assignments as graduate students. Cultural norms about introductory courses will shift away from conceptions of gateways and weed-out courses. Students at branch campuses, smaller schools, and community colleges will benefit from the cultural permission-giving of changes at flagships.
Upcoming Events
Using Corequisites to Support Student Success - Virtual Webinar
Friday, April 11 at 3pm ET
Laura M Schueller, PhD
Institutions of Higher Education across the country have been implementing corequisites with the ultimate goal of increasing the number of students who are successful in their gateway math courses for over a decade. In this webinar, we will focus on a few existing models of corequisites and their contexts, how corequisites impact and are impacted by other systems within the mathematics department and across campus, and how corequisites compare to other popular supports like tutoring centers, embedded tutoring, supplementary instruction, increased office hours, streamlined prerequisite courses and directed self- study.
Zoom link: https://usmd-edu.zoom.us/j/95027558299
Professional Development on Facilitating Groupwork
Wednesday, April 23 from 2pm-3:30pm ET
Presented by CoMInDS
We invite providers of teaching-focused professional development for graduate students and other instructors in mathematics, to join us for a session about preparing graduate students to facilitate collaborative groupwork. This 90-minute webinar will be hosted in Zoom on April 23, 2025 from 11am-12:30pm PT/2pm-3:30pm ET.
As is the case with all teaching formats, there are a variety of different things instructors can do and say to help students learn effectively while they work in small groups. During this workshop you will have opportunities to consider videoclips (based on this videocase) and think about what two instructors do and say as they interact with groups of students. In particular, we will consider the non-verbal cues (e.g., physical gestures) as well as the verbal (i.e., spoken) cues used by each instructor to focus the students’ attention on the ideas and to encourage them to work collaboratively. This activity will help you become familiar with various ways to interact with groups, understand how specific verbal and non-verbal cues shape student interactions and develop a greater awareness of how the physical arrangement of students (and yourself) affects the interactions among students — and between you and them.
The session also includes opportunities to discuss and learn about facilitating these types of activities with instructors.
In preparation for the session, we are asking you to complete a
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short pre-reading (about 15 minutes): LINK to pre-reading
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quick survey (do after the reading, about 5 minutes): LINK to survey
To register for this interactive webinar and receive the Zoom information, follow this registration link. We look forward to seeing you there!
Please share this opportunity with other instructors and providers who may be interested. And if you are interested in other videocases for college mathematics instructors, visit this site!
