Project EMBER: Eliminating Math Barriers through Evidence-based Reforms

Undergraduate mathematics remains a huge barrier to college completion and to equity in higher education – keeping the nation from meeting its STEM workforce and national security needs (PCAST, 2012; Seymour et al., 2019). The problem in entry level mathematics courses is not a lack of innovation. Numerous projects and institutions have created, piloted, and replicated effective reform efforts that overcame particular challenges, like the need to reform pedagogy or attend to gender equity (e.g., Johnson et al., 2022; Smith et al., 2021). The biggest barrier to systemic reform – implementing research-backed innovations at scale – is a structural one, particularly at research institutions where research-focused faculty have long-controlled those courses, have few incentives to make change, and often lack the right set of skills and background to tackle needed reforms.

The rise of teaching-focused faculty (TFF, Mathematical Association of America, 2017) at research institutions has created a new avenue for reform. These full-time faculty now run introductory mathematics programs at most research institutions. They train, coordinate, and lead large teams of teaching assistants, adjuncts, and postdocs who serve as instructors. We aim to empower TFF 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/provosts) to the table, and giving them needed support by connecting them with a national network of like-minded TFF reformers. Partnering with stakeholders from various levels within an institution leverages unique perspectives and expertise, power brokers, and de-silos these individuals so they are not only aware of but can also support local change efforts. Networked nationally, these cross-functional teams can share successes, troubleshoot challenges, and brainstorm new innovations, which can unlock changes elsewhere in the educational system and lead to all students succeeding in mathematics aligned with their aspirations.