See All Resources
Introductory mathematics can open the door to college completion and STEM careers for every student. Decades of research and practice have produced reforms that work, and this resource from Project EMBER (Eliminating Mathematics Barriers through Evidence-based Reforms) brings them together in one place. It’s designed to help teaching-focused faculty, course coordinators, and department and institutional leaders answer a practical question: which reforms should we try?
Evidence-Based Innovations for Student Success in Introductory Mathematics, developed by Every Learner Everywhere in partnership with Project EMBER, a collaborative initiative of TPSE Math, APLU, and The Association for Undergraduate Education at Research Universities (UERU), covers eight evidence-based innovations: active pedagogy, course coordination, math pathways, corequisite supports, tech-enabled instruction, alternative grading, using data in decision-making, and identity and belonging. Each overview includes a short description, the supporting research, case studies from institutions, professional development resources, and connections to the other innovations. It works alongside the Project EMBER Guidebook to help departments plan changes that fit their own context.
Key highlights
- Research-backed results: A large meta-analysis of STEM courses found failure rates were 55% higher in lecture-based classes than in active learning classes.
- Courses matched to student goals: In one analysis, 63% of StatWay and QuantWay students earned college-level credit in a single semester, compared with 21% in traditional models.
- Real-world case studies: Examples from Cal State East Bay, Cal State LA, Cal Poly, Florida International University, Oklahoma State University, and the University of Michigan.
- A growing community: Faculty can join the EMBER Network for Teaching-Focused Faculty to connect with colleagues and share strategies.
