|
I—
|
Promote effective learning opportunities
to increase success in mathematics for all college students. |
|
A.
|
Promote implementation of the Beyond Crossroads principles
and standards. |
|
B.
|
Facilitate the successful, seamless transition from
high school to two-year college mathematics and from two-year
to four-year college or to the workplace. |
|
C.
|
Support classroom research in two-year colleges to enhance
student learning. |
|
D.
|
Encourage the use of assessment in courses and programs
to enhance student learning. |
|
E.
|
Provide opportunities for student participation in mathematical
activities outside the classroom. |
| |
|
| II— |
Provide professional development to enhance
and maintain the quality of two-year college mathematics
educators. |
| A. |
Expand AMATYC’s role in providing and promoting
professional development. |
| B. |
Maintain the high quality of the annual conference. |
| C. |
Advocate for the importance of continuous professional
development for two-year college mathematics faculty. |
| D. |
Encourage mentoring of new faculty in the current philosophies
reflected in the AMATYC Standards. |
| |
|
| III— |
Promote the identity and awareness of AMATYC.
|
| A. |
Increase membership. |
| B |
Increase members’ involvement and satisfaction. |
| C |
Develop external relations with professional organizations. |
| D. |
Improve marketing directed at increasing and retaining
both individual and institutional members. |
| |
|
| IV— |
Establish, promote and participate in national
initiatives that will benefit lower division collegiate
mathematics education. |
| A. |
Serve as a strong voice for two-year college mathematics,
and advocate for the needs of two-year college mathematics
within all of higher education. |
| B. |
Continue to seek support from professional organizations,
federal agencies, foundations, and businesses to implement
the AMATYC mission and goals. |
| C. |
Establish relationships with businesses to accomplish
the mission of AMATYC. |
| D. |
Develop and mentor two-year college mathematics faculty
to take leadership roles in addressing national issues
of mathematics education. |
| E. |
Increase involvement of AMATYC with key national and
international committees and policy making boards. |
| F. |
Institutionalize representation in Washington, DC, to
inform national leaders in government and education of
the issues regarding two-year college mathematics. |
| |
|
| V— |
Enhance AMATYC’s organizational structure
to best achieve its mission. |
| A. |
Examine AMATYC's current committee structure to support
the AMATYC mission. |
| B. |
Analyze the roles and responsibilities of the positions
of the Executive Board and selected leadership positions
to improve organizational effectiveness. |
| C. |
Study the role and composition of the AMATYC Delegate
Assembly. |
| D. |
Review the organizational structure of the AMATYC Office
to optimize resources. |
| |
Develop a process for responding to current trends and
challenges within mathematics education in two-year college |
