About Us
The overall purpose of PRIME is to implement clear, efficient, aligned, successful evidence-based quantitative paths for students in associate-degree programs at community colleges. Furthermore, this work is meant to provide guidance around the process and models for implementing such changes at other community colleges. The paths developed are being designed to prepare students for their majors, jobs, lives as informed global citizens, and status as lifelong learners. The course credits obtained while taking these classes are also transferable to four year undergraduate institutions, enabling students to persist beyond the associate degree if they so choose. The ultimate goal of this work is to significantly increase graduation rates at the community college level through increasing students' successful completion of quantitative coursework.
Alexandra Logue
Principal Investigator
Dr. Alexandra Logue is a Research Professor in CASE (the Center for Advanced Study in Education) of the Graduate Center of The City University of New York (CUNY), with particular responsibility for research and scholarship concerning college student success.
AJ Stachelek
Co-Principal Investigator
Dr. AJ Stachelek is an Assistant Professor of Mathematics at Hostos Community College of the City University of New York (CUNY), with particular responsibility for redesigning curricula to facilitate student success.
Conference Presentations
Upcoming Presentations
None at this time
Past Presentations
American Mathematical Association of Two-Year Colleges
Stachelek, A., Walker, R., & Benakli, N. (2019, November). Developmental math redesign: Corequisite models created by faculty. 45th Annual Conference of the American Mathematical Association of Two-Year Colleges. Milwaukee, WI.
Conference on Acceleration in Developmental Education
Stachelek, A. (2019, June). Visualizing changes in corequisite mathematics implementation. 2019 Conference on Acceleration in Developmental Education. San Diego, CA.
National Institute for Staff and Organizational Development
Stachelek, A. & Dias, O. (2019, May). Systemic changes in developmental sequences = Big impact in student success through corequisite courses. National Institute for Staff and Organizational Development. Austin, TX.
American Mathematical Association of Two-Year Colleges
Wolfe, K. & Stachelek, A. (2018, November). Learning communities: Linking courses beyond scheduling. 44th Annual Conference of the American Mathematical Association of Two-Year Colleges. Orlando, FL.
Conference on Acceleration in Developmental Education
Sole, M. A., Soho, E., & Milman, Y. (2018, June). Rethinking mathematics remediation: A faculty-led project to assess placement, redesign curricula, and streamline mathematics pathways. Annual Conference on Acceleration in Developmental Education. Washington, D.C.
Innovative Practices in Developmental Mathematics
Familton, J., Sole, M. A. & Stachelek, A. (2018, March). Three CUNY community colleges expand accelerated learning and alternative paths in quantitative courses. Third Annual Innovative Practices in Developmental Mathematics at LaGuardia Community College. Queens, NY.
American Association of State Colleges and Universities
Watanabe-Rose, M., Fuller, K., Milman, Y., & Wolfe, K. (2017, July). Project for relevant and improved mathematics education (PRIME): Curriculum alignment and course sequence streamlining of general education quantitative requirement. Academic Affairs Summer Meeting of the American Association of State Colleges and Universities. Baltimore, MD.
American Association of Community Colleges
Logue, A., Ecevit, O., Stachelek, A., & Walker, R. (2017, April). PRIME: Project for relevant and improved mathematics education. 97th Annual Convention of the American Association of Community Colleges. New Orlean, LA.