People in the Reform: Jordan Ford

Do you know whether AI is ‘good at math’? How can faculty and students leverage AI in math teaching and learning? How can institutions think of AI when designing learning supports? All of these questions and more were explored during our virtual workshop: AI in the Corequisite Mathematics Classroom: Navigating Equity, Implementation, and Policy.  This workshop was hosted in partnership with Achieving the Dream, Every Learner Everywhere, and WCET – WICHE Cooperative for Educational Technologies (WCET).

In the evolving landscape of higher education, artificial intelligence (AI) is not merely a novel tool — it’s transforming the pedagogical process and the student experience. Thus, it has implications for how we offer learning supports for college-level English and math courses. AI in the Corequisite English Classroom: Navigating Equity, Implementation, and Policy, participants had the opportunity to work on their AI platform of preference and offered suggestions and prompts. This session was hosted in partnership with and facilitated by Achieving the Dream and the WCET – WICHE Cooperative for Educational Technologies (WCET). 

There is a persistent problem among colleges and universities for students placed in developmental courses like math and English. They are not completing the courses and, in most cases, should not be taking them in the first place. While developmental education outcomes are deeply troubling for state and institutional leaders and practitioners, for low-income students, students of color and returning adults who see college as a path to something greater, our collective failure to adequately support their success is a heavy burden to bear.