ABSTRACT
This concluding chapter presents various math pathways to help a diverse group of community college students moving toward the future. Additionally, there need to be pathways for students who enter with deficient arithmetic skills. These suggested pathways, both for STEM and non-STEM majors, take into consideration time and cost but also the importance of ensuring prerequisite skills in a discipline that is linear and progressive. Faculty also discuss the future logistics of corequisites and virtual instruction. Moreover, the essential roles of tutorial centers and academic advising are explored. Ultimately, because the models suggested are thoroughly grounded in conceptual, qualitative, and quantitative research, they will be sustainable for years to come.
