Amy Getz

Manager, Systems Implementation for Higher Education

Charles A. Dana Center

Currently working on

at Charles A. Dana Center

Amy Getz

Manager, Systems Implementation for Higher Education

Charles A. Dana Center

Ms. Getz’s work at the Dana Center focuses on supporting systems to modernize entry-level mathematics programs through the implementation of the Dana Center Mathematics Pathways Model. She oversees a team that develops and offers tools and technical assistance services coordinated with policy reform to enable state and local leaders to make mathematics pathways a reality in classrooms and institutions and across regions and states. Many of these tools and resources are available at https://dcmathpathways.org/.

Getz formerly served as the Dana Center’s Manager of Community College Services and also led the development of the QuantwayTM curriculum in partnership with the Carnegie Foundation for the Advancement of Teaching.
Prior to coming to the Dana Center, Getz taught math for 20 years in high school and college. As the founding Director of the Freshman Mathematics Program at Fort Lewis College in Durango, Colorado, Getz taught developmental and gateway mathematics courses and led a significant effort to reform the courses and support services in the program. During Getz’s tenure as Director, the program achieved significant improvements in student success in both developmental and college- level math courses and was credited with having a significant positive impact on freshman retention rates. Getz was also the Principle Investigator on two state Math-Science Partnerships that provided professional learning services to K-12 math educators in 14 school districts.

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15 to Finish

Boost the number of students who are on track for on-time graduation by encouraging enrollment in 15 credits each semester (30 credits per year, including summers). Financial aid dollars, as well as institutional process and practice, should support that standard.

Math Pathways

Ensure all students enroll in and complete gateway math in their first year by designing math courses that are aligned with the skills students need for their chosen program of study.

Corequisite Support

Increase gateway course completion within the first year by enrolling entering students into the college-level math and English courses, providing those who need additional help a concurrent course or lab that offers just-in-time academic support.

Momentum Year

Build momentum so students meet first-year benchmarks: informed choice of meta major or major, enrollment in 30 credits with nine in the program of study and completion of gateway courses. Provide early support and guidance for decision making, using interest assessments and labor-market data.

Academic Maps with Proactive Advising

Default students onto highly-structured academic maps that include 15 credits per semester (or 30 per year), indicate milestone and pre-requisite courses, and empower advisors to effectively monitor progress and provide intervention as needed.

A Better Deal for Returning Adults

Increase degree attainment by inviting adult learners back to complete their education, providing a redesigned system that offers accelerated courses, year-round enrollment and predictable schedules. Give credit for prior learning and experience and additional support to help students navigate the system.

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