Chris Francisco

Professor and Head, Department of Mathematics

Oklahoma State University

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at Oklahoma State University

Chris Francisco

Professor and Head, Department of Mathematics

Oklahoma State University

Dr. Francisco is Head of the Department of Mathematics at Oklahoma State University. He began work with CCA in his previous administrative role as Associate Head for Lower-Division Instruction, overseeing all OSU math classes from the entry level through Differential Equations. He plays a primary role in OSU’s Success in Undergraduate MathematicS (SUMS) initiative, a program that has led to dramatic improvements in student success in mathematics since its inception in 2012. At the entry level, OSU has implemented corequisite models of instruction in College Algebra, in a math modeling alternative to College Algebra for non-STEM students, in Preparation for Calculus, and in Calculus I. The success rate for students taking OSU's corequisite classes is over 70%. Dr. Francisco has worked with departments and colleges across campus to help them determine which math pathway is best for their students and is active in statewide efforts to implement math pathways and corequisite instruction more broadly. He has also led efforts in the department to reevaluate curriculum decisions and to make classes more relevant to student degree paths while retaining rigor.

Dr. Francisco continues to teach a range of mathematics courses, and he also frequently teaches a class that prepares new GTAs to teach college mathematics. In recognition of his efforts at OSU, Dr. Francisco received the University Service Award for faculty in 2015 and the Regents Distinguished Teaching Award in 2016. The Oklahoma-Arkansas Section of the Mathematical Association of America named him its 2016 Distinguished College/University Teacher of Mathematics, honoring his work at OSU and in helping other schools in Oklahoma and throughout the country with math placement and curricular issues. He received the 2018 Outstanding First-Year Student Advocate Award from the National Resource Center for First-Year Experience and Students in Transition.

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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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