Joyce Walborn

Mathematics Professor

Helena College, University of Montana

Currently working on

at Helena College, University of Montana

Joyce Walborn

Mathematics Professor

Helena College, University of Montana

Joyce Walborn is a mathematics faculty member at Helena College University of Montana and currently oversees their math pathways and corequisite efforts. She has served on the Montana Math Pathways Taskforce, the Montana Corequisite Implementation Steering Committee and the Mathematics for Healthcare Applications Workgroup for the Montana University System.

At Helena College she led the effort to develop and implement math pathways which has resulted in increased student enrollment in math courses for non-STEM majors and a decrease in enrollment in College Algebra. She developed and implemented the corequisite remediation model for Contemporary Math and, because this option does not require a minimum placement score, the number of students completing their college level mathematics requirement during their first semester has increased substantially. In addition to offering corequisite remediation to Helena College students, Joyce recently extended the corequisite mathematics experience to include high school dual enrollment students, providing them with the opportunity to complete their college level mathematics prior to leaving high school. She recently extended the corequisite option to College Algebra students and as a result, the number of developmental classes offered at Helena College has decreased substantially.

Joyce holds a bachelor’s degree in Mathematical Science and Computer Science from the University of Washington and a master’s degree in Mathematics Education from the University of Montana where her studies focused on understanding how underprepared mathematics students learn.


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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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