About

Mission Statement

The DMLC is a comprehensive facility designed to support students, both onsite and virtually, in the learning of mathematics, statistics, and quantitative reasoning across the college curriculum. This support is provided through various programs and mediums, such as tutoring, workshops, multimedia materials, and coaching.

Vision Statement

The Mary P. Dolciani Center will help students:

• remove barriers in the learning;
• develop a growth mindset and become accustomed to reaching out for support;
• develop and strengthen the skills necessary to be successful in the courses;
• broaden their quantitative literacy skills as they relate to the world at large;
• see the connections between concepts learned and their intended careers.

The Mary P. Dolciani Mathematics Learning Center (formerly called the Math Learning Resource Center) opened in 1971 through a grant secured by Professor Mary P. Dolciani, a faculty member in the Mathematics Department. The first of its kind in CUNY and one of the first in the country, it was an audio-visual Center with the main thrust being to aid underprepared students in the learning of calculus and finite mathematics. Students progressed through courses using in-house prepared slides and tapes that covered all the topics in the course. Tutors were available to answer students' questions. The Center was upgraded through a generous grant from the Dolciani-Halloran Foundation in 1986, after the death of Professor Dolciani.

The Center was originally located on the 12th floor of the North Building. Upon its move to 51st Street in 1973, the Center was able to house three sections of MATH 100 simultaneously. In 1979, the Center moved to the second floor of Thomas Hunter. The Center moved to Rooms 300 through 306A HN through a generous grant in 1986.

The DMLC is now part of the Silverstein Student Success Center on the 7th floor of Hunter East.

• 1986: The Center was upgraded to a computer facility and had as its primary role, the delivery of remedial mathematics instruction.
• 1990: The Center expanded to provide support services to students in all math/stat courses.
• 1995: The Center expanded to provide classroom instruction in calculus and statistics.
• 2000: The Center expanded physically to incorporate the delivery of computer-based pre-calculus, and statistics instruction.
• 2006: The Center expanded physically to incorporate additional mathematics, statistics and math education courses.
• 2017: The Center moved to the Silverstein Student Success Center on the 7th floor Hunter East.

The Center continues to support curriculum implementation and enhancement of the learning experience. As a result of the re-defined mission of the Center, we have revised our strategic plan to include these goals:

• Create Advisory and Discipline-Specific Panels to encourage more active participation and communication across the College.
• Prepare on-site and website-available prerequisite assistance for students in courses using math, stat or QR.
• Assist gateway course coordinators on assessment of student preparedness.
• Expand our technology-based tutorials to other departments in the College.
• Offer subject-specific tutoring rather than course-specific tutoring.
• Assist graduate students in statistical analysis necessary for their thesis.
• Develop and conduct joint Workshops on Special Topics with the Writing Center and Science Center.
• Create different series of Workshops designed to:
  • Give students more experience in quantitative reasoning and literacy in everyday life.
  • Assist students in making the connections between math learned in math class and their specific subject area.
  • Increase student's knowledge of mathematics study skills.
• Expand our tutoring to include individualized tutoring in addition to small-group tutoring.
• Continue to offer our specialized services for students with disabilities and veterans.
• Expand our e-tutoring offerings.
• Collaborate with ACERT on developing quantitative literacy goals in courses.
• Devise a system of referrals for at-risk students in MATH/STAT courses.
• Explore the possibility of giving a survey to our incoming students related to quantitative literacy to help guide our long-term strategic plans.
• Conduct focus groups at satellite campuses to explore what is needed to better serve this population.
• Explore the possibility of re-instituting internal internships or field placements with scholar programs at the College.