This was a historical case study of a national professional development program, Mathematics Across the Community College Curriculum (MAC3). MAC3 was created to support community college faculty in using an interdisciplinary approach to embedding quantitative literacy in community college classes. Quantitative literacy is characterized by a habit of mind and the ability to work with numerical data to solve real-life problems, and it has been shown to be lacking in American college graduates. It is distinct from traditional mathematics in that it considers math in authentic, everyday contexts. To learn how individuals had incorporated interdisciplinary quantitative literacy into their curricula and the obstacles they faced, I interviewed 17 people—the two directors of MAC3 and 15 community college faculty. The case study also included document and website analysis.

The evidence showed various levels of quantitative literacy implementation but no instances of a sustained interdisciplinary approach to the content. Key factors that supported implementation were participant motivation, the MAC3 network itself, and, in some cases, administrative support. Lack of administrative support also acted as a limiting factor, together with math-avoidant faculty and financial obstacles. MAC3 saw success in terms of exposure and benefits to faculty participants and to students. The main obstacles for quantitative literacy work related to logistical issues and sustainability.

The findings point to the need for convergence—that is, for faculty to work together with administrators to effect campuswide change—as well as professional development in order to implement and sustain interdisciplinary initiatives. These implications extend beyond quantitative literacy and can apply generally to widespread change on community college campuses. Although the sample was self-selected and comprised voluntary participants of MAC3—and, as such, generalizability is limited—the study has valuable implications for practice and future study, both of which are discussed.