Chad Taylor

William Rainey Harper College - Math Chair


Quick Bio

Chad Taylor is an associate professor and the chair for the math department at Harper College in the northwest suburbs of Chicago. He began his career during the fall semester of 2000 as an adjunct at Heartland CC in Normal, IL, while still a graduate student at Illinois State University. After completing his master's degree in mathematics during the spring of 2001, Chad was hired to be a full-time Instructional Assistant Professor at ISU and continued his work as an adjunct for Heartland CC.

In 2005, Chad joined the full-time faculty at Harper College. He became the department chair in the fall of 2012. Chad has been a member of many teams over the years that promote a student success agenda at the college. He was one of three college-wide faculty members initially chosen by the incoming president in 2009 that would serve alongside the president and two additional high-ranking administrators to form a Champion Team. This group would oversee initiatives at the college that were born initially under the guise of the Achieving the Dream initiative, but were quickly folded into a new strategic plan that focused on student success.

Chad has championed many changes at the departmental level as well. In 2012, he wrote new curriculum for a developmental "pathways" course that would serve liberal arts students whose terminal math course was to be quantitative literacy or elementary statistics. In 2013, Chad proposed a radical change to the placement procedures at Harper College that culminated with an experimental study by the Peabody Institute at Vanderbilt University. The data produced in the study proved the efficacy of ALEKS PPL versus ACT's Compass as a tool for math placement. Last year, Chad led his department at an immersive retreat that realigned its STEM courses and created a co-requisite model for developmental students in non-stem tracks. He is currently investigating an alternative pedagogy for college algebra using the ALEKS 360 platform.

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