  We identified three most challenging points related to diverse, equitable,
and inclusive (DEI) issues. First, the majority of our students entering the
College lack the math skills essential to success in Calculus, as basic as
College Algebra, some others have a multi-year gap after graduating high
school. Almost all but a few STEM students must start from College Algebra
before they can move on to Precalculus and then Calculus. Secondly, we noted
that many students who planned to pursue STEM dropped out of their majors
because they couldn't obtain the required grade in College Algebra to move
forward. This is one of the main reasons that the enrollment of calculus
classes is consistently low. Lastly, a large portion of basic math classes are
taught by adjunct instructors, the turnover ratio among adjunct instructors is
not small. One such consequence is that many students don't have equitable
learning experiences and some students are still struggling with College
Algebra even in the calculus class. In this paper, we describe an illustrative
case study of a college-wide initiative to tackle the DEI issues.
