Collaborative Research: Supporting Pedagogical Innovation for a Generation of Transformation via Inquiry-Based Learning in Mathematics (SPIGOT)

SPIGOT，支持一代转型的教学创新，正在提供为期四天的密集研讨会，在大学数学的探究式学习（IBL）。在经验丰富的教师开发人员和IBL从业人员的带领下，SPIGOT研讨会邀请了来自不同机构的约120名数学教师，特别是早期职业教师，参加三个夏季研讨会之一。 研讨会准备教师实施以研究为基础，以学生为中心的教学方法。基于会议的小型研讨会是密集研讨会的入口。SPIGOT的设计借鉴了教师发展文献和经验，以解决变革的主要障碍。它利用研究性学习学院的现有基础设施，支持参与者长期参与活跃的同业交流圈。当教师在一门或多门课程中采用IBL时，数千名学生将体验到潜在的变革性数学教育。这项评估与研究研究正在收集有关教师对研讨会的反应以及有助于或阻碍实施IBL课程的当地背景方面的数据。这些数据为研讨会的领导者提供了形成性的反馈，并增加了关于如何最好地鼓励教师采用这些经过验证的方法的知识。研究结果的传播将针对数学教育工作者和更广泛的STEM教育界。

SPIGOT, Supporting Pedagogical Innovation for a Generation Of Transformation, is providing intensive four-day workshops in Inquiry-Based Learning (IBL) in college mathematics. Led by experienced faculty developers and IBL practitioners, the SPIGOT workshops engage about 120 mathematics instructors from diverse institutions, especially early-career faculty, in one of three summer workshops. Workshops prepare instructors to implement research-based, student-centered approaches to teaching and learning. Conference-based mini-workshops serve as an on-ramp to the intensive workshops.SPIGOT's design is informed by faculty-development literature and experience to address major obstacles to change. It draws upon existing infrastructure of the Academy of Inquiry-Based Learning to support participants' long-term engagement with an active community of practice. As instructors adopt IBL in one or more courses, thousands of students experience potentially transformative mathematics education.The evaluation-with-research study is gathering data on faculty response to the workshops and aspects of their local context that help or hinder implementation of an IBL course. Such data offer formative feedback to the workshop leaders and add to knowledge about how best to encourage faculty uptake of these proven methods. Dissemination of the study findings will target both mathematics educators and the broader STEM education community.