Collaborative Research: PROfessional Development and Uptake through Collaborative Teams (PRODUCT) Supporting Inquiry Based Learning in Undergraduate Mathematics

协作研究：通过协作团队（产品）支持本科数学探究式学习的专业发展和吸收

• 批准号: 1525058
• 负责人: Stan Yoshinobu
• 金额: $ 243.63万
• 依托单位: California Polytechnic State University Foundation
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-09-01 至 2021-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1525058&HistoricalAwards=false
• 关键词: Collaborative; Research; PROfessional; Development; Uptake

Education research continues to produce evidence that teaching methods that use active-learning strategies yield improved learning outcomes and student success across the science, technology, engineering, and mathematics (STEM) disciplines. Yet, many college mathematics classes are not yet taught using such strategies. To address this problem, the project, "PROfessional Development and Uptake through Collaborative Teams (PRODUCT): Supporting Inquiry-Based Learning (IBL) in Undergraduate Mathematics through Workshops, Research and Capacity-Building", is designed to increase institutional capacity to offer professional development for instructors. The active learning strategy of focus, known as "inquiry-based learning" (IBL), places emphasis on student creation, exploration, communication, collaboration, and experimentation with mathematical concepts, under the mentorship and guidance of an instructor. Building directly on previously funded work that produced and studied a successful professional development workshop model, this project will develop multiple new teams to conduct workshops and outreach activities on IBL teaching strategies (known as a "train the trainers" propagation model). Research conducted alongside the workshop activities will contribute to knowledge about effective strategies for encouraging use of active learning approaches such as IBL, and for supporting instructors as they learn to apply and adapt these approaches in their own classrooms.PRODUCT will conduct 12 four-day intensive IBL workshops, as well as 15 short workshops and five Professional Development (PD) Preparatory Meetings, and will host a Professional Development Summit for mathematics faculty developers. Through these activities, PRODUCT will directly provide professional development for 320 undergraduate mathematics faculty, adapt and improve IBL PD materials, develop multiple new teams of faculty developers who will be prepared to engage additional faculty in the future, and develop a framework for building professional development capacity. A research-with-evaluation study will provide formative feedback, study the process and outcomes for development of the professional development teams, gather data to benchmark workshops led by new teams against a model known to be effective, and investigate the classroom practices of workshop participants to understand how the professional development experience shapes their teaching. The project will produce new knowledge about scaling up professional development programs through a careful and collaborative process to prepare teams of faculty developers and provide them with well-supported leadership experiences.

教育研究继续提供证据表明，使用主动学习策略的教学方法可以提高学习成果，并在科学，技术，工程和数学（STEM）学科中取得学生的成功。然而，许多大学数学课还没有使用这种策略来教授。为解决这一问题，“通过协作小组进行专业发展和吸收：通过讲习班、研究和能力建设支持本科数学探究式学习”项目旨在提高机构能力，为教师提供专业发展。专注的主动学习策略，被称为“探究式学习”（IBL），强调学生在导师的指导和指导下，创造，探索，交流，合作和实验数学概念。该项目直接建立在之前资助的工作的基础上，这些工作产生和研究了成功的专业发展研讨会模型，该项目将开发多个新团队来开展有关IBL教学策略的研讨会和外展活动（称为“培训培训师”传播模型）。与研讨会活动同时进行的研究将有助于了解有效的策略，以鼓励使用主动学习方法，如IBL，并支持教师，因为他们学习应用和适应这些方法在自己的教室。产品将举办12个为期四天的密集IBL研讨会，以及15个短期研讨会和五个专业发展（PD）筹备会议，并将为数学教师开发人员举办专业发展峰会。通过这些活动，PRODUCT将直接为320名本科数学教师提供专业发展，调整和改进IBL PD材料，开发多个新的教师开发团队，他们将准备在未来吸引更多的教师，并制定一个框架，以建立专业发展能力。一项研究与评价研究将提供形成性反馈，研究专业发展团队的发展过程和成果，收集数据，将新团队领导的研讨会与已知有效的模式进行基准测试，并调查研讨会参与者的课堂实践，以了解专业发展经验如何塑造他们的教学。该项目将通过仔细和协作的过程产生有关扩大专业发展计划的新知识，为教师开发团队做好准备，并为他们提供得到良好支持的领导经验。