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

教育研究继续证明，使用主动学习策略的教学方法可以改善科学、技术、工程和数学(STEM)学科的学习结果和学生的成功。然而，许多大学数学课还没有使用这样的策略进行教学。为解决这一问题，题为“通过合作小组(PRODUCT)发展和吸收专业知识：通过讲习班、研究和能力建设支持本科生数学探究性学习(IBL)”的项目旨在提高机构能力，为教师提供专业发展。Focus的主动学习策略，即“基于探究的学习”(IBL)，强调在教师的指导和指导下，学生对数学概念的创造、探索、交流、合作和实验。该项目直接建立在以前资助的产生和研究成功的专业发展讲习班模式的工作的基础上，将组建多个新的团队，就国际基础语言教学战略开展讲习班和外联活动(称为“培训培训者”传播模式)。与工作坊活动同时进行的研究将有助于了解鼓励使用主动学习方法(如IBL)的有效策略，并支持教师在自己的课堂上学习应用和适应这些方法。PRODUCT将举办12个为期4天的IBL强化工作坊，以及15个短期研讨会和5个专业发展(PD)预备会议，并将主办数学教师发展人员专业发展峰会。通过这些活动，Products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，培养多个新的教师开发团队，他们将准备在未来聘用更多的教师，并制定一个建设专业发展能力的框架。研究与评价研究将提供形成性反馈，研究专业发展团队发展的过程和结果，收集数据以新团队领导的讲习班为基准，以已知有效的模式为基准，并调查讲习班参与者的课堂实践，以了解专业发展经验如何影响他们的教学。该项目将通过仔细和协作的过程产生关于扩大专业发展计划的新知识，以培养教师开发团队，并为他们提供得到良好支持的领导经验。

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.