Professional Development Emphasizing Data-Centered Resources and Pedagogies for Instructors of Undergraduate Introductory Statistics (StatPREP)

本科统计学导论教师的专业发展强调以数据为中心的资源和教学法（StatPREP）

• 批准号: 1626337
• 负责人: Deirdre Smeltzer
• 金额: $ 177.2万
• 依托单位: Mathematical Association of America
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-10-01 至 2023-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1626337&HistoricalAwards=false
• 关键词: Professional; Development; Emphasizing; Data; Centered

The recent report A Common Vision for Undergraduate Mathematical Sciences Programs in 2025 (Saxe & Braddy, 2016), expressing the collective vision of the American Mathematical Association of Two-Year Colleges (AMATYC), American Mathematical Society (AMS), American Statistical Association (ASA), Mathematical Association of America (MAA), and Society for Industrial and Applied Mathematics (SIAM) and endorsed by the Conference Board of the Mathematical Sciences (CBMS), urged the mathematics and statistics community to modernize undergraduate curricula and pedagogies in order to improve student learning. Among the challenges the report issued was a call for the community to close the ever-widening gap between the traditional introductory statistics courses taught at higher education institutions across the country and the data-driven workplace today's college students will enter. Toward addressing this issue, this project, "Professional Development Emphasizing Data-Centered Resources and Pedagogies for Instructors of Undergraduate Introductory Statistics (StatPREP)", will catalyze the widespread use of data-centered methods and pedagogies in undergraduate introductory statistics courses. The project will build on prior work; the positioning of the AMATYC, ASA, and MAA; and existing infrastructures, including the MAA's long-running MAA Professional Enhancement Program (PREP) for mathematics faculty professional development. Specifically, the project will work directly with 240 college-level instructors by (1) offering an extended professional development program for mathematics instructors, particularly at two-year institutions, who teach introductory statistics; (2) establishing regional communities of practice to support instructors who teach introductory statistics; and (3) establishing a national online support network comprising instructors who teach introductory statistics and statistics education experts.StatPREP will stimulate community transformation by increasing faculty capacity to enact curricular change by incorporating statistical analysis software and computing technology, complex data, open-ended investigations, and statistical thinking into their existing courses. The resources developed by StatPREP will include a library of field-tested lessons appropriate for wide-scale integration into statistics courses as well as interactive, online faculty-development tutorials that will be openly available. Parallel to the intervention and implementation work, the project will address the following questions: (1) How effective is this professional development model in serving as a catalyst for faculty to modernize introductory statistics courses? I.e., did it prompt changes participants' beliefs about statistics education and result in changes in content and instructional practices? (2) How accessible is this model for full- and part-time faculty members at two-year institutions? (3) Does this prompt the formation of sustainable communities of practice and national network? (4) What are the benefits and barriers related to faculty participating in regional communities of practice a national online network?

最近的报告2025年本科数学科学课程的共同愿景（Saxe& Braddy，2016），表达了美国两年制学院数学协会（AMATYC），美国数学学会（AMS），美国统计协会（阿萨），美国数学协会（MAA）和工业与应用数学学会（SIAM）的集体愿景，并得到了数学科学会议委员会（CBMS）的认可，敦促数学和统计界使本科课程和教学法现代化，以改善学生的学习。该报告提出的挑战之一是呼吁社区缩小全国高等教育机构教授的传统入门统计课程与当今大学生将进入的数据驱动型工作场所之间不断扩大的差距。为了解决这个问题，该项目“强调以数据为中心的资源和本科统计学入门教师教学法的专业发展（StatPREP）”将促进以数据为中心的方法和教学法在本科统计学入门课程中的广泛使用。该项目将建立在以前的工作; AMATYC，阿萨和MAA的定位;和现有的基础设施，包括MAA长期运行的MAA专业增强计划（PREP）数学教师的专业发展。具体而言，该项目将直接与240名大学教师合作，具体做法是：（1）为数学教师，特别是教入门统计学的两年制院校的数学教师提供一个扩展的专业发展方案;（2）建立区域实践社区，以支持教入门统计学的教师;以及（3）建立一个全国性的在线支助网络，由讲授入门统计的教员和统计教育专家组成。将统计分析软件和计算技术，复杂的数据，开放式调查和统计思维纳入现有课程。StatPREP开发的资源将包括一个适合于大规模纳入统计课程的实地测试课程库，以及将公开提供的互动式在线教师发展教程。在进行干预和实施工作的同时，该项目将解决以下问题：（1）这种专业发展模式在促进教师使入门统计课程现代化方面的效果如何？即，它是否促使参与者改变了对统计教育的看法，并导致内容和教学实践的变化？(2)这种模式对两年制院校的全职和兼职教师有多大的可及性？(3)这是否会促进形成可持续的实践社区和国家网络？(4)教师参与区域实践社区和国家在线网络的好处和障碍是什么？