Supporting and Sustaining Scholarly Mathematics Teaching

哈特福德大学的支持和维持学术数学教学（SSSMT）项目旨在改善本科数学课程的教学和学习。最近的预测表明，美国需要在未来十年将STEM学位的年度授予率大幅提高34%，以保持国际竞争力。 提高STEM专业的招聘，保留和成功的关键一步是在大学一年级和二年级数学课程中采用基于研究的教学实践。这些入门课程通常充当看门人，将学生从STEM专业中筛选出来。越来越多的证据表明，在吸引学生方面，主动学习比直接指导更有效。尽管有这样的证据，仍然有一个压倒性的依赖讲座作为主要的方法提供内容在大学数学课程。支持和维持学术数学教学（SSSMT）项目的目标是：1）形成一个合作社区的教师谁致力于实施主动学习和翻转教学法在各种第一年和第二年的数学课程与不同的学生群体; 2）研究这种教学法的有效性;和3）与更大的数学社区分享成果。通过合作和集体，SSSMT教师参与者将共同了解如何最好地利用这些策略和流程，以支持在当地，地区和国家更广泛地采用参与式教学和学习策略。借鉴现有的关于主动学习，翻转教学法和教师发展的研究，SSSMT项目旨在创建一个多机构的教师网络，以实现其在这些领域的目标。该网络由来自不同机构的处于职业生涯不同阶段的大学数学教师组成，他们有兴趣实施主动学习，并成为学术教师，他们对自己的教学和学生的学习进行研究并发表研究。在短期内，该项目有望确定和传播最佳做法，在各种数学课程中使用参与式学习策略，由不同的学生群体填充。该项目将为有兴趣在从大学代数到入门证明的课程中使用主动学习和翻转教学法的教师提供全面的资源，并将对数学教师的挑战，机遇和必要的支持有更深入的了解。项目成果将采用混合方法进行调查，其中包括通过调查、反思性期刊和教学实践清单从参与者那里收集的定性和定量数据。该项目的长期目标是扩大跨机构网络，邀请项目参与者的部门同事以及其他机构的教师参与，从而扩大和丰富从事这项工作的教师的虚拟社区，提高本科数学的教学和学习。

The Supporting and Sustaining Scholarly Mathematics Teaching (SSSMT) project at the University of Hartford seeks to improve teaching and learning in undergraduate mathematics courses. Recent projections suggest that the United States needs to dramatically increase the annual award rate of STEM degrees by 34% in the next decade to remain competitive internationally. A critical step towards improving the recruitment, retention and success of STEM majors is the adoption of research-based teaching practices in first-year and second-year college mathematics courses. These introductory courses often act as gatekeepers that filter students out of STEM majors. There is mounting evidence that suggests active learning can be much more effective than direct instruction in engaging students. Despite this evidence, there continues to be an overwhelming reliance on lecture as the primary method of delivering content in college mathematics courses. The goals of the Supporting and Sustaining Scholarly Mathematics Teaching (SSSMT) project are: 1) to form a collaborative community of faculty who are committed to implementing active learning and flipping pedagogy in a variety of first-year and second-year mathematics courses with diverse student populations; 2) to studying the effectiveness of this pedagogy; and 3) to sharing the results with the larger mathematics community. Collaboratively and collectively, SSSMT faculty participants will develop a shared understanding of how to best leverage these strategies and processes to support a more widespread adoption of engaged teaching and learning strategies locally, regionally, and nationally.Drawing on existing research on active learning, flipping pedagogy, and faculty development, the SSSMT project seeks to create a multi-institutional network of faculty to implement its goals in these areas. The network is comprised of college mathematics faculty at different stages of their careers, from a variety of institutions, who are interested in implementing active learning and becoming scholarly teachers who conduct and publish research on their own teaching and their students' learning. In the short term, this project promises to identify and disseminate best practices regarding the use of engaged learning strategies in a variety of mathematics courses populated by diverse student populations. The project will produce comprehensive sets of resources for faculty interested in using active learning and flipping pedagogy in courses ranging from college algebra to introduction to proofs and will develop a more robust understanding of the challenges, opportunities and necessary supports for mathematics faculty who have different levels of experience with the scholarship of teaching and learning. Project outcomes will be investigated using a mixed-methods approach involving qualitative and quantitative data collected from participants through surveys, reflective journals, and teaching practice inventories. The longer-term goal of this project is to expand the cross-institutional network, inviting in and involving the departmental colleagues of project participants, as well as faculty at other institutions, thereby broadening and enriching the virtual community of faculty engaged in this work of enhancing the teaching and learning of undergraduate mathematics.