Scholarly Leaders Originating as Practicing Educators in Two-Year College Mathematics (Project SLOPE)

两年制大学数学实践教育家的学术领袖（SLOPE 项目）

• 批准号: 1726891
• 负责人: Megan Breit-Goodwin
• 金额: $ 30.51万
• 依托单位: American Mathematical Association of Two-Year College
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-08-15 至 2021-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1726891&HistoricalAwards=false
• 关键词: Scholarly; Leaders; Originating; Practicing; Educators

Two-year colleges maintain a central and rapidly expanding role in the development of the scientific and technical workforce specifically, as well as of a well-educated citizenry. Current efforts in two-year college mathematics targeted towards increasing student success and accelerating student progression have provided momentum for improvement. Two-year college faculty are uniquely positioned to provide insight into the varieties of prior mathematical experiences and practical understandings that their students bring to classrooms and thus can play a central and meaningful role in the development of the education research base needed to inform and support lasting improvement. Crucially, research conducted by practitioners for practitioners holds the promise of immediate relevance and great impact for the development and growth of empirically-based improvement efforts. Unfortunately, for a variety of systemic reasons, there has been a dearth of such research by community college faculty for community college contexts. This exploratory project will provide the foundation for developing two-year college mathematics faculty researchers engaged in classroom inquiry through the Scholarship of Teaching and Learning (SoTL). SoTL has been demonstrated to be a transformative practice of simultaneous knowledge generation, professional development, and teaching and learning advancement in postsecondary education, but has not been comprehensively examined within the unique contexts of two-year college mathematics. This project will address the research gap surrounding two-year college mathematics faculty SoTL research by first conducting a critical analysis and synthesis of existing programming and the literature base that focuses on the intersection of SoTL, two-year college faculty research, and mathematics education research in postsecondary contexts. Central to this inquiry will be an examination of the relationship between faculty researcher needs and the structures of two-year colleges. Following this needs, barriers, and opportunities analysis, the results will be used to develop and implement a pilot national program initiative to engage two-year college mathematics faculty in SoTL research. The pilot program will be a fifteen-month comprehensive faculty association with the American Mathematical Association of Two-Year Colleges that provides training in SoTL, as well as support in undertaking this scholarship and in navigating the structures of two-year colleges that might pose challenges to engaging in SoTL. In this pilot program, six two-year college mathematics faculty will implement a SoTL project in their classroom and plan for the dissemination of the results. The pilot will be evaluated to refine its design to meet the needs of participants and to allow for future expansion of the program and related programs.

两年制学院在科学和技术劳动力以及受过良好教育的公民的发展中发挥着中心和迅速扩大的作用。目前在两年制大学数学的努力，旨在提高学生的成功和加速学生的进步提供了改善的势头。两年制大学教师具有独特的地位，可以深入了解学生带到课堂的各种先前的数学经验和实际理解，从而可以在教育研究基础的发展中发挥核心和有意义的作用，这些基础需要提供信息和支持持久的改进。至关重要的是，由从业人员为从业人员进行的研究具有直接的相关性和巨大的影响力，对基于实践的改进工作的发展和增长的承诺。不幸的是，由于各种系统性的原因，社区学院教师对社区学院环境的研究一直很缺乏。这个探索性的项目将提供基础，通过教学奖学金（SoTL）发展两年制大学数学系研究人员从事课堂调查。SoTL已被证明是一种变革性的实践，同时知识生成，专业发展，以及教学和学习的进步，在中学后教育，但还没有全面审查的独特背景下，两年制大学数学。该项目将解决围绕两年制大学数学教师SoTL研究的研究差距，首先对现有的编程和文献基础进行批判性分析和综合，重点是SoTL，两年制大学教师研究和中学后数学教育研究的交叉点。这项调查的核心将是研究人员的需求和两年制学院的结构之间的关系的检查。根据这一需求，障碍和机会分析，结果将用于开发和实施一个试点国家计划倡议，从事两年制大学数学教师在SoTL研究。该试点计划将是一个为期15个月的综合教师协会与美国数学协会两年制学院，提供培训SoTL，以及支持承担这项奖学金，并在导航两年制学院的结构，可能会构成挑战，从事SoTL。在这个试点项目中，六个两年制大学数学教师将在他们的课堂上实施SoTL项目，并计划传播结果。将对试点项目进行评估，以完善其设计，满足参与者的需求，并允许未来扩大该方案和相关方案。