Building Capacity for Interdisciplinary Quantitative Reasoning Instruction

跨学科定量推理教学能力建设

• 批准号: 1822414
• 负责人: Andrea Young
• 金额: $ 29.77万
• 依托单位: Ripon College
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-11-15 至 2022-10-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1822414&HistoricalAwards=false
• 关键词: Building; Capacity; Interdisciplinary; Quantitative; Reasoning

Developing student?s quantitative reasoning skills is essential for training numerically literate citizens who can flourish in an increasingly data-driven world. A growing body of literature suggests that including quantitative reasoning courses in different disciplines throughout a curriculum may help students to better learn quantitative reasoning. As a part of the Catalyst general education curriculum at Ripon College, all first-year students enroll in Catalyst 120: Quantitative Reasoning. By design, this course has a common set of learning outcomes and assignments, but is taught by faculty in different disciplines, including Biology, Theatre, Psychology, and Communication. This project aims to further examine the effectiveness of a multidisciplinary approach to teaching quantitative reasoning. Specifically, the project will examine the role of specific faculty professional development strategies for improving the ability of faculty at a small liberal arts college to teach quantitative reasoning. Project leaders will corporate professional development activities for faculty members and study the effectiveness of these activities for helping faculty teach quantitative reasoning. Thus, the project may develop an evidence-based model that other institutions could use to implement robust quantitative reasoning across disciplines.This project is designed to develop and study the effectiveness of an interdisciplinary approach to teaching quantitative reasoning as well as the impact of increasing institutional capacity to provide this instruction through communities of practice. During the first two years, project leaders will initiate a series of Faculty Learning Communities to further develop faculty expertise in teaching quantitative reasoning using evidence-based pedagogies, to create innovative quantitative reasoning materials in a variety of disciplines, and to put these materials into practice in their Catalyst curriculum. In the third year, the project team will work with several faculty members in non-quantitative disciplines to create quantitatively focused courses within their fields. A validated quantitative reasoning instrument will be used to measure student learning gains, and members of the project team will create a new tool for evaluating interdisciplinary quantitative skills. The project team expects that comprehensive institutional change will result from this project and will study this change through faculty surveys, interviews, and review of curricular materials.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

培养学生的定量推理技能对于培养具有数字素养的公民至关重要，他们可以在日益数据驱动的世界中蓬勃发展。越来越多的文献表明，在整个课程中包含不同学科的定量推理课程可能有助于学生更好地学习定量推理。作为 Ripon 学院 Catalyst 通识教育课程的一部分，所有一年级学生都参加 Catalyst 120：定量推理。根据设计，本课程具有一套共同的学习成果和作业，但由不同学科的教师教授，包括生物学、戏剧、心理学和传播学。该项目旨在进一步检验多学科方法教授定量推理的有效性。具体来说，该项目将研究特定教师专业发展策略在提高小型文理学院教师教授定量推理的能力方面的作用。项目负责人将为教师开展专业发展活动，并研究这些活动对于帮助教师教授定量推理的有效性。 因此，该项目可能会开发一个基于证据的模型，其他机构可以使用该模型来实施跨学科的稳健定量推理。该项目旨在开发和研究跨学科教学定量推理方法的有效性，以及提高机构能力通过实践社区提供这种指导的影响。在头两年中，项目负责人将发起一系列教师学习社区，以进一步发展教师使用循证教学法教授定量推理的专业知识，创建各种学科的创新定量推理材料，并将这些材料在 Catalyst 课程中付诸实践。第三年，项目团队将与非定量学科的几位教员合作，在其领域内创建以定量为重点的课程。经过验证的定量推理工具将用于衡量学生的学习成果，项目团队的成员将创建一个用于评估跨学科定量技能的新工具。项目团队预计该项目将带来全面的制度变革，并将通过教师调查、访谈和课程材料审查来研究这一变化。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。