Change in Departments and Institutions via Active Learning

通过主动学习改变部门和机构

• 批准号: 1944720
• 负责人: Wendy Smith
• 金额: $ 9.98万
• 依托单位: University of Nebraska-Lincoln
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-04-15 至 2023-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1944720&HistoricalAwards=false
• 关键词: Change; Departments; Institutions; via; Active

This project aims to address the national call for broader student participation and success in mathematics-intensive fields. It will do so by organizing a conference focused on improving undergraduate mathematics education. Over the past five years, studies of undergraduate calculus education have shown that many undergraduate students who initially express interest in STEM majors, become disheartened and change to non-STEM majors after completing a calculus course. To address the need for increased student success in STEM, many efforts have focused on improving instructional practices and high failure rates in the calculus sequence, in particular for underrepresented groups including women and students of color. Such efforts have inspired mathematics departments and university administrators to try to improve mathematics instruction through professional development, course coordination, instructional materials, and student supports. This conference will develop and expand a network of partners to include researchers, mathematics faculty, and administrators. It will also encourage and support data-informed improvement efforts in undergraduate calculus education and document lessons learned to share nationally.The conference organizing committee has worked with undergraduate mathematics departments through the NSF-funded Progress through Calculus (DUE-1430540) and Student Engagement in Mathematics through an Institutional Network for Active Learning (DUE-1624643, 1624610, 1624628, and 1624639). These efforts identified a strong interest among mathematics faculty in participating in a Networked Improvement Community that shares resources, data, and lessons learned regarding implementing and sustaining active learning in the calculus sequence. Sustaining and expanding such efforts requires significant shifts in departmental culture. To this end, the conference has three main goals: (1) Connect conference participants to an existing community of mathematics faculty, researchers, and administrators dedicated to educational innovation in Precalculus through Calculus 2 courses; (2) Leverage these connections to share and generate knowledge of strategies for initiating, implementing, and sustaining cultural change that supports the improvement of courses in the calculus sequence; and (3) Foster instructor development by encouraging participants to share highly effective instructional practices and tasks for an active learning classroom. Speakers from different institutions will share their research during concurrent workshop sessions focused on four major themes: attention to equity, diversity and inclusivity in the classroom; departmental culture and change strategies; course and curriculum redesign; and professional development. These sessions will actively involve attendees, reflecting the conference’s commitment to the use of evidence-based instructional practices to best support learning. In addition to the sessions, there will be a panel of university administrators who have supported successful change efforts, to engage participants in a discussion on how to leverage administrator support when making changes to the calculus sequence. There will also be two plenary sessions to focus on issues of equity, institutional change, and the roles of faculty and administrators. This project is funded by the NSF Improving Undergraduate STEM Education Program: Education and Human Resources.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.

该项目旨在解决全国性的呼吁，以更广泛的学生参与和数学密集型领域的成功。它将通过组织一个专注于改善本科数学教育的会议来做到这一点。在过去的五年中，对最初对STEM专业表达兴趣的本科计算学生的研究，在完成计算课程后变为非茎专业。为了满足学生在STEM中取得成功的需求，许多努力集中在改善计算顺序中的教学实践和高失败率上，尤其是对于包括女性和有色学生在内的代表性不足的群体。这种努力激发了数学部门和大学管理人员，试图通过专业发展，课程协调，教学材料和学生支持来改善数学教学。该会议将开发和扩展合作伙伴网络，以包括研究人员，数学教师和管理人员。它还将鼓励和支持在本科生学业教育和学到的全国共享的文档经验教训方面的数据信息。会议组织委员会通过NSF资助的进步（通过计算）与本科生数学部门合作，通过计算（Due-1430540）（1430540）和通过机构网络在数学上的学生参与（应有的）学习（正等等）（1624624662466246,246， 1624639）。这些努力确定了数学学院对参与网络改进社区的强烈兴趣，该社区分享了有关在微积分序列中实施和维持积极学习的资源，数据和经验教训。维持和扩大这种努力需要对部门文化进行重大转变。为此，会议有三个主要目标：（1）将会议参与者与现有的数学学院，研究人员和管理人员联系，致力于通过演奏2课程在Precalculus中进行教育创新； （2）利用这些联系来共享和生成有关启动，实施和维持文化变革的策略知识，以支持积极序列中课程的改善； （3）通过鼓励参与者分享积极学习课堂的高效教学实践和任务来促进教练发展。来自不同机构的演讲者将在同时进行的讲习班会议上分享他们的研究，这些讲习班的重点是四个主要主题：对课堂上的公平，多样性和包容性的关注；部门文化和变革策略；课程和课程重新设计；和专业发展。这些会议将积极参与与会者，反映了会议对使用基于证据的教学的承诺。实践以最好的支持学习。除了会议外，还将有一个大学管理人员小组支持成功的变革工作，以吸引参与者在更改计算顺序时如何利用管理员支持的讨论。还将有两次全体会议，以关注公平，机构变革以及教师和管理人员的作用。该项目由NSF改善本科STEM教育计划：教育和人力资源资助。该奖项反映了NSF的法定任务，并使用基金会的知识分子优点和更广泛的影响审查标准，通过评估来诚实地支持。