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.

该项目旨在满足国家对学生更广泛参与和在农业密集型领域取得成功的呼吁。为此，它将组织一次会议，重点是提高本科数学教育。在过去的五年里，本科微积分教育的研究表明，许多本科生谁最初表示感兴趣的STEM专业，成为灰心丧气，并改变到非STEM专业完成微积分课程后。为了满足学生在STEM方面取得更大成功的需求，许多努力都集中在改善教学实践和微积分序列中的高失败率上，特别是对于代表性不足的群体，包括女性和有色人种学生。这些努力激励了数学系和大学管理者试图通过专业发展、课程协调、教学材料和学生支持来改善数学教学。本次会议将发展和扩大合作伙伴网络，包括研究人员，数学教师和管理人员。 它还将鼓励和支持本科微积分教育的数据信息改进工作，并记录经验教训，以便在全国范围内分享。（DUE-1430540）和学生参与数学通过主动学习的机构网络（DUE-1624643，1624610，1624628和1624639）。 这些努力确定了数学教师参与网络化改进社区的强烈兴趣，该社区共享有关实施和维持微积分序列中的主动学习的资源，数据和经验教训。维持和扩大这些努力需要部门文化的重大转变。为此，会议有三个主要目标：（1）连接与会者的数学教师，研究人员和管理人员致力于通过微积分2课程在Precalculus教育创新的现有社区;（2）利用这些连接来分享和产生战略知识，用于启动，实施和维持文化变革，支持微积分课程的改进;（3）通过鼓励参与者分享高效的教学实践和任务来促进教师的发展。来自不同机构的发言者将在同时举行的研讨会上分享他们的研究成果，重点是四个主要主题：关注课堂上的公平，多样性和包容性;部门文化和变革战略;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，反映了会议的承诺，以使用基于证据的教学实践，以最好的支持学习。除了会议之外，还将有一个支持成功变革努力的大学管理人员小组，让参与者讨论如何在对微积分序列进行更改时利用管理员的支持。还将有两个全体会议，重点放在公平，制度变革，教师和管理人员的作用的问题。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。