Collaborative Research: Increasing Student Success in Community College Mathematics through Active Learning and Systemic Instructional Change

该项目旨在满足全国对提高社区大学学生在大学水平数学课程上的入学率和成功率的需求。这项工作以“影响：提高数学能力和大学教学”的教学标准为指导。IMPACT标准是由美国两年制大学数学协会制定的，旨在指导两年制大学数学教学的转型。这些标准旨在促进诸如提高学生的数学思维和提高教师对公平和包容性实践的关注等成果。这个项目将召集来自八所社区学院的IMPACT团队。每个IMPACT团队将包括教师、管理人员和支持服务人员。这些团队将致力于改变他们的院系和院系文化，其总体目标是提高大学数学水平的主动学习。这种合作努力有可能增加对教师持续发展和参与研究-实践者伙伴关系如何影响社区大学数学学生成功率和保留率的理解。该项目还有助于了解主动学习如何提高学生的参与度、知识和技能。这个合作项目涉及美国数学两年制学院协会、钱德勒-吉尔伯特社区学院、克拉克马斯社区学院和俄勒冈州立大学之间的伙伴关系。这项为期五年的计划，旨在透过以下三项重点活动，提高学生在入门及预修数学课程的成功率：(1)发展教学内容及教学知识；(2)通过AMATYC的社区门户网站建立社区参与；(3)研究项目干预对学生成功的影响。这些活动的结果将有助于项目的重点放在学生和教学，部门和机构，以及知识的产生，特别是在社区大学数学的背景下。研究结果有望为社区大学数学系的系统转型提供框架。该项目的研究工作将以基于设计的实施研究为指导，并将促进研究人员与实践者的伙伴关系，以支持教师发展研究视角，为他们的教学提供信息。该项目旨在提供以下方面的新知识：1)教师制定的主动学习如何支持学生的学习；2) IMPACT团队如何参与研究人员-从业者伙伴关系和转型社区，从而导致院系层面的变革，以支持学生的成功；(3)专业组织如何在召集数学系转型社区和传播这种转型模式方面发挥作用。对项目参与学院的数据进行回顾性分析，将为社区大学数学系提供一个情境化的变革理论框架。美国国家科学基金会改善本科STEM教育：教育和人力资源计划支持研究和开发项目，以提高所有学生STEM教育的有效性。通过机构和社区转型轨道，该计划支持高等教育机构和学科社区的STEM教育转型和改善。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

This project aims to serve the national need for increasing the entry and success of community college students in college-level mathematics courses. This work is guided by instructional standards called IMPACT: Improving Mathematical Prowess And College Teaching. The IMPACT standards were developed by the American Mathematical Association of Two-Year Colleges to guide transformation of mathematics instruction at two-year colleges. The standards are intended to promote outcomes such as improving students’ mathematical thinking and increasing instructors’ attention to equitable and inclusive practices. This project will convene IMPACT teams from eight community colleges. Each IMPACT team will include faculty, administrators, and support services staff. These teams will work toward transforming their departments and departmental culture, with the overall goal of increasing active learning in college level mathematics. This collaborative effort has the potential to increase understanding about how sustained faculty development and participation in a researcher-practitioner partnership affects student success rates and retention in community college mathematics. The project can also contribute to understanding how active learning improves students’ engagement, knowledge, and skills.This collaborative project involves partnerships between the American Mathematical Association of Two-Year Colleges, and Chandler-Gilbert Community College, Clackamas Community College, and Oregon State University. The five-year project aims to increase student success rates in gateway and prerequisite mathematics courses through focus on three key activities: (1) development of faculty content and pedagogical knowledge; (2) building of community engagement through AMATYC’s community portal; and (3) investigating the effects of project interventions on student success. Results of these activities will contribute to the project's focus on students and instruction, departments and institutions, and knowledge generation specifically within the context of community college mathematics. Research findings are expected to lead to a framework for systemic transformation of community college mathematics departments. The project's research efforts will be guided by design-based implementation research and will facilitate researcher-practitioner partnerships that support faculty in developing a research perspective to inform their teaching. The project aims to provide new knowledge about: 1) how instructors’ enactment of active learning supports student learning; 2) and how an IMPACT team’s participation in researcher-practitioner partnerships and in communities of transformation lead to department-level change to support student success; and (3) how a professional organization plays a role in convening a community of transformation of mathematics departments and propagating a model of this transformation. A retrospective analysis of data across the project's participating colleges will result in a contextualized theory of change framework for community college mathematics departments. The NSF Improving Undergraduate STEM Education: Education and Human Resources program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Institutional and Community Transformation track, the program supports efforts to transform and improve STEM education across institutions of higher education and disciplinary communities.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.