Institutionalization of Innovative and Effective Instructional Reform at the University of Michigan-Dearborn

这个项目解决的问题是如何在整个大学传播成功的教学改革，然后传播到其他类似的城市大学。传统上，有用的技术倾向于留在一个讲师那里，而不是在其他课程中找到应用。该项目建立了一个将密歇根大学迪尔伯恩分校（University of Michigan-Dearborn）数学领域的有效、创新的教学变革以及其他改革制度化的过程。这一过程包括为全体教员建立一个“教育学论坛”，并支持教员采用/适应新的教学方法，从使用合作学习和小组项目等非技术变革到使用计算机软件进行课堂演示和“现实生活”作业。“通勤者26”（一个为通常少数族裔入学率较高的公立城市大学提供的论坛）和MDAMP（一个由美国国家科学基金会支持创建的底特律大都会少数族裔参与联盟）提供的领导作用扩展到该项目。正在公布的具体变化包括将软件程序Mathematica整合到从化学和物理开始的科学中，在整个科学中采用合作学习策略，在经济学中创建基于计算机的统计课程，然后为科学专业的学生开设类似的课程，以及为非科学专业的学生开发构建主义的动手实验经验序列。随着更多的地球科学内容的加入，这门课程将被转换为三个学期的科学课程，供未来的K-12教师学习。为有才华的本科生创造了一个机会，让他们在入门课程的复习课中担任学习的辅导员。

This project is addressing the issue of how to disseminate successful reforms in instruction throughout the university and then to other similar urban universities. Traditionally, useful techniques tend to remain with one instructor instead of finding application in other courses. The project institutes a process for institutionalizing effective, innovative instructional changes originating in mathematics at the University of Michigan-Dearborn, as well as for institutionalizing other reforms. The process includes establishment of a "Pedagogy Forum" for all faculty and support of faculty as they adopt/adapt new pedagogical methods ranging from non-technical changes such as use of cooperative learning and group projects to technical use of computer software for in-class demonstrations and "real-life" homework. Leadership that has been provided in terms of "Commuter 26", a forum for public, urban, universities which typically have high minority enrollments, and MDAMP, a metropolitan Detroit Alliance for Minority Participation created with the support of NSF, is extended to this project. The specific changes being promulgated include integration of the software program Mathematica into the sciences beginning with chemistry and physics, adoption of cooperative learning strategies throughout the sciences, creation of a computer based statistics course in economics followed by a similar course for science majors, and development of a constructivist, hands-on sequence of laboratory experiences for non-science concentrators which, with the addition of more material in the earth science, is being converted to a three semester sequence of science courses for future K-12 teachers. An opportunity is being created for talented undergraduate students to serve as facilitators of learning in introductory course recitation sections.