Transforming Students' Mathematical Experiences: Advancing Quality Teaching with Reliability at Scale

该项目由卡内基教学促进基金会领导，通过高校的网络改进社区（NICs）进一步扩大了Statway和qutwway途径的影响范围。这些途径的初步实施表明，发展型数学学生在获得大学水平数学学分通常所需时间的三分之一内取得了显著的成功率。该项目通过设计、开发和改进严格的教师推进质量教学（AQT）计划来扩大和维持主动性。随着Pathways计划的扩展，不再局限于那些在最初的共同开发中合作的教师和学院，更广泛的教师，包括兼职，在不同的大学工作条件下工作。AQT系统的设计是为了在该倡议被更广泛地采用时保持高水平的功效。该项目与网络改进社区的学院和研究伙伴合作，致力于实现以下目标：通过深度教学研究将新成员引入网络的体验；专业发展资源路径工具包；指导教师个人发展的形成性工具——《推进质量教学大纲》；改进科学研讨会，向教师介绍改进科学的学科，并支持他们在自己的课堂上进行改进工作；领导力发展，以确定和支持将在该NIC中发挥重要作用的项目国家教员；以及与国家学院相关的领先学院的区域基础设施，为改进社区的协作工作提供地方基础。该项目改变和提升了发展性数学教学，教师采用改进科学的学科，在研究人员和实践者的网络社区中不断提高他们的教学水平。它创造了一个可持续的改进系统。这些途径以雄心勃勃的数学学习目标为基础，并采用基于研究的教学法，使课堂上的深度学习变得普遍。该项目整合了生产性持久性倡议，明确地解决了学生面临的许多根深蒂固的心理社会障碍。该项目旨在展示如何学习什么对谁有效，在什么条件下有效，并为这些知识的传播提供支持。项目的战略组织和流程不仅为在其他环境中实施路径提供了条件，而且还提供了解决STEM社区两个关键需求的方法：大规模可靠地实施成功创新的能力，以及作为编程自然嵌入方面的组织和自身改进的能力。最后，该项目希望解决的问题是，不到20%的社区大学入学学生将在三年内达到大学数学水平。

This project, led by the Carnegie Foundation for the Advancement of Teaching, furthers the reach of the Statway and Quantway Pathways through Networked Improvement Communities (NICs) of colleges and universities. Initial implementation of these pathways has shown significant success rates for developmental math students in only one third of the time typically required for college-level math credit. This project is scaling and sustaining the initiative through the design, development, and improvement of a rigorous Advancing Quality Teaching (AQT) program for faculty. As the Pathways initiative expands beyond those faculty and colleges that collaborated in the original co-development, a much broader range of faculty, including adjuncts, working in varied college work conditions is included. The AQT system is designed to maintain high levels of efficacy as the initiative is taken up more broadly. The project, with the college and research partners in the Networked Improvement Communities is working towards the following: an experience which introduces new members into the network through a Deep Study of Instruction; Pathways Toolkit of Professional Development Resources; the Advancing Quality Teaching Rubric, a formative tool to guide individual faculty development; an Improvement Science Workshop that introduces faculty to the discipline of improvement science and supports their improvement work in their own classrooms; leadership development to identify and support the project's National Faculty who will take on significant roles in this NIC; and a Regional Infrastructure of lead colleges associated with the National Faculty to provide a local base for the collaborative work of the improvement communities.The project transforms and elevates developmental math instruction where faculty employ the discipline of improvement science to continuously enhance their teaching within a networked community of researchers and practitioners. It creates a sustainable system for improvement. The Pathways are anchored in ambitious math learning goals and deploy research-based pedagogy to make deeper learning common in classrooms. The project's integration of a Productive Persistence initiative explicitly addresses the many deep-seated psycho-social barriers that students face. The project aims to demonstrate how to learn what works, for whom, and under what conditions and to provide for the spread of this knowledge.Not only do the project's strategic organization and processes provide for the implementation of the Pathways in other settings, they also provide a means of addressing two critical needs in the STEM community: the ability to implement successful innovations reliably at scale, and the capacity to organize for and see to its own improvement as a natural embedded aspect of programming. Finally, the project looks to address the problem that fewer than 20 percent of community college enrollees will reach college-level math within three years.