Scholarly Leaders Originating as Practicing Educators in Two-Year College Mathematics (Project SLOPE)

两年制学院在发展科学和技术劳动力以及受过良好教育的公民方面保持着核心和迅速扩大的作用。目前，两年制大学数学课程的目标是提高学生成绩和加快学生进步，这为提高学生成绩提供了动力。两年制大学教师具有独特的地位，能够洞察学生将先前的数学经验和实际理解带到课堂上的各种情况，从而在发展教育研究基础方面发挥核心和有意义的作用，为持久的改进提供信息和支持。至关重要的是，从业者为从业者进行的研究有望对基于经验的改进努力的发展和增长产生直接的相关性和巨大的影响。不幸的是，由于各种系统性的原因，社区学院教职员工对社区大学背景的此类研究一直很少。这一探索性项目将为通过教学与学习奖学金(SOTL)培养从事课堂探究的两年制大学数学教师研究人员提供基础。SOTL已被证明是高等教育中知识生成、专业发展和教与学进步的一种变革性实践，但尚未在两年制大学数学的独特背景下进行全面考察。这个项目将解决围绕两年制大学数学教师SoTL研究的研究空白，首先对现有编程和文献基础进行批判性分析和综合，重点放在SoTL、两年制大学教师研究和高等教育背景下的数学教育研究的交集上。这项调查的核心将是研究教师、研究人员的需求与两年制学院结构之间的关系。在此需求、障碍和机会分析之后，结果将用于制定和实施一项国家试点计划倡议，以吸引两年制大学数学教师参与SOTL研究。试点计划将是与美国两年制数学协会合作的为期15个月的综合性教师协会，提供SoTL方面的培训，并支持承担这一奖学金，以及在可能对参与SoTL工作构成挑战的两年制学院的结构中导航。在这项试点计划中，六名两年制大学数学教师将在他们的课堂上实施一项SoTL项目，并计划传播结果。将对试点进行评估，以改进其设计，以满足参与者的需求，并允许今后扩大该方案和相关方案。

Two-year colleges maintain a central and rapidly expanding role in the development of the scientific and technical workforce specifically, as well as of a well-educated citizenry. Current efforts in two-year college mathematics targeted towards increasing student success and accelerating student progression have provided momentum for improvement. Two-year college faculty are uniquely positioned to provide insight into the varieties of prior mathematical experiences and practical understandings that their students bring to classrooms and thus can play a central and meaningful role in the development of the education research base needed to inform and support lasting improvement. Crucially, research conducted by practitioners for practitioners holds the promise of immediate relevance and great impact for the development and growth of empirically-based improvement efforts. Unfortunately, for a variety of systemic reasons, there has been a dearth of such research by community college faculty for community college contexts. This exploratory project will provide the foundation for developing two-year college mathematics faculty researchers engaged in classroom inquiry through the Scholarship of Teaching and Learning (SoTL). SoTL has been demonstrated to be a transformative practice of simultaneous knowledge generation, professional development, and teaching and learning advancement in postsecondary education, but has not been comprehensively examined within the unique contexts of two-year college mathematics. This project will address the research gap surrounding two-year college mathematics faculty SoTL research by first conducting a critical analysis and synthesis of existing programming and the literature base that focuses on the intersection of SoTL, two-year college faculty research, and mathematics education research in postsecondary contexts. Central to this inquiry will be an examination of the relationship between faculty researcher needs and the structures of two-year colleges. Following this needs, barriers, and opportunities analysis, the results will be used to develop and implement a pilot national program initiative to engage two-year college mathematics faculty in SoTL research. The pilot program will be a fifteen-month comprehensive faculty association with the American Mathematical Association of Two-Year Colleges that provides training in SoTL, as well as support in undertaking this scholarship and in navigating the structures of two-year colleges that might pose challenges to engaging in SoTL. In this pilot program, six two-year college mathematics faculty will implement a SoTL project in their classroom and plan for the dissemination of the results. The pilot will be evaluated to refine its design to meet the needs of participants and to allow for future expansion of the program and related programs.