Change in Departments and Institutions via Active Learning

该项目旨在响应国家号召，让学生更广泛地参与数学密集型领域并取得成功。为此，它将组织一次会议，重点讨论如何改善本科数学教育。在过去的五年中，对本科微积分教育的研究表明，许多最初对STEM专业感兴趣的本科生在完成微积分课程后变得灰心丧气，转而选择非STEM专业。为了满足提高学生在STEM中的成功率的需求，许多努力都集中在改善教学实践和微积分序列的高不及格率上，特别是对于包括女性和有色人种学生在内的代表性不足的群体。这些努力激发了数学系和大学管理者尝试通过专业发展、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。它还将鼓励和支持基于数据的本科微积分教育改进工作，并记录经验教训，以便在全国分享。会议组委会通过nsf资助的微积分进展（du -1430540）和学生通过主动学习机构网络参与数学（du -1624643, 1624610, 1624628和1624639）与本科数学系合作。这些努力确定了数学教师参与网络改进社区的强烈兴趣，该社区共享资源，数据和关于在微积分序列中实施和维持主动学习的经验教训。维持和扩大这种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)将会议参与者与现有的数学教师、研究人员和管理人员社区联系起来，通过微积分2课程致力于微积分预备课程的教育创新；(2)利用这些联系来分享和产生关于启动、实施和维持文化变革的策略知识，以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。来自不同机构的讲者将在同期举行的研讨会上分享他们的研究成果，重点关注四个主题：关注课堂中的公平、多样性和包容性；部门文化和变革策略；课程与课程重新设计；还有专业发展。这些会议将积极参与与会者，反映了会议的承诺，使用证据为基础的教学实践，以最好地支持学习。除了会议之外，还将有一个由支持成功变更工作的大学管理人员组成的小组，让参与者参与讨论如何在更改微积分序列时利用管理人员的支持。还将举行两次全体会议，重点讨论公平、制度变革以及教师和管理人员的角色等问题。本项目由美国国家科学基金会改进本科STEM教育计划：教育与人力资源资助。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 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.