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

合作研究：通过主动学习和系统教学变革提高学生在社区大学数学中的成功

• 批准号: 2012962
• 负责人: Scot Pruyn
• 金额: $ 16.58万
• 依托单位: Clackamas Community College
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-07-01 至 2025-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2012962&HistoricalAwards=false
• 关键词: Collaborative; Research; Increasing; Student; Success

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.

该项目旨在满足国家需求，以增加社区大学生在大学级数学课程中的进入和成功。这项工作以称为影响的教学标准为指导：改善数学天意和大学教学。影响标准是由两年年级大学的美国数学协会制定的，以指导两年学院的数学教学转变。这些标准旨在促进结果，例如改善学生的数学思维，并增加教师对公平和包容性实践的关注。该项目将召集来自八所社区大学的影响团队。每个影响团队将包括教职员工，管理员和支持服务人员。这些团队将致力于改变其部门和部门文化，其总体目标是增加大学级数学的积极学习。这种合作的努力有可能提高人们对持续的教师发展和参与研究人员伙伴关系的理解，从而影响学生的成功率和社区学院数学的保留率。该项目还可以有助于了解积极学习如何改善学生的参与，知识和技能。该协作项目涉及两年级大学的美国数学协会与Chandler-Gilbert社区学院，Clackamas社区学院和俄勒冈州立大学之间的合作伙伴关系。这项为期五年的项目旨在通过关注三个关键活动来提高Gateway的学生成功率和先决条件的数学课程：（1）教师内容和教学知识的发展； （2）通过Amatyc的社区门户建立社区参与； （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该项目对学生和指导，部门和机构以及知识产生的重点，并在社区大学数学的背景下进行。预计研究结果将导致社区学院数学部门的系统性转型框架。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 - 实证人的合作伙伴关系，以支持教师开发研究视角以告知他们的教学。该项目旨在提供有关以下方面的新知识：1）教师对积极学习的参与如何支持学生学习； 2）以及一个影响团队参与研究人员 - 实证人的合作伙伴关系和转型社区的参与导致部门级别的变革以支持学生成功； （3）专业组织如何在召集数学部门转型和传播这种转型模型的社区中发挥作用。对项目参与大学的数据进行回顾性分析将导致社区学院数学部门的变更框架的上下文化理论。 NSF改善了本科STEM教育：教育和人力资源计划支持研发项目，以提高所有学生STEM教育的有效性。通过机构和社区转型的轨道，该计划支持努力在高等教育和纪律社区的机构之间进行转化和改善STEM教育。该奖项反映了NSF的法定任务，并被认为是通过基金会的知识分子和更广泛影响的评估审查标准来通过评估来获得的支持。