THIS FORM IS TO BE USED BY INDIVIDUALS TO REPORT THEIR SCORES TO PROVIDE DATA FOR THEIR DEPARTMENT. IF INDIVIDUALS DO NOT FEEL THEY ARE QUALIFIED TO RATE CERTAIN CRITERIA, THEY SHOULD MAKE THEIR BEST GUESS AND INDICATE SO IN THE JUSTIFICATION.
Please read the entire Introduction before completing the Rubric.
The Teaching for PROWESS (TfP) Vision & Transformation Catalyst Tool* is a diagnostic tool designed to be used in a self-study to evaluate the implementation of the recommendations of the AMATYC Standards (referring to Crossroads in Mathematics, Beyond Crossroads, and IMPACT) in mathematics departments. The work is based on the extensive work of Partnership for Undergraduate Life Science Education (PULSE)** which was focused on Biology in 4-year institutions. The rubrics have been modified based on the features expected in a 2-year college math department that has fully implemented all of the AMATYC recommendations. They are meant as tools to highlight the areas where departments stand out and areas where departments have made less progress.
The complete Teaching for PROWESS Vision & Transformation Catalyst Tool contains 8 rubrics:
1) Student Learning and the Learning Environment, 2) Instruction, 3) Curriculum and Program Development, 4) Assessment of Student Learning, 5) Diversity, Equity, and Inclusion, 6) Professionalism, 7) Climate for Transformation, and 8) Snapshot.
Terminology: The rubrics can be used to evaluate individual departments, or a division composed of mathematics faculty (either full-time or part-time) which will be referred to as ‘departments’ in this document. The use of the term ‘faculty’ throughout the rubrics is meant as a generic term for the range of possible titles for all those who are instructors in any course that is part of the department being evaluated.
Procedure: Please choose 0-4 for each criterion according to the explanations and then provide justifications for each score. Each criterion begins with a CONTEXT section that should be read prior to reading the criterion’s descriptors. Once a score for a criterion is determined it is important to document the justification in the appropriate section of the table. After the individual results are completed, the department should determine a consensus score for each criterion. For more information and suggestions on completing this process, refer to the Rubric FAQs on the teachingforprowess.com website.
* This material is based upon work supported by the National Science Foundation under Grants No. 2012962, 2013232, 2013493, 2013550. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
** An initiative launched by the National Science Foundation (NSF), the Howard Hughes Medical Institute (HHMI), and the National Institute for General Medical Sciences (NIGMS/NIH).
Rubric VII - Climate for Transformation (9 criteria)
The purpose of this rubric is to assist departments in assessing the institutional, administrative, and departmental openness to and movement toward the type of change outlined for mathematics education in the AMATYC Standards. Although many of these criteria are out of the control of departments and faculty, they are critical for transformation and sustainability of reform efforts in mathematics education. The criteria included in this rubric are broadly applicable to other STEM disciplines.
There is no doubt that the efforts of charismatic or energetic individuals are critical to catalyzing transformation and/or reform. However, there is a critical role for the Board of Trustees and senior level administration, including the Provost, Chancellor, President, VPs, and in some cases Deans, at a given institution to play in setting a tone or climate that is conducive to change efforts. In addition to allocating basic resources necessary for teaching, senior administration determines to a large extent what efforts are recognized or rewarded. Departments that have a positive climate for change – positive working relationship and/or empowerment by the institution’s administration – are more likely to be successful in the long term in their efforts to reform mathematics education. Therefore, although this rubric can be challenging to complete given the qualitative nature of the items being assessed and the fact that departments often have little control of these criteria, this rubric measures an important component for promoting departmental transformation. Categories include: A) Attitude toward Transformation Initiatives, B) Strategies for
Promoting Systemic Transformation, and C) Concrete Implementations Promoting Transformation.
