Application for REACT Calculus Fellows
The Creativity Research Group invites you to apply to be a part of a collaborative NSF grant that aims to explicitly value creativity in calculus through task-development and implementation. Instructors who work at institutions that serve large numbers of students who are underrepresented in STEM fields (e.g. women, Latino/Latina students, African American students, Native American students) are particularly encouraged to apply.
By filling out this form, you are applying to be a REACT (Redesigning, Evaluating, and Assessing Creativity Tasks) Calculus Fellow. REACT Calculus Fellows will:
a) be supported through an online professional development meeting prior to the semester of participation and a weekly one-hour online working group meeting. In these meetings, our team will share possible tasks as well as the Creativity-in-Progress Rubric (CPR) on Problem Solving to be implemented in your course.
b) work with other fellows and our team members to develop tasks to foster creativity and share possible implementations in the online working group meetings.
c) implement your tasks and the CPR in your course.
d) help in data collection do to the research nature of our NSF-funded grant.
Five applicants will be selected to participate during Spring 2020, and six will be selected for Fall 2020 participation. Preference will be given to individuals who are able to fully participate in the online working group and data collection process. Fellows will be compensated for their time.
For more information on the research project, participant activities, and compensation, see
How would you classify your institution? (Check all that apply.)
Bachelor’s degree is highest level degree offered in mathematics
Master’s degree is highest level degree offered in mathematics
Ph.D. is the highest-level degree offered in mathematics
Large (more than 20,000 students) Public/Private
Mid-sized (6,000 to 20,000 students) Public/Private
Small (less than 6,000 students) Public/Private
Does your institution serve large numbers of students who are underrepresented in STEM fields (e.g. women, Latinx students, African-American students, Native American students)? If so, please describe.
Which of the following best describes your current position?
This project is designed to think about teaching practices to enhance mathematical creativity in Calculus 1 courses. When would be the best semester for you to teach Calculus 1 and participate in our project? (Check all that apply)
How many sections of Calculus 1 have you taught?
How many years of experience do you have teaching at the undergraduate level?
Which of the following describe your preferred teaching style? (Check all that apply.)
I prefer to lecture most of the time
I like to have students work in groups on problems in class
I frequently ask students to explain their thinking on a problem to the whole class
I want to promote more student engagement, but need more/better resources to make this viable
I rarely lecture
Are you Hispanic/Latinx?
Please select any of the following by which identify:
American Indian or Alaska Native: A person having origins in any of the original peoples of North and South America (including Central America) and who maintains tribal affiliation or community attachment.
Asian: A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent; for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam.
Black or African American: A person having origins in any of the black racial groups of Africa.
Hispanic or Latinx: A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.
Native Hawaiian or Other Pacific Islander: A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific islands.
White: A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.
What is the typical Calculus 1 class size that you teach?
How likely is it that you would be able to incorporate at least six “creativity” tasks in your Calculus course? Explain.
Describe a mathematical task you have assigned to your students that is memorable to you and explain why it is memorable.
Why are you interested in teaching to foster students’ creativity?
What would you hope to get out of participating in the grant?
Are you willing to participate in the following? (1) one online professional development session PRIOR to the semester of participation (Spring 2020 or Fall 2020), (2) 1-hour online working group sessions each week during the semester of participation (Spring 2020 or Fall 2020), (3) collecting a minimum of 6 days of video-recorded instruction in your class (you would receive funding for an undergraduate assistant to help with data collection, as well as an iPad to video record your instruction), and (4) one 1-hour interview of your experience at the end of the semester.
How did you hear about this opportunity? (e.g. which listserv?)
Anything else you'd like us to know?
A copy of your responses will be emailed to the address you provided.
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