Share-O-Rama

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Working Group for Research on

College Mathematics Instructor Professional Growth

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24 February 2022

In person folks first, then virtual folk.

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Your slide will be displayed.

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You get 5 minutes to share!

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Tell us a bit about how your work makes use of research or how it is/will contribute to research on college mathematics instructor development

Mathematics Graduate Student Peer-Mentorship Program: Impact and Adaptability (Kim Rogers, Sean Yee, & Jessica Deshler)

#1544342, 1544346, 1725295, 1725264, & 1725230

Novices

https://tinyurl.com/GSICOP

College Mathematics Instructor Preparation

Design Tool Shandy Hauk & Sean Yee

Research indicates a wide variety in approach and in definition for “success” among programs for novice CMI development.

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Now gathering information across the country about programs’ structures, values, and goals.

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Purpose: Create a tool for program leaders to use to guide (re)design of CMI professional growth.

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User states goals and resources, “shops” profiles of programs aligned with those, and can access details for selected programs.

This project is supported by a grant from the National Science Foundation (DUE #2020952 & 2021139). Any opinions, findings, conclusions or recommendations are those of the authors and do not necessarily reflect the views of the Federal Government.

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• Multi-institution, multi-stage study aimed to design and implement a sustainable MGTA PD program that focuses on evidence-based teaching practices that are engaging, inclusive, and equitable.
• Studying individual and organizational change
• Implementation at the department level - studying department cultures to learn of local contexts, supports, and potential barriers
• This is informing the structure of the PD and the preparation of seminars, courses, and peer mentoring experiences as part of the PD

Mary Beisiegel & David Fifty*, Oregon State University

Mary Pilgrim & Sloan Hill-Lindsay, San Diego State University

Rani Satyam, Rebecca Segal, & Stacey Zimmerman, Virginia Commonwealth University

Promoting Success in Undergraduate Mathematics through

Graduate Teaching Assistant Training (PSUM-GTT)

How to find us/learn more:

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Virtual attendees: Gary Olson (UC Denver), Leigh Harrell-Williams (UofM)

In-person attendee: Melinda Lanius (AU)

IUSE Projects

#1821454,

#1821460,

and #1821619

The program employs a multi-component approach to training, including a seminar on teaching with a focus on equity and inclusion, a Critical Issues in STEM Education seminar series, one-to-one peer mentoring, support from a peer TA coach, and visits to K-12 mathematics classrooms and/or enrichment experiences.

Project page on

Research Gate

STEM FOR ALL Showcase video: https://multiplex.videohall.com/presentations/2143

Program Component Structure: Auburn

Program Component Structure: UC Denver

** May 14-15 AMS Spring (Virtual) Western Sectional Meeting Special Session

on Rethinking the Preparation of Mathematics GTAs for Future Faculty Positions ** (3/15 deadline) leigh.williams@memphis.edu

PROSPECT S-STEM (Wendy Smith)

• At the “recommended for funding” stage from NSF
• New collaborative S-STEM research hub focused on partnerships & faculty learning communities to support undergrad STEM majors, particularly those transferring from 2- to 4- year colleges
• University of Nebraska-Lincoln, Clemson, Michigan State, University of Missouri Kansas-City, University of Texas Arlington are the collaborative partners, plus subawards to U. North Carolina Greensboro, U. East Carolina, Augsburg U, and many two-year colleges
• The overarching goal of (Collaborative Research: Practices and Research on Student Pathways in Education from Community College and Transfer Students to STEM ) PROSPECT S-STEM is to connect research and practice to better support low-income STEM transfer students through focusing on (1) students’ lived experiences; (2) faculty and staff supports of students; (3) programmatic supports for students; and (4) two-year and four-year institutional partnerships to support transfer students. These four dimensions are interrelated, and will be studied through the lens of 9 current S-STEM projects.
• Connection to CMI: engaging STEM faculty in learning communities across 2- and 4- year college partnerships with a purpose of having faculty work together to better support STEM (transfer) students

Designing a Precalculus Faculty Learning Community

Sean Gruber (University of Maryland, College Park)

Goal: Implement and evaluate a precalculus faculty learning community to aid instructors in their implementation of supportive classroom norms.

Classroom Norms - “regularities in communal or collective classroom activity and are considered to be jointly established by the teacher and students as members of the classroom community” (Cobb & Yackel, 1996, p. 178). These norms are practices instructors and students come to expect, act on, and are aware of (Çakır & Akkoç, 2020).

Supportive/Effective Classroom Norms - norms that lead to an increase in precalculus students’ achievement, self-efficacy, STEM intentions, and STEM persistence.

→ More details on the project here.

*This work builds from my dissertation and our involvement in SEMINAL.

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Supporting College Instructors in Improving College Algebra Teaching and Student Outcomes

Jessica Gehrtz & Priya V. Prasad

University of Texas at San Antonio

Objective: Support instructors in incorporating more research-supported practices (e.g., group work, in-class activities) in college algebra

Context:

• Coordinated course
• Weekly project meetings
• Course buyout for instructors

NSF #2116187

Research:

• In what ways do course coordination, weekly project meetings, and the Continuous Improvement cycle (Berk & Hiebert) enable faculty to implement more research-supported practices?
• What do faculty notice when watching the recordings of the implementation of target lesson?
• In what ways do faculty’s thinking and practices change as they develop and implement class activities?

CoMInDS Resource Suite – seeking submissions!

Have you created an activity or assignment to help novice college mathematics instructors learn about teaching?

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Would you like to share that instructional resource with others?

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We invite you to submit to the CoMInDS Resource Suite!

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Follow the link below to see the directions.

Join us for “office hours” to work on your submission, ask questions, and get assistance to share your work! We’ll be at

March 9, 3-5 pm EST, March 14, 3-5pm EDT and March 16, 1-3pm EDT

In this zoom room: tinyurl.com/CoMInDSofficehours

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tinyurl.com/CoMInDSresourcesuiteDIRECTIONS

MAA CoMInDS Survey 2021-2022 https://duke.qualtrics.com/jfe/form/SV_9t2gzhEVohwCACy

In Fall 2021 the MAA and CoMInDS project circulated a survey to PhD granting Mathematics Departments asking them to report on how they are preparing graduate students to teach. We have started preliminary analysis on the survey responses (come see our poster at 5:20 today!) and want to try to increase the response rate to the survey. The institutions below have not responded to the survey. We need your help! If you can reply to the survey, please do! OR if you know someone who could reply and you are willing to reach out to them, we can send you sample text to send to friends. (bookman@math.duke.edu),(ebraley1@jhu.edu)

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Brandeis University

Brigham Young University

Central Michigan University

College of William & Mary

Delaware State University

Drexel University

Emory University

Florida Institute of Technology

George Mason University

George Washington University

Howard University

Idaho State University

Illinois Institute of Technology

Illinois State University

Kansas State University

Kent State University, Kent

Marquette University

Michigan Technical University

Middle Tennessee State University

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Mississippi State University

New Jersey Institute of Technology

New Mexico Institute of Mining & Technology

New York University

Northern Illinois University

Northwestern University

Ohio State University, Columbus

Polytechnic Institute of New York University

Princeton University

Rensselaer Polytechnic Institute

South Dakota State University

Southern Illinois University, Carbondale

Stevens Institute of Technology

SUNY Albany

Syracuse University

Temple University

The University of Albany, SUNY

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Tufts University

University of Alabama at Birmingham

University of Alabama-Huntsville

University of Arkansas at Fayetteville

University of California, Irvine

University of California, Los Angeles

University of California, Riverside

University of California, Santa Barbara

University of California, Santa Cruz

University of California-Merced

University of Denver

University of Houston

University of Idaho

University of Illinois, Urbana-Champaign

University of Louisville

University of Maryland, Baltimore County

University of Miami

University of Missouri-Columbia

University of Missouri-St Louis

University of Nevada, Las Vegas

University of Nevada, Reno

University of North Carolina at Greensboro

University of North Texas

University of Notre Dame

University of Pittsburgh

University of Rhode Island

University of South Florida

University of Texas at Austin

University of Texas at Dallas

University of Toledo

University of Vermont

Washington University

Wayne State University

Western Michigan University

Wichita State University

Worcester Polytechnic Institute

Yeshiva University

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CoMInDS Summer Workshops– expanding to STEM

We are returning to 3-day in-person workshops this summer!

To be held on The University of Maine campus sometime in June or July.

Open to mathematics, chemistry and physics departments.

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At the workshop, participants will:

• learn how to design a graduate student professional development program
• gain familiarity with research and evaluation related to teaching and instructor preparation
• gain access to a large collection of lessons, activities, and assignments to use in your program
• become familiar with activities designed specifically for use with graduate students teaching in your discipline (i.e., mathematics, physics, chemistry)

Built into the schedule for the workshop will be time for participants to:

• plan or revamp their professional development program with input from experienced providers in your discipline
• network with others from around the country who run graduate student professional development programs

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If you are not already receiving CoMInDS-related announcements, put your email address in chat or send an email to cominds@maa.org asking to be added to our list.

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