College mathematics instructor professional development providers: Who are they?

Yee, Sean P.; Hauk, Shandy; Gonzalez, Tuto Lopez; Wang, Julie

doi:10.1111/ssm.12571

Cited by 1 publication

(1 citation statement)

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“…To assist mathematics departments in augmenting change efforts, one project has focused on networking and disseminating novice college mathematics instructor (CMI) preparation by creating a tool to allow colleges to quickly identify what other colleges have done to implement student-centered (e.g., AL) and inclusive teaching methods [29]. In 2022, this project conducted a national survey, sent to hundreds of people responsible for supporting learning about teaching by novice college mathematics instructors (e.g., university department chairs, course coordinators, workshop facilitators, seminar leaders).…”

Section: Four Frames Of Culture To Sustain Changes In Almentioning

confidence: 99%

Dimensions for Development and Implementation of Active Learning in Higher Education

P. Yee,

C. Rogers,

Williams

et al. 2024

Education and Human Development

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This chapter focuses on accessible active learning (AL) strategies that promote equitable and effective student-centered instruction for higher education. Although there is not a consensus definition of AL across disciplines, principles of AL include attention to student engagement with content, peer-to-peer interactions, instructor uses of student thinking, and instructor attention to equity. A variety of AL strategies vary in complexity, time, and resources, and instructors can build up repertoires of such teaching practices. The field needs cultural change that moves away from lecture and toward AL and student engagement as the norm for equitable and effective teaching. Although such cultural change needs to include instructor professional learning about AL strategies, it also needs attention to collective beliefs, power dynamics, and structures that support (or inhibit) equitable AL implementation. This chapter provides frameworks for sustainable change to using AL in higher education, as well as research-based findings around which AL strategies are easy on-ramps for novice instructors. This chapter also provides a few specific examples of structures that support AL—course coordination and peer mentoring—and provides questions one may pose in attempting to spur cultural change that centers AL.

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Section: Four Frames Of Culture To Sustain Changes In Almentioning

confidence: 99%