In the Driver's Seat: Course Coordinators as Change Agents for Active Learning in University Precalculus to Calculus 2

Autor/inn/en	Williams, Mary; Apkarian, Naneh; Uhing, Karina; Martinez, Antonio E.; Rasmussen, Chris; Smith, Wendy M.
Titel	In the Driver's Seat: Course Coordinators as Change Agents for Active Learning in University Precalculus to Calculus 2
Quelle	In: International Journal of Research in Undergraduate Mathematics Education, 8 (2022) 1, S.121-148 (28 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Williams, Mary) ORCID (Apkarian, Naneh) ORCID (Uhing, Karina) ORCID (Martinez, Antonio E.) ORCID (Rasmussen, Chris) ORCID (Smith, Wendy M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2198-9745
DOI	10.1007/s40753-021-00153-w
Schlagwörter	Coordinators; Change Agents; Active Learning; College Mathematics; Calculus; Professional Development; Departments; Educational Change; Mathematics Instruction + Suchen Sie Ihr Suchwort? Koordinator; Aktives Lernen; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Department; Abteilung; Bildungsreform; Mathematics lessons; Mathematikunterricht
Abstract	Mounting evidence of the effectiveness of active learning strategies has prompted many mathematics departments to start engaging in transformational change efforts. Change, however, especially change in instructional practice, is a challenging endeavor. Some departments are using coordination of multi-section courses as a vehicle to enact changes and have designated or hired course coordinators to oversee efforts to transform instruction via active learning. This study explores the role of coordinators as instructional change agents for active learning using data collected from five university mathematics departments, all of which are successfully sustaining such efforts. We use Shadle et al.'s drivers for change as a framework for examining data from five retrospective case studies of change. Specifically, we investigate how these speculative drivers connect to coordinators' roles as change agents in each story. We argue that coordinators are positioned to leverage three key drivers for change: providing materials and tools, encouraging collaboration and communication, and encouraging (and providing) professional development. Coordinators must also understand the local contexts and culture in order to engage in effective processes for supporting departmental change. To conclude, we discuss implications of this research for departments seeking to transform instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01