A Broad Doorway to the Big Tent: A Four-Strand Model for Discipline-Based Faculty Development on Inquiry-Based Learning

Autor/inn/en	Yoshinobu, Stan; Jones, Matthew G.; Hayward, Charles N.; Schumacher, Carol; Laursen, Sandra L.
Titel	A Broad Doorway to the Big Tent: A Four-Strand Model for Discipline-Based Faculty Development on Inquiry-Based Learning
Quelle	In: PRIMUS, 33 (2023) 4, S.329-354 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hayward, Charles N.) ORCID (Laursen, Sandra L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2022.2072427
Schlagwörter	Faculty Development; Inquiry; Workshops; College Mathematics; Mathematics Instruction; Schemata (Cognition); Models; College Faculty; Active Learning; Teacher Attitudes; Teacher Competencies; Video Technology; Evidence Based Practice; Reading; Course Content + Suchen Sie Ihr Suchwort? Lernwerkstatt; Schulung; Mathematics lessons; Mathematikunterricht; Cognition; Schema; Kognition; Analogiemodell; Fakultät; Aktives Lernen; Lehrerverhalten; Lehrkunst; Leseprozess; Lesen; Kursprogramm
Abstract	Faculty professional development is an important lever for change in supporting instructors to adopt research-based instructional strategies that engage students intellectually, foster learning-supportive attitudes and habits of mind, and strengthen their persistence in mathematics. Yet the literature contains few well-rationalized models for faculty development in higher education. We describe the rationale and design for a model for discipline-based faculty development to support instructional change, and we detail our implementation of this model as applied to intensive workshops on inquiry-based learning (IBL) in college mathematics. These workshops seek to foster post-secondary mathematics instructors' adoption of IBL, to help them adapt inquiry approaches for their classrooms, and ultimately to increase student learning and persistence in science and mathematics. Based on observed faculty needs, four strands of activity help instructors develop a mental model for an IBL classroom, adapt that model to their teaching context, develop facilitation and task-design skills, and plan an IBL mathematics course. Evaluation data from surveys and observations illustrate participant responses to the workshop and its components. The model has been robust across 15 years of workshops implemented by three generations of workshop leaders and its features make it adaptive, strategic, and practical for other faculty developers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01