Agile and Active: Sustaining Pedagogical Change in a Large-Enrollment Calculus Course

Autor/inn/en	Cogswell, Cynthia A.; Pauls, Scott; Gauthier, Adrienne; DeSilva, Erin
Titel	Agile and Active: Sustaining Pedagogical Change in a Large-Enrollment Calculus Course
Quelle	In: Journal of Effective Teaching in Higher Education, 2 (2019) 2, S.1-22 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-7608
Schlagwörter	Calculus; Mathematics Instruction; Active Learning; College Students; College Faculty; Educational Change; Mathematics Curriculum; Introductory Courses; Grades (Scholastic); Teaching Methods; Course Descriptions; Barriers; Mathematics Teachers; Teacher Attitudes; Private Colleges; Selective Admission; Academic Persistence; Withdrawal (Education); Case Studies; Student Attitudes; Doctoral Programs; Teacher Characteristics; Socialization; Institutional Characteristics; New Hampshire + Suchen Sie Ihr Suchwort? Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathematics lessons; Mathematikunterricht; Aktives Lernen; Collegestudent; Fakultät; Bildungsreform; Einführungskurs; Notenspiegel; Teaching method; Lehrmethode; Unterrichtsmethode; Kursstrukturplan; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Privathochschule; Bildungsselektion; Kursabbruch; Case study; Fallstudie; Case Study; Schülerverhalten; Doktorandenprogramm; Socialisation; Sozialisation
Abstract	It is well documented that the use of active learning strategies increases student learning (Freeman et al., 2014; Prince, 2004; Springer, Stanne, & Donovan, 1999). A key difficulty in innovating college mathematics is identifying and sustaining what works for both students and the faculty. This study discusses efforts to innovate and sustain curricular change in introductory calculus at a private, elite institution. To examine if incorporating active learning strategies made a difference in student performance, student grades in the redesigned course and performance in subsequent courses were analyzed. Using Austin's 2011 framework to understand the context in which the course redesign took place, individual faculty and contextual barriers and "levers" to sustain change are discussed. Findings are applicable to other STEM disciplines and to colleges and universities in general. Next steps in this research include identifying how to scale change, including, perhaps, networks of faculty to implement and spread the reform on campus. (As Provided).
Anmerkungen	Journal of Effective Teaching in Higher Education. Centers for Teaching Excellence and Faculty Leadership, University of North Carolina Wilmington, 601 South College Road, Wilmington, NC 28403. e-mail: jethe@uncw.edu; Web site: https://jethe.org/index.php/jethe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01