national perspective on undergraduate mathematics teaching ...bookman/taconfbraddy.pdf ·...

Participate. Investigate. Educate.

National Perspective on Undergraduate Mathematics Teaching and Professional Development

Teaching Undergraduate Mathematics

• Who does it?• Depends on where you look.

CBMS Data

Percentage of Math Sections Taught by Each Instructor Type (Includes pre-calculus)

PhD-granting Mathematics Departments

Tenured/tenure-eligible

Otherfull-tim

e

Part-time

Graduate

TeachingAssistan

t

Unkn.Total #

Sections

Fall 2010 33 24 14 17 13 19,088

Fall 2005 35 24 14 21 6 17,202

Fall 2000 42 16 17 21 4 15,685

Fall 1995 45 11 12 31 - 15,513

Full-time

Fall 1990 63 12 25 - 19012

2010 CBMS Survey published 2013 (www.ams.org/CBMS)

CBMS Data

Percentage of Introductory-level Math Sections Taught by Each Instructor Type (Includes

pre-calculus)

PhD-granting Mathematics Departments

Tenured/tenure-eligible

Otherfull-tim

e

Part-time

Graduate

TeachingAssistan

t

Unkn.Total #

Sections

Fall 2010 10 34 18 26 12 6,268

Fall 2005 11 33 21 34 7 5,517

Fall 2000 14 23 25 34 4 5,032

Fall 1995 17 17 16 51 5,258

2010 CBMS Survey published 2013 (www.ams.org/CBMS)


• The proportion of math sections taught by graduate students has declined.

• The proportion of math sections taught by non-tenure track faculty has increased.

• A reasonable interpretation? • Section size has increased. • From 1995 to 2005, there was an increase in money for

research assistantships for graduate students via NSF programs like VIGRE and they did not have to teach.

• Fact: The world of undergraduate education our graduate students will enter as faculty is very different from the one we entered.


• Who does it?• Depends on where you look.• How many undergraduates are taught by

adjuncts?

Adjuncts at ECU

• 8 full-time faculty, 3 adjuncts• Typical adjunct?

• Retired ECU faculty member (math & CS)• Retired high school teacher who taught College Algebra

and AP Calculus

• Might teach upper level courses• Time to prepare for classes? Yes.

Adjuncts at TCC

• 65 full time math faculty, almost 200 adjuncts• Typical adjunct?

• Have a full time job, doing this on the side for extra money

• Teaching at multiple institutions in the DFW area, up to 24 credit hours per semester

• Typically taught developmental and general education courses

• Time to prepare for classes? Not so much.

Adjuncts at Community Colleges

• Four years ago, 60% - 40% split between faculty load hours taught by full-time faculty vs. adjuncts

• Two years ago, we were pushed toward 50% - 50% split

• Told we were moving toward 40% - 60% splitLoad hours taught by full-time: 40%Load hours taught by adjuncts: 60%

MAA’s History in the PD Enterprise

• MAA Committees (130+ total)• Committee on Professional Development• Committee on Graduate Students• Committee on Early Career Mathematicians• Committee on Two Year Colleges

• AMS-MAA Joint Committee on TAs and Part-time Instructors

• SIGMAA on RUME

MAA Programs• Project NExT

Encourage your new faculty to apply for these fellowships.

• Travel Grants for Undergrad Students to Attend National

Meetings (NSA, NSF)

Students get the chance to share their work and interact with peers.

• Tensor Grants for Women in Mathematics (Tensor Foundation)

Encourage the pursuit of math among female middle school students,

high school students, and/or beginning college students.

• Tensor SUMMA Grants (Tensor Foundation)

Like above but focusing on under-represented groups.

• Dolciani Mathematics Enrichment Grants (Dolciani Halloran

Foundation) This program is structured along the lines of existing MAA

Tensor grants.

MAA Programs• Characteristics of Successful Programs in College Calculus (NSF-DRL)

Project to identify what works in college calculus instruction.

• WeBWorK: Improving Student Success in Mathematics (NSF-DUE)

Open source online homework system, provides students with

immediate feedback about the validity of their answers.

• MAA Distinguished Lecture Series (NSA)

NSA funds this DC-based series.

• MAA Regional Undergraduate Mathematics Conferences (NSF-DMS)

The object of the grant is to provide undergraduate students the opportunity to

present mathematical results and expand their knowledge of math sciences.

• MAA SUMMA Research Experiences for Undergraduates (NSA, NSF)

Encourage minority students to pursue graduate studies in mathematics.

• MAA Professional Enhancement Program (PREP), (NSF)

Workshops to support growth for mathematicians at all stages of their careers.

MAA Resources

• For Faculty• Project NExT (New Experiences in Teaching)• PREP (Professional Enhancement Programs)• Guidelines for Curriculum Development• Guidelines for Programs and Departments• WeBWorK online homework system• Placement tests (Calculus is finished, pre-calculus is

underway)• Classroom Capsules• Basic Library List• Grant Writing• Department Liaisons network• SAUM (Supporting Assessment in Student Learning)

MAA’s Future in the PD Enterprise

• PD for TAs, adjuncts, full-time math faculty• Sustained PD tied to specific course materials

• “Drive by” workshops aren’t very effective

• Model courses• What are the barriers to wide-spread adoption of

effective evidence-based practices?• What can MAA do to address those barriers?• What can MAA do to affect policy changes at

institutions that hinder adoption?• What can we learn from other STEM disciplines?

• See list of references on last slides for a list of relevant references.

Good Questions

• We have a discussion group session today at 2:30• Learning to Teach with Good Questions

• Inquiry-based learning is all about the questions.• As dean, I learned the importance of good

questions to mobilize faculty to look for answers.• Same role at MAA

MAA’s Future in the PD Enterprise

• Recent MAA Project Leadership Conference• Programs portfolio review and strategic planning effort

• Dissemination of evidence-based practices• A single vehicle, self-sustaining • “The MathSciNet of the MAA”• A clearing house for class materials, teaching

resources and strategies, PD, research journal, undergraduate research

• How?• Contributions (reviewed)• Crowd-sourced stack exchange (Amazon model: Was

this review helpful for you?)• Badges, certificates

Good Questions

• Today at 11:20 Brainstorm session:• What are the most important skills, knowledge, or

dispositions you want new graduate students to learn?

• Can we “teach” dispositions that will make TAs and faculty more apt to adopt, adapt, continue to use evidence-based teaching practices? • Comparable to teaching students how to learn rather

than teaching them a set of algorithms for solving equations

• Rather than just teaching TAs “how to” do group work, for example?

Good Questions

• Project NExT brainwashing effect• Self-selection bias?• Application selection bias?

• I think there is a very real effect of being immersed in that program that is not due to selection bias.• (Need someone to do a rigorous evaluation!)

• Again, can we “teach” dispositions that will make TAs and faculty more apt to adopt, adapt, continue to use evidence-based teaching practices?

Good Questions

• When faculty DO adapt, tweak, work to improve a particular evidence-based practice….

• How much can it be changed before the existing evidence of effectiveness no longer applies?

• We certainly need on-going research examining whether the effectiveness is maintained or lost.

A is for Adaptive • Webley, K. (2013, June 17). A is for Adaptive.

Time, 181(23), 40 – 45.• Headline: Personalized learning is poised to

transform education. Can it enrich students and investors at the same time?

• What do we DO with adaptive learning technology??• Uses data analytics to determine which problem next.

• Knewton, ed tech start up in NYC

A is for Adaptive

• CEO, Jose Ferreira: He’s not building courses or apps he can sell to schools, he is building “the infrastructure for the emerging field of adaptive-education technology.”

• A retail edition will allow any business or tutor to make a course, content, or product adaptive.

Good Questions

• Good? Bad? Ignore it?• Our graduate students will HAVE to deal with

these kinds of things.• Comparable to, “We are preparing students for

jobs that don’t yet exist,” We are preparing future faculty who will face

pedagogical issues that don’t yet exist.

MAA’s Mission

• To advance mathematics, especially at the collegiate level.

• To support you in what you do.

References (Learning from other STEM disciplines)

• Emerson, J. D., & Mosteller, F. (2000). Development Programs for College Faculty: Preparing for the Twenty-First Century. In R. M. Branch & M. A. Fitzgerald (Eds.), Educational Media and Technology Yearbook 2000 (Vol. 25, pp. 26-42). Englewood, CO: Libraries Unlimited, Inc.

• Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature, Louis de la Parte Florida Mental Health Institute Publication #231. Tampa, Florida: University of South Florida, National Implementation Research Network.

• Foertsch, J., Millar, S. B., Squire, L., & Gunter, R. (1997). Persuading

professors: A study of the dissemination of educational reform in research institutions. University of Wisconsin–Madison, LEAD Center, Madison.


• Gallos, M. R., van den Berg, E., & Treagust, D. F. (2005). The effect of integrated course and faculty development: Experiences of a university chemistry department in the Philippines. International Journal of Science Education, 27(8), 985-1006.

• Handelsman, J., Ebert-May, D., Beichner, R., Bruns, P., Chang, A.,

DeHaan, R. L., Gentile, J., Lauffer, S., Stewart, J., Tilghman, S.M., and Wood, W. B. (2004). Scientific teaching. Science 304, 521–522.

• Henderson, C., & Dancy, M. (2008). Physics Faculty and Educational Researchers: Divergent Expectations as Barriers to the Diffusion of Innovations. American Journal of Physics (Physics Education Research Section), 71(1), 79-91.


• Henderson, C., Beach, A., & Finkelstein, N. (2011). Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature. Journal of Research in Science Teaching 48(8): 952-984.

• Hutchinson, J. R., & Huberman, M. (1994). Knowledge

Dissemination and Use in Science and Mathematics Education: A Literature Review. Journal of Science Education and Technology, 3(1), 27-47.

• Lewis, S. E., & Lewis, J. E. (2006). Effectiveness of a Workshop To

Encourage Action: Evaluation from a Post-Workshop Survey. Journal of Chemical Education, 83 (2), 299-304.


• Manduca, C., & Johnston, J. (2008). Engaging Faculty in Discussion of the Affective Domain: A Practical Strategy. The National Teaching & Learning Forum, Vol 17, Num 3.

• Marder, C., McCullough, J., Perakis, S., & Buccino, A. (2001). Evaluation of the National Science Foundation’s Undergraduate Faculty Enhancement (UFE) Program. Report prepared for the National Science Foundation, Directorate of Education and Human Resources, Division of Research, Evaluation and Communication, by SRI International, Higher Education Policy and Evaluation Program. See references therein. Accessed 12/20/11, http://www.nsf.gov/pubs/2001/nsf01123/

http://www.nsf.gov/pubs/2001/nsf01123/

http://www.nsf.gov/pubs/2001/nsf01123/


• National Research Council. (2012). Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering. S.R. Singer, N.R. Nielsen, and H.A. Schweingruber, Editors. Committee on the Status, Contributions, and Future Directions of Discipline-Based Education Research. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.

• Penberthy, D., & Connolly, M. (2000). Final report on evaluation of New Traditions workshops for chemistry faculty: Focus on follow-up surveys documenting outcomes for workshop participants. Report prepared for New Traditions Project by the LEAD Center. Accessed 12/20/11 from: www.wcer.wisc.edu/publications/LEADcenter/nt-wkshp.pdf

http://www.wcer.wisc.edu/publications/LEADcenter/nt-wkshp.pdf


• Sirum, K. L., Madigan, D., & Klionsky, D. J. (2009). Enabling a Culture of Change: A Life Science Faculty Learning Community Promotes Scientific Teaching. Journal of College Science Teaching 38(3): 38-44.

• Sirum, K. L., & Madigan, D. (2010). Assessing how science faculty learning communities promote scientific teaching. Biochemistry and Molecular Biology Education 38(3): 197-206.

• Smith, K. (2012). Leveraging Your Engineering Education Innovation.

PowerPoint presentation. National Academy of Engineering - Frontiers of Engineering Education Symposium (NAE FOEE) - October 14-17, 2012. Available at http://www.ce.umn.edu/~smith/docs/NAE-FOEE-2012-EER_I-reports-7.pdf

http://www.ce.umn.edu/~smith/docs/NAE-FOEE-2012-EER_I-reports-7.pdf

http://www.ce.umn.edu/~smith/docs/NAE-FOEE-2012-EER_I-reports-7.pdf

national perspective on undergraduate mathematics teaching ...bookman/taconfbraddy.pdf ·...

Documents