Author(s):
NEED: With evidence amassing on the benefits of equity-minded active learning, increasing numbers of mathematics instructors aspire to transform their teaching. However, instructional transformation is difficult; effective professional development tools and formats are needed to support faculty improvement. Our project implements Reflection Cycles to support faculty in our department to set goals and reflect as they gradually and sustainably transform their instruction to be more equity-minded and active.GUIDING QUESTION: Over the past several years, we have observed a growing number of mathematics instructors who are convinced of the benefits of equity-minded active learning and desire to improve their instruction, but do not yet have the knowledge, confidence, or skills to do so. Thus, the question we address is how to support the increasing numbers of faculty who desire to improve their instruction to be more equity-minded and active.OUTCOMES: Among numerous other professional development activities, our department offers Reflection Cycles to mathematics instructors who desire to transform their instruction. We offer two formats of Reflection Cycles: researcher-facilitated or peer-facilitated. Researcher-facilitated Reflection Cycles are led by a trained student researcher. Peer-facilitated Reflection Cycles involve pairs of faculty leading Reflection Cycles with each other. In either format, a Reflection Cycle consists of three phases: planning, implementation, and debrief. The planning phase involves the facilitator guiding the instructor to set specific goals for a particular upcoming lesson while striving towards more equity-minded active instruction. The implementation phase involves the facilitator observing the instructor during a regularly scheduled class session, while directing their attention to the goals set by the instructor. The debrief phase involves the facilitator guiding the instructor to reflect on the implementation of their goals and to set new goals for the future. A second Reflection Cycle can then be scheduled to continue working on the same goals or to set new goals. Reflection Cycles are voluntary and non-evaluative. This allows all instructors, regardless of prior knowledge, confidence, or skills, to work gradually and continuously to improve their instruction at a sustainable pace.BROADER IMPACTS: University mathematics courses have long been considered gatekeepers, bottlenecks, or even dream-crushers for students pursuing postsecondary degrees. Students from historically marginalized population groups are disproportionally impacted by opportunity gaps in mathematics. Reflection Cycles support faculty to improve their instruction to be more equity-minded and active by following a format that is supportive, educative, self-guided, and sustainable. They are also low-cost and facilitated in-house with individual instructors as the unit of change. Thus, Reflection Cycles could lead to improvements in instruction that close opportunity gaps and allow more students, particularly those from historically marginalized population groups, to succeed in university mathematics courses. This could lead to improved degree completion rates, improved diversity in the STEM workforce, and improved social mobility for historically marginalized populations in STEM.
Coauthors
Kristin Kurianski, California State University, Fullerton, Fullerton, CA; Roberto Soto, California State University, Fullerton, Fullerton, CA; Amelia Stone-Johnstone, California State University, Fullerton, Fullerton, CA
