TY - JOUR
T1 - In the Driver’s Seat
T2 - Course Coordinators as Change Agents for Active Learning in University Precalculus to Calculus 2
AU - Williams, Mary
AU - Apkarian, Naneh
AU - Uhing, Karina
AU - Martinez, Antonio E.
AU - Rasmussen, Chris
AU - Smith, Wendy M.
N1 - Funding Information:
This work was funded by NSF DUE-1624643, 1624610, 1624628, and 1624639.
Publisher Copyright:
© 2021, The Author(s), under exclusive licence to Springer Nature Switzerland AG.
PY - 2022/4
Y1 - 2022/4
N2 - 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.
AB - 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.
KW - Active learning
KW - Coordination
KW - Course coordinators
KW - Departmental change
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U2 - 10.1007/s40753-021-00153-w
DO - 10.1007/s40753-021-00153-w
M3 - Article
AN - SCOPUS:85113144680
SN - 2198-9753
VL - 8
SP - 121
EP - 148
JO - International Journal of Research in Undergraduate Mathematics Education
JF - International Journal of Research in Undergraduate Mathematics Education
IS - 1
ER -