Advancing Inclusive Active Learning in Mathematics: A Faculty Development Approach at a Community College

Source abstract

ABSTRACT Faculty development (FD) plays a pivotal role in supporting instructors’ classroom practice and can be instrumental in driving transformational change across an institution. The present case‐study describes how FD supports the transformation of a mathematics department to promote inclusive active learning (IAL) classrooms at a community college, which has been designated as a Hispanic Serving Institution (HSI). Using a tiered cohort mentoring model, instructors worked together to learn the theory and techniques of IAL, redesigning their classrooms to be a space that creates the right conditions for all learners. Instructors were trained on analyzing disaggregated student outcome data and encouraged to explore student performance within their own courses. The FD team supported the design of a structured mentor training program for faculty, a curriculum designed to promote cohort learning, and supplementary instruction in effective mentoring practices and IAL, to equip mentors to guide their mentees. Qualitative data indicated both mentors and mentees felt strongly supported and empowered to make dynamic classroom changes that support learning for all students. Instructors reported being more open to trying new techniques in the classroom following the professional development experience.