Resources for Professional Developers

AIBL provides a suite of open-source resources for higher education professional developers at colleges and universities in math or science. The suite of resources can be adapted for use by professional developers in higher education. Please cite the Academy of Inquiry Based Learning when using these materials. Development of these materials funded by NSF PRODUCT (DUE-1525058 and DUE-1525077).

Section 1: What are some resources for running a workshop?

N things to consider when facilitating a workshop (Link). This document has some general ideas and a sample checklist for those organizing professional development workshops.

Ethnography & Evaluation Research and the Academy of Inquiry Based Learning (2021, June). AIBL Handbook for Online Professional Development: Lessons Learned from PRODUCT Workshops. Boulder, CO, and San Luis Obispo, CA: University of Colorado Boulder, Ethnography & Evaluation Research; and Academy of Inquiry Based Learning. Link

AIBL Workshop Modules for course coordinators running department-level workshops on IBL or faculty interested in running regional IBL workshops at their institution or at a conference. If interested, please Email Stan Yoshinobu for information, instructions for professional developers, and workshop materials. The modules and topics are listed below.

• Module A: Intro to IBL

• Module B: Student Buy-In

• Module C: IBL Course Case Studies

• Module D: Assessment in an IBL Course (mastery grading)

• Module E: Equitable Teaching Practices and Strategies

• Module F: Nuts and Bolts of Managing Student Engagement

• Module G: Think-Pair-Share and Riffs

IBL Course Case Studies are a strategy for sharing different ways to organize courses, using a common template. IBL Course Case Studies allow participants to look at all the major decisions about designing a course, such as how to organize a typical day, assessment, what course material will be used, equity, and more. (Link)

Section 2: What are some resources for Equity and Inclusion related to IBL teaching, learning, and the profession?

Self-paced course on Race in America (Link to AIBL Page on Equity and Inclusion, Link to slides)

Learning About Our Relationship with Indigenous Peoples (Link to self-paced or slides). AIBL also hosted the Toward Right Relationship with Native Peoples workshop for math faculty in higher education. Info about this workshop is available HERE and interested people are urged to contact the organizers HERE.

Allyship Training for Gender Equity in Mathematics Workshop (under development, coming fall 2021) This workshop is primarily intended for men in Math and Science, but all gender identities are welcome. The main goal of this workshop is to inform and activate men in Mathematics to be active allies.

The IBL Blog post about equity and inclusion

• Grouping Strategies and Gender Equity

• Be Like Branch Rickey and Create Opportunities: Equity and Inclusion

• Equity and Teaching Math

• Assigning Seats in College Math Classes? Yes It Makes Sense Sometimes

• Mathematics and Social Justice: Interview with Dr. Kyndall Brown, Executive Director, California Math Project

• Cold Calling Pitfalls

• Pronouns, Early Term Simple Survey

• The Beloved Community and Teaching

• Owning IBL History

Section 3: What evidence do we have that these resources work?

Explainers

Yoshinobu, S. (2021, January 7). How much professional development is enough? The IBL Blog. Link

Yoshinobu, S., & Archie, T. (2021, January 28). IBL workshops work! Validating our theory of change with the theory of planned behavior (preliminary). The IBL Blog.  Link 

Yoshinobu, S. (2021, April 3).  Umami and teaching: “Feeling closer to the teacher of my vision.” The IBL Blog. Link 

Laursen, S. (2020, June 11). What does the research say? Learning and teaching in inquiry-based undergraduate mathematics. A summary for educators. Video: Youtube. (23-minute video presentation) Link Note: this video can be used as pre-work for IBL workshops.

Intensive Workshop Evaluation Reports

Archie, T., Daly, D., & Laursen, S. (2020, March). Collaborative Research: PROfessional Development and Uptake through Collaborative Teams (PRODUCT) Supporting Inquiry Based Learning in Undergraduate Mathematics. Combined Evaluation Reports: 2019 Workshops. Report to AIBL Boulder, CO: Ethnography & Evaluation Research, University of Colorado Boulder. Link

Archie, T., Daly, D., & Laursen, S. (2021, April). Collaborative Research: PROfessional Development and Uptake through Collaborative Teams (PRODUCT) Supporting Inquiry Based Learning in Undergraduate Mathematics. Evaluation Report: 2020 Online Workshops. [Report to AIBL] Boulder, CO: Ethnography & Evaluation Research, University of Colorado Boulder. Link

Archie, T., Hayward, C., Daly, D., & Laursen, S. (2021, April). Collaborative Research: PROfessional Development and Uptake through Collaborative Teams (PRODUCT) Supporting Inquiry Based Learning in Undergraduate Mathematics. Follow-Up Report: 2019 Workshops. [Report to AIBL] Boulder, CO: Ethnography & Evaluation Research, University of Colorado Boulder. Link

Traveling Workshop Evaluation Reports

Daly, D. (2020, July). Summary Evaluation of IBL Workshop for Instructors of Pre-Service Elementary Teachers. [Report to AIBL] Boulder, CO: Ethnography & Evaluation Research, University of Colorado Boulder. Link

Daly, D., Archie, T., Laursen, S., & Hayward, C. (2021, June). PRODUCT Traveling Workshops Summative Evaluation Report. [Report to AIBL] Boulder, CO: Ethnography & Evaluation Research, University of Colorado Boulder. Link

Laursen, S., & Hayward, C. (2018, June). IBL on the move. Evaluation Report: Year 1 of PRODUCT Traveling Workshops. [Report to AIBL] Ethnography & Evaluation Research, University of Colorado Boulder. Link

Research Products

Archie, T., Laursen, S., Hayward, C. N., Yoshinobu, S., & Daly, D. (2020, November 5-7). Findings from 10 years of math instructor teaching professional development Findings from 10 years of math instructor teaching professional development Link. This Changes Everything, AAC&U Virtual Conference on Transforming STEM Higher Education.

Archie, T., Daly, D., & Laursen, S. (2021). How much is enough professional development? Outcomes of short and extended workshops on inquiry-based learning in college mathematics. 2021 Joint Mathematics Meeting, January 6-9. Video-recorded talk Link

Archie, T., Laursen, S., Hayward, C., Daly, D., & Yoshinobu, S. (2021). Investigating the linkage between professional development and mathematics instructors’ adoption of IBL teaching practices. RUME Proceedings. Author accepted manuscript. Link

Yoshinobu, S., T., Hayward, C., Jones, M, Laursen, S., Schumacher, C., A broad doorway to the big tent: A four-strand model for discipline-based faculty development on inquiry-based learning. (2021) PRIMUS, In review, (preprint Link)

Hayward, C. N., Archie, T., Daly, D., Weston, T. J., & Laursen, S. L. (invited chapter, in review). The cycle of inquiry: Building effective evaluation relationships to support continuous improvement of faculty development initiatives. In S. Linder, C. Lee, K. High (Eds.), Handbook of STEM Faculty Development, Information Age Publishing, Charlotte, NC (expected publication 2022).