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IBL Workshops

We have written extensively about the outcomes and processes for a decade-long series of intensive workshops on teaching college mathematics with inquiry-based learning. An overview of this work is available in our project summaryÌýfor the last of these projects (PRODUCT), and many more details for PRODUCT and prior workshop projects are provided in the Research and Evaluation sections below.Ìý

Laursen, S. L., Archie, T., & Hayward, C. N. (2021).ÌýCollaborative Research: PROfessional Development and Uptake through Collaborative Teams (PRODUCT) Supporting Inquiry Based Learning in Undergraduate Mathematics. Project Outcomes Report.Ìý

UTMOST Ìý

We served as evaluators for UTMOST, Undergraduate Teaching in Mathematics with Open Software and Textbooks, which supported faculty development and implementation for mathematics instructors to use Sage open-source software and Sage-based open-source textbook materials in their classroom teaching. Results highlight the outcomes of Sage EDU Days and the team's working process.

• Lynds, S. (2014).ÌýUTMOST Project External Evaluation, Sage Education Days Workshops: Overview. [Report to the National Science Foundation] Boulder, CO:Ìý Ethnography & Evaluation Research, Cooperative Institute for Research in Environmental Sciences.Ìý
• Lynds, S. (2014).ÌýUTMOST Project External Evaluation, Final Test Site Interviews 2014: Overview. [Report to the National Science Foundation] Boulder, CO:Ìý Ethnography & Evaluation Research, Cooperative Institute for Research in Environmental Sciences.Ìý

Evaluation of the IBL Centers workshops was supported by the National Science Foundation under award Ìýand by the Educational Advancement Foundation. Evaluation of the SPIGOT workshops was supported under NSF award .ÌýEvaluation of the PRODUCT project and cumulative analysis of the workshop dataÌýwere supported under .ÌýEvaluation of UTMOST was supported under NSF award .ÌýAny opinions, findings, conclusions, or recommendations expressed in these reports are those of the researchers, and do not necessarily represent the official views, opinions, or policy of the funders.

Professional development for women scientists

We evaluated career development workshops for women scientists.ÌýÌýTo learn about this work, visitÌýour page on ADVANCE Partnerships, Workshops for Women Faculty.

As part of our evaluation work for theÌýBiological Sciences Initiative (BSI)Ìýat the University of Colorado at Boulder, E&ER studied a classroom outreach program in which graduate student scientists visit K-12 classrooms to present inquiry-based science lessons. Benefits to students and teachers suggest the potential and limitations of short-term classroom interventions. Graduate student scientists experienced powerful professional growth as effective teachers and reported significant impacts on their career paths.

Drawing on data from three evaluation studies of innovations in STEM undergraduate education in chemistry and astronomy, this synthetic analysis portrays the work of teaching assistants in undergraduate courses and identifies how they can help—or hinder—educational innovation. Interview data from TAs offers insights about the sources of student resistance and identifies TAs’ professional development needs.

• Seymour, E, with Melton, G., Wiese, D. J., & Pedersen-Gallegos, L. (2005).ÌýPartners in Innovation: Teaching Assistants in College Science Courses. Lanham, MD: Rowman & Littlefield.

As evaluators for , the College Mathematics Instructors Development Source, we gathered data to assess needs and improve programming for people who lead teaching professional development for graduate TAs in mathematics departments.Ìý We also developed profiles of different types of TAPD programs to help TAPD leaders choose and refine their own program model.ÌýSee "Preparation of Graduate Â鶹ÒùÔº for Teaching" for more about this work.

We evaluated a Massively Open Online Course (MOOC) on evidence-based STEM teaching, developed by members of the Center for the Integration of Research, Teaching, and Learning (CIRTL Network). The evaluation focused on MOOC-centered learning communities and how facilitators prepared for and led them.ÌýThe formative reports provided here are data sources that informed later publications.

• Goldberg, B. B., Bruff, D. O., Greenler, R. McC., Barnicle, K., Green, N. H., Campbell, L. E. P., Laursen, S. L., Ford, M. J., Serafini, A., Mack, C., Carley, T. L., Maimone, C., & Campa III, H. (2023).ÌýPreparing future STEM faculty through flexible teaching professional development.ÌýPLoS ONE 18(10), e0275349.ÌýÌý[open access].
• Laursen, S. (2016, May). Summary of MCLC facilitator survey data. [Report to CIRTL MOOC team] Boulder, CO: Ethnography & Evaluation Research, University of Colorado Boulder.
• Laursen, S. (2017, November). Evaluation of CIRTL MOOC-Centered Learning Communities. [Report to CIRTL MOOC team] Boulder, CO: Ethnography & Evaluation Research, University of Colorado Boulder.

Evaluation of CoMInDS was supported by the National Science Foundation under award DUE-. Evaluation of the BSI was supported by the Howard Hughes Medical Institute. Evaluation of the CIRTL MOOC was supported by the National Science Foundation under award DUE-. ÌýAny opinions, findings, conclusions, or recommendations expressed in these reports are those of the researchers, and do not necessarily represent the official views, opinions, or policy of the funder.

Evaluation work forÌý, an ADVANCE Institutional Transformation project at the University of Colorado at Boulder, identified faculty gains from participating in multi-day leadership workshops. Other analyses identified faculty development needs at the individual, departmental, and institutional levels.

Research publications

• Laursen, S. L., & Rocque, B. (2009). .ÌýChangeÌý(March/April), 18-26.

Evaluation reports

• Laursen, S. (2008).ÌýOutcomes of LEAP Individual Growth and Department Enhancement Grants, FY 2007.Ìý(Report to the LEAP Project) Boulder, CO: University of Colorado at Boulder, Ethnography & Evaluation Research.
• Laursen, S., & Rocque, B. (2006).ÌýAn Assessment of Faculty Development Needs at the University of Colorado at Boulder.(Report to the LEAP Project) Boulder, CO: University of Colorado, Boulder, Ethnography & Evaluation Research.
• Laursen, S., Rocque, B., DeWelde, K., Seymour, E., Pedersen-Gallegos, L. (2005).ÌýOutcomes of Faculty Development Initiatives of LEAP, Leadership Education for Advancement and Promotion, an NSF ADVANCE Project at the University of Colorado at Boulder:ÌýMid-Course Evaluation Report. (Report to the National Science Foundation.) Boulder, CO: University of Colorado, Boulder, Ethnography & Evaluation Research.
• For a complete list of publications from the LEAPÌýproject, visit this page.

Studies for LEAP were supported by the National Science Foundation under award . Any opinions, findings, conclusions, or recommendations expressed in these reports are those of the researchers, and do not necessarily represent the official views, opinions, or policy of the NSF. Ìý

E&ER has worked with CU Boulder’sÌýBiological Sciences InitiativeÌýon its teacher professional development programs. We have examined immediate post-workshop and longer-term outcomes from the BSI’s one- to three-day workshops focused on basic science concepts, cutting-edge scientific developments, or new technologies in the life sciences. Evaluation findings from surveys and interviews indicate teachers’ growth in content understanding, confidence in their ability to teach these ideas, and a sense of being supported by a network of colleagues and the BSI staff. Many teachers reported making classroom use of new teaching materials. Relatively few teachers reported gains in pedagogical content knowledge, and teachers did not always perceive ways to adjust workshop materials for their own students, curriculum, or other constraints.

• Weston, T.,Ìý& Laursen, S. (2009, August).ÌýSurvey of Teacher Participants in Professional Development Workshops Conducted by the Biological Sciences Initiative: Final report. (Report to the Biological Sciences Initiative). Boulder, CO: Ethnography & Evaluation Research.
• Liston, C., Laursen, S., Coates, C., and Thiry, H. (2005).ÌýEvaluation of the Teacher Professional Development workshops for the Biological Sciences Initiative at the University of Colorado at Boulder.Ìý(Report to the Biological Sciences Initiative) Boulder, CO: University of Colorado, Boulder, Ethnography & Evaluation Research.

These resources assist professional developers in conceptualizing and preparing for their role in helping faculty understand, select and adopt strategies for more effective teaching.Ìý

• Daly, D., Ethnography & Evaluation Research, & 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.
• from MAA Professional Development Leadership Symposium, 2022
  • ÌýSandra Laursen, 9/21/22
  • , Stan Yoshinobu, 9/28/22

We are interested in questions about how to measure change in teaching, as a result ofÌýprofessional development or departmental change work. Our researchÌýon developing, evaluating and applying measures of teaching isÌýongoing.

Development and applications of survey measures

• Archie, T., Hayward, C. N., Yoshinobu, S., & Laursen, S. L. (2022). Investigating the linkage between professional development and mathematics instructors’ use of teaching practices using the theory of planned behavior.ÌýPLoS ONE 17(4),Ìýe0267097.ÌýÌý(open access)
• Hayward, C. N., Kogan, M.,Ìý& Laursen, S. L. (2016). . International Journal of Research in Undergraduate Mathematics Education, 2(1), 59-82. Published online 11/25/2015. ÌýDOI 10.1007/s40753-015-0021-y [Author accepted MS]
• Weston, T. J.; Laursen, S. L.; & Archie, T. (2024). Exploring the adoption of research-based instructional strategies in undergraduate mathematics with the Teacher-Centered Systematic Reform model. In Cook S., Katz, B., & Moore-Russo, D. (Eds.), forthcoming.ÌýProceedings of the 26th Annual Conference on Research in Undergraduate Mathematics Education. Omaha, NE. Ìý[Conference paper]

Development and applications of observation measures

• Hayward, C. N., Laursen, S. L., & Weston, T. J. (2017).ÌýTAMI-OP: Toolkit for Assessing Mathematics Instruction – Observation Protocol. Boulder, CO: Ethnography & Evaluation Research, University of Colorado Boulder.
• Hayward, C. N., Weston, T. J., & Laursen, S. L. (2018). First results from a validation study of TAMI: Toolkit for Assessing Mathematics Instruction.ÌýIn A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, & S. Brown (Eds.),ÌýÌý(pp. 727-735). San Diego, CA: Mathematical Association of America, SIGMAA on RUME.
• Weston, T. J., Hayward, C. N., & Laursen, S. L. (2021). When seeing is believing: Generalizability and decision studies for observational data in evaluation and research on teaching.ÌýAmerican Journal of Evaluation, . Ìý[Author accepted MS]
• Weston, T. J., Laursen, S. L., & Hayward, C. N. (2023). Measures of success: Characterizing teaching and teaching change with segmented and holistic observation data.ÌýInternational Journal of STEM Education 10​, 24. []
• Weston, T. J., Laursen, S. L., & Hayward, C. N. (2023). Using latent profile analysis to assess teaching change. Ìý25th Annual Conference onÌýResearch in Undergraduate Mathematics Education, Omaha, NE, Feb. 23-25. [Conference paper]
• Wise, S., Gallion, K., & Laursen, S. (2024). Exploration of TAMI-OP as a professional development tool for mathematics instructors.ÌýIn Cook S., Katz, B., & Moore-Russo, D. (Eds.), forthcoming.ÌýProceedings of the 26th Annual Conference on Research in Undergraduate Mathematics Education. Omaha, NE. [Conference paper]

Other measures

• Katz, B., & Laursen, S. (2018). Adapting an exam classification framework beyond calculus.ÌýIn A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, & S. Brown (Eds.),ÌýÌý(pp. 980-987). San Diego, CA: Mathematical Association of America, SIGMAA on RUME.
• Laursen, S., & Archie, T.Ìý(2018). ÌýHow do we teach thee? ÌýLet me count the ways. ÌýA syllabus rubric with practical promise for characterizing mathematics teaching. ÌýIn A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, & S. Brown (Eds.),ÌýÌý(pp. 862-870). San Diego, CA: Mathematical Association of America, SIGMAA on RUME.

Multiple measures

• American Association for the Advancement of Science [AAAS] (2013).ÌýDescribing & Measuring Undergraduate STEM Teaching Practices. Washington, DC: AAAS. ÌýNote: E&ER personnel contributed but did not lead this report. The report is useful and difficult to find online, so it is archived here.
• Hayward, C. N., Archie, T., Daly, D., Weston, T. J., & Laursen, S. L. (2022). The cycle of inquiry: Building effective evaluation relationships to support continuous improvement of faculty development initiatives. In S. Linder, C. Lee, K. High (Eds.),ÌýHandbook of STEM Faculty Development, Information Age Publishing, Charlotte, NC. Author approved manuscript. ÌýHandbook .
• Laursen, S., Weston, T., Archie, T., Hayward, C., Gallion, K.Ìý(2023). Measuring what matters: Characterizing change in instructor practice in college mathematics. Session on "Highlights from Research on Instructors' Learning about Teaching,"ÌýJoint Mathematics Meetings, Boston, MA, January 6. [, 22 minutes]
• Laursen, S. L., Archie, T., Weston, T. J., Hayward, C. N., & Yoshinobu, S. (2023). ÌýA measurement hat trick: Evidence from a survey and two observation protocols about instructional change after intensive professional development.Ìý25th Annual Conference onÌýResearch in Undergraduate Mathematics Education, Omaha, NE, Feb. 23-25. [Conference paper]

These studies were supported by the National Science Foundation under awardsÌýÌýand and by the .ÌýAny opinions, findings, conclusions, or recommendations expressed in these reports are those of the researchers, and do not necessarily represent the official views, opinions, or policy of the funder.