AIBL Press Releases


June 2, 2017
San Luis Obispo, CA.  Summer is workshop season!  After the school year ends and diplomas are handed out, some faculty spend part of their summers retooling and updating their teaching methods to engage more students in the process of learning Mathematics.  During the next two months, a team of mathematicians, mathematics educators, and researchers are joining forces to lead three inquiry-based learning workshops in Chicago, IL, San Luis Obispo, CA, and Rochester, NY.  More than 80 participants, and 20 facilitators will work together on increaseing the use of active, student-centered teaching methods within the inquiry-based learning family of pedagogies.
 
These efforts are funded by a large $2.8 million collaborative award by the National Science Foundation PRODUCT project (NSF DUE-1525058 and NSF DUE-1525077), and address a critical issue in higher education, the low uptake rates of research-validated pedagogies in postsecondary STEM subjects.  While faculty are aware of the existence and benefits of active learning, widespread use is still not a reality. This is where the PRODUCT project (PROfessional Development and Uptake through Collaborative Teams: Supporting Inquiry Based Learning in Undergraduate Mathematics) comes into the scene.  PRODUCT helps break down barriers to change, supporting math instructors in their journey to deeply engage their students in high-quality, challenging math classes. 
 
The benefits go far beyond improved test scores. Decades of education research point to students’ struggles learning mathematics, from not being able to solve problems, negative attitudes about learning, fixed mindsets, and inequities for women, who are 1.5 times more likely to leave the STEM pipeline. Inquiry-based learning and other active pedagogies have been shown to provide a more level, more equitable playing field, giving every student a fair chance.
 
Teams of faculty leading workshops and the evaluation efforts represent institutions from across the nation.
Patrick Rault, University of Arizona
Jane Cushman, SUNY Buffalo State
Ryan Gantner, St. John Fisher College
Xiao Xiao, Utica College
Yousuf George, Nazareth College
Kyle Petersen, DePaul University
Brian Katz, Augustana College
Chrissi von Renesse, Westfield State University
Jess Ellis, Colorado State University
Gulden Karakok, Northern Colorado University
TJ Hitchman, University of Northern Iowa
Danielle Champney, Cal Poly San Luis Obispo
Todd Grundmeier, Cal Poly San Luis Obispo
Dylan Retsek, Cal Poly San Luis Obispo
Shay Fuchs, University of Toronto
Angie Hodge, Northern Arizona University
Dana Ernst, Northern Arizona University
Matthew Jones, Cal State Dominguez Hills
Chuck Hayward, University of Colorado, Boulder
Sandra Laursen, University of Colorado, Boulder
Stan Yoshinobu, Cal Poly San Luis Obispo, Director of AIBL
Madison Parker, AIBL
Katie Kahle, AIBL
 
More information is available at http://www.inquirybasedlearning.org/workshops/ 
 
 


SAN LUIS OBISPO (February 17, 2017) --  Thanks to a $2.5 million grant from the National Science Foundation, Cal Poly’s Academy of Inquiry Based learning (AIBL) is able to provide professional development opportunities for math instructors across the country regarding increasing inquiry-based learning (IBL) in their classrooms. Research has shown that active learning reduces math anxiety by focusing on the process of doing mathematics, rather than just memorization. AIBL will provide workshops where instructors learn the practical aspects of implementing IBL in their classrooms. At the workshops instructors learn teaching strategies for active learning, have individual concerns addressed, and create personalized material by developing course materials to be used in the subsequent semester.

On February 2 and 3, teams of facilitators for the 2017 Summer Inquiry Based Learning workshops traveled from across the country to meet and plan for the upcoming workshops at Cal Poly. Each summer workshop is assigned a team of facilitators of 4 to 5 workshop leaders, along with a support team. These teams will train other math instructors on how to implement IBL methods in their own classes. These teams worked collaboratively through the weekend, using data and participant feedback collected from past workshops to plan research-based best practices and quality content for this summer’s workshops. Emphasis was placed on ample opportunities for these colleagues to collaborate on their particular topics, and on the big ideas for the workshops.  

Teams include faculty from the Upstate New York IBL Consortium, Cal Poly, DePaul University, and Augustana College.  Additionally a representative from Westfield State University attended to collaborate on developing shorter (half-day and full-day) workshops.
Patrick Rault, University of Arizona
Jane Cushman, SUNY Buffalo State
Ryan Gantner, St. John Fisher College
Xiao Xiao, Utica College
Yousuf George, Nazareth College
Kyle Petersen, DePaul University
Brian Katz, Augustana College
Chrissi von Renesse, Westfield State University
Jess Ellis, Colorado State University
Gulden Karakok, Northern Colorado University
TJ Hitchman, University of Northern Iowa
Danielle Champney, Cal Poly San Luis Obispo
Todd Grundmeier, Cal Poly San Luis Obispo
Dylan Retsek, Cal Poly San Luis Obispo

The evaluation team from the University of Colorado Boulder, Sandra Laursen and Chuck Hayward, attended the meeting to share evaluation results from previous workshops and summaries of the research basis for the IBL workshop model and the evidence for IBL at the college level.  

Stan Yoshinobu, Cal Poly San Luis Obispo, Director of AIBL organized and coordinated the event with an experienced team of workshop leaders, Dana Ernst, Northern Arizona University, Angie Hodge, University of Nebraska Omaha, and Matthew Jones, Cal State Dominguez Hills

 


July 2015

The Academy of Inquiry Based Learning is proud to announce a 5-year, $2.8 million Collaborative Research Project, called Professional Development and Uptake through Collaborative Teams (PRODUCT), funded by the National Science Foundation.  This is a joint project between AIBL (Cal Poly) and the Ethnography and Evaluation Research group at CU Boulder.  The main goal of this project is to expand the professional development capacity of the Mathematics Profession in higher education.  More information can be found on the NSF Website and our PRODUCT page