Schedule, Notes/Handouts & Videos

Changing our practices in teaching and learning within our academic departments to better support the success of a diverse array of learners is a significant goal and, often, a daunting challenge. Yet we can build on what has been learned through research and practice to develop powerful approaches to engaging in the work of change in academe. In this talk, we’ll explore the power and potential of taking a systems approach to change focused on teaching and learning. Specifically, we will consider ways to analyze the barriers and opportunities within the specific context, how to assemble change strategies into a “change portfolio,” and critical roles for departmental administrative and faculty leaders.

Thirty years ago a group of prominent mathematicians, educators, and business leaders produced the National Academies report Moving Beyond Myths. The authors call for “sweeping change in mathematics education at the college-university level to parallel change underway in the nation's schools, noting that both levels play key roles in advancing science and technology and in preparing the broader workforce and quantitatively literate citizenry the country needs.” I will highlight some key transformations over those 30 years, comment on why there will always be more to do, and offer my perspective on why the transformation of mathematics departments is central for universities as we look to the future. Research on institutional change in higher education and undergraduate mathematics learning provides a foundation as does the broad and deep graduate preparation of so many of the faculty joining our mathematics departments. Increased commitments of today’s mathematics faculty to equity, inclusion, and social justice will enable transformation of courses that will open pathways for the talent and aspirations of the diverse students of today and tomorrow.