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Collaborative Research Grant

Collaborative Research: What Difference does Early-Career Faculty Development Make?


A Research Study of Multiple Models


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Grant Name

Principal Investigators

NSF #/ ID #

Grant Duration

Collaborative Research: What Difference does Early-Career Faculty Development Make? A Research Study of Multiple Models

Laura Watkins PI

Laura.watkins@gccaz.edu

NSF 1821650

10/1/18-9/30/23

Abstract: In this project, researchers will investigate the results of teaching-focused professional development on early-career mathematics faculty. The research team will collaborate with the Mathematical Association of America's Project NExT (New Experiences in Teaching) and the American Mathematical Association of Two- Year Colleges' Project ACCCESS (Advancing Community College Careers: Education, Scholarship, and Service). Both Project NeXT and Project ACCCESS are similarly structured, "high-touch" early-career, teaching-focuses professional development programs. The project researchers will collect data to understand how the teaching practices of faculty participating in these programs change and how those changes relate to their professional development experiences. Since these programs are supported by major professional societies, they are examples of a model that is common across many STEM disciplines. Thus, results of similar professional development programs for early career mathematics faculty may be relevant across other STEM disciplines. This mixed methods study will use valid measures of teaching practice to examine the impact of early-career teaching-focused professional development programs on teaching and leadership in STEM fields. The research design includes four sub-studies that together provide an in-depth examination of participants' development as teachers, scholars, and leaders because of their participation in early-career teaching-focused professional development programs, and to understand how these outcomes arise from program design. The study uses surveys, classroom observation, and course artifacts, triangulated with interviews and student surveys, to document changes in teaching practice. It will identify other career outcomes relevant to the new faculty role. Studies of current early-career teaching-focused professional development program cohorts will gather pre/post survey data and observations from large samples, to compare with data from individuals who applied but did not participate. A qualitative study will document program activities and explore how these activities may explain outcomes.


 

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