Faculty Collaborations: Creating Inquiry-Oriented Resources

The MIP supports faculty collaborations at different scales. Collaborative Research and Development (CoRD) teams develop a collection of resources to be used throughout a course to develop a major central concept in that course. Activity Revision Collaborations (ARCs) focus on revising a single activity or assignment to promote inquiry-oriented learning.

Collaborative Research and Development Teams

The MIP supports Collaborative Research and Development (CoRD) teams, each consisting of 3-5 faculty to develop instructional modules for the core concepts identified in the Initiation Workshops. After peer review and revision, the modules are posted to the MIP website and supported by Regional Workshops and Mentoring.

Each core concept identified in an Initiation Workshop is assigned a Collaborative Research and Development (CoRD) team of 3-5 faculty with appropriate expertise to continue development of an active learning module based on the conceptual analysis and outline of promising approaches identified in the workshop. After a CoRD submits their proposed module, it sent for external peer review by at least two other faculty. After a favorable review, each CoRD revises and pilots their module, incorporating feedback gained during the review process and submits a final module for publication on the project website. The website includes information about the pilot implementation, instructor notes to support subsequent adoption and delivery, assignments, and assessment materials. The MIP also supports smaller Activity Revision Collaborations (ARCs) of 2-3 faculty to revise an existing single activity or assignment to better promote inquiry-oriented learning in an entry-level college mathematics course.

Academic Success Skills Initiation Workshop Report

Functions and Modeling Initiation Workshop Report

College Algebra / Precalculus Initiation Workshop Report

Quantitative Reasoning Initiation Workshop Report

Calculus I Initiation Workshop Report

Concurrent Enrollment Collaborations

The MIP held a Concurrent Enrollment Summit November 2-3, 2023 with 60 representatives from 28 educational institutions and agencies across Oklahoma. Attendees identified the following high priority challenges to be addressed by MIP collaborations.

Awareness: Stakeholders at all levels need information about concurrent enrollment programs and options. Academic advisors, counselors, students, and parents need information about the Oklahoma higher education math pathway options and applicability of concurrent enrollment courses toward post-secondary programs. Other information needed by various stakeholders concerns FERPA rules and agreements, academic expectations, and enrollment processes.

Access: Several challenges may limit student access to concurrent enrollment programs, such as transportation, funding for books and fees, facilities and technology, scheduling, and availability in rural districts.

Curriculum and Instruction: High quality concurrent enrollment programs depend on qualified instructors and effective curricular resources. Equitable concurrent enrollment programs depend on support for developing knowledge of the content, pedagogy, and alignment with college-level courses.