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This content will become publicly available on August 4, 2026

Title: Actively Assessing and Engaging With the Definition(s) of Active Learning
Graduate student instructors (GSIs) in mathematics play a pivotal role in shaping undergraduate education and are the future of collegiate mathematics faculty. As part of their development, GSIs are expected to engage in teaching-focused professional development (TPD), particularly in evidence-based strategies like Active Learning (AL) methods. However, higher education is only beginning to explore how to effectively measure GSIs' growth in teaching skills through such TPD. This study examines the learning process of 47 novice GSIs from three universities, specifically focusing on their evolving understanding of AL before and after participating in TPD. By analyzing the GSIs' own definitions of AL, the research highlights changes in their knowledge and alignment with the intended TPD outcomes. The findings provide insight into the effectiveness of TPD on AL, while also offering recommendations for structuring future evaluations of TPD impact on GSI teaching knowledge and skills.  more » « less
Award ID(s):
2225351
PAR ID:
10635757
Author(s) / Creator(s):
; ; ; ; ; ;
Editor(s):
Cook, S; Katz, B P; Melhuish, K
Publisher / Repository:
Proceedings of the 27th Annual Conference on Research in Undergraduate Mathematics Education SIGMAA on RUME
Date Published:
Journal Name:
Proceedings of the Annual Conference on Research in Undergraduate Mathematics Education
Edition / Version:
27
ISSN:
2474-9346
Page Range / eLocation ID:
579-587
Subject(s) / Keyword(s):
Active Learning Graduate Student Instructors Teaching Assistants Professional Development Assessment
Format(s):
Medium: X
Location:
Alexandria, VA
Sponsoring Org:
National Science Foundation
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