Need: The project aims to demonstrate the effectiveness of Team-Based Inquiry Learning (TBIL) in Calculus 1, Calculus 2, and Linear Algebra across a range of instructional contexts. TBIL is a particular flavor of Inquiry-Based Learning, which, while effective and popular in upper division mathematics courses, is much less common in lower division courses. By implementing Inquiry-Based Learning under the framework of Team-Based Learning, TBIL aims to provide a structure that supports faculty in bringing inquiry into their lower division courses. As access to high quality inquiry materials is a key barrier to implementation, the project is developing a freely available library of TBIL course materials.
Guiding Question: The project is focused on the following research questions:
1. To what extent does Team-Based Inquiry Learning improve students’ content mastery and
procedural fluency across instructional contexts?
2. Which of the supports provided to faculty led to a successful implementation of TBIL in
various instructional contexts?
3. How faithfully do faculty implement TBIL after participating in the TBIL summer institutes?
Outcomes: The project has developed a TBIL resource library containing a complete set of course materials (class activities, homework problems, and assessments) for Calculus 1, Calculus 2, and Linear Algebra. Thirty-one faculty have been engaged in the project; an initial cohort of 13 faculty has been trained in TBIL and implemented it in their courses this past academic year, as well as authored materials in the TBIL resource library. A second cohort of 18 faculty has been selected and will be trained in Summer 2022. Data collection is ongoing.
Broader Impacts: The project has recently published the TBIL Resource Library that is freely available to all interested faculty with no registrations required. In addition to use by faculty involved directly in the project, these materials have already been used independently by at least 7 additional faculty outside of this project.
S. Raj Chaudhury, University of South Alabama; Steven Clontz, University of South Alabama; Julie Estis, University of South Alabama; Christopher Parrish, University of South Alabama