Canoeing the Mountains: Navigating Change to Transform [Mathematics] Departments for the Future

Imagine a math or science department united by a shared vision: high-quality, engaging teaching in every classroom. In this ideal, faculty regularly participate in professional learning focused on both instructional practices and effective departmental collaboration. This vision guides the Teaching for PROWESS project, which supports the integration of active learning and promotes department-level transformation.

To support this work, the project developed two key tools. The Vision and Transformation Catalyst Tool (VTCT) is a comprehensive resource built around rubrics adapted from the PULSE Network, helping departments reflect on teaching practices and institutional policies. It is grounded in a theory of change that emphasizes dialogue around clearly defined aspects of instruction and collaboration to drive collective progress.

The second tool, the Observation Protocol for Active Learning (OPAL), is a non-evaluative classroom observation guide. OPAL helps examine instructional practices and student engagement, fostering meaningful professional development without judgment.

In addition to these tools, Teaching for PROWESS offered four professional development opportunities: a Summer Institute, virtual workshops, campus site visits, and the Math Faculty Xchange. Together, these efforts supported the transformation of twenty community college math departments toward the shared vision of active, collaborative, and student-centered learning.