RUME 26
2024
Omaha, Nebraska
Levers for Change: A Longitudinal Case Study of Two Departments
Page: 467
University mathematics departments are making efforts to improve student success in STEM by implementing active learning in their introductory mathematics courses. These efforts are context-dependent, driving a need to understand the varying paths departments take in making these changes. In this paper we explore the change efforts of two mathematics departments that achieved varying levels of success. We take a longitudinal perspective to capture their efforts. We identify what levers these departments used, including how robustly the levers were implemented. We conclude with a discussion on how the levers identified contributed to each department’s progress.