MITN

Minnesota Inquiry in Teaching Network (MITN)

A COMmunity for Mathematics Inquiry in Teaching (COMMIT)

Mission

We are a group that grew out of the North Central Section Summer Seminar on Inquiry-Based Learning in 2018. Our goal is to build a community of college faculty from Minnesota interested in using inquiry-based mathematics education and other active learning strategies in the classroom. Recent events have included a virtual book group, in-person and virtual social events, and lightning talks at a regional MAA section meeting. We aim to promote an inclusive environment for seasoned practitioners as well as those new to inquiry.

Diversity, Equity, and Inclusion

In this COMMIT, we recognize the fourth pillar of Inquiry-Based Mathematics Education, that instructors promote equity in their courses, to be central to our teaching. However, we recognize that facilitating an inclusive classroom environment is not all we must do as mathematics instructors to counter the systemic barriers and inequities that impact our institutions and broader communities. We commit to the following:

Create a climate of inclusion, not exclusion. Maintain an environment that welcomes all mathematics instructors across Minnesota, no matter their race, ethnicity, gender, sexual orientation.
Host conversations about what it means to teach more equitably using inquiry.
Promote equitable facilitation at all MITN events.
Intentionally learn more about diverse institutional contexts (e.g, Two-Year Colleges, Minority-Serving Institutions) to understand how MITN can help support their pedagogical goals.
Reach out beyond our network. Invite faculty from marginalized groups in the mathematics community, including those from two-year college and minority-serving institutions, to join and take part in MITN events.

Leadership Team:

Our leadership team consists of a group of 2- and 4-year faculty from the greater Twin Cities area, some of whom have been heavily involved in the MAA (nationally and regionally) and led inquiry-based learning workshops.

Su Doree, Augsburg University
Shelley Dougherty, University of Minnesota
Jeff Ford, Gustavus Adolphus College
James Kolles, Inver Hills Community College
Anne Sinko, College of Saint Benedict and Saint John's University
Victor Piercey, Ferris State University (AMiIBL Representative)
Jed Yang, Bethel University

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