What is Inquiry-Based Learning (IBL) ?
Please note that we are considering IBL in a broader sense, including problem-based learning, student-centered teaching, active learning, ambitious teaching, discovery learning, and inquiry-oriented learning. Learn more about Inquiry-Based Learning.
What is NE-IBLM?
The New England Inquiry-Based Learning in Mathematics Consortium is a community of mostly higher-education instructors passionate about teaching mathematics.
Two important goals of the consortium are broadening the use of IBL in the New England area and supporting a regional community of IBL practitioners.
To work toward our vision, we organize regular professional learning communities and professional development opportunities for faculty/instructors in the New England region.
Value Framework for our Events and Activities:
NE-IBLM participants engage deeply in meaningful teaching conversations and activities. We collaboratively process the ideas of teaching with inquiry. To do this, we are guided by the
Humanized Four Pillars for faculty professional development: (context and development)
Participants should engage teaching with inquiry deeply and experience it as a living discipline. That teaching with inquiry should be driven by questions that make sense and are valuable from participants’ perspectives and should allow them to develop new insights and ideas. (transformative learning)
Participants should collaborate, developing their own authority and collective ownership of the teaching with inquiry, engaging their full selves and bodies and learning about themselves and their peers through these interactions.
Facilitators should leverage participants’ thinking to broaden teaching with inquiry and deepen the community discourse.
Facilitators should attend to positioning each participant as a knower and person who is represented in teaching by inquiry and should actively resist historical and ongoing oppressive hierarchical systems.
To reach all faculty/instructors we are working toward faculty diversity across at least three dimensions:
• identities of instructors (e.g. people of color and women),
• institution types of instructors (e.g. two year colleges, R1 universities),
• identities of students served by instructors’ institutions (e.g. minority serving institutions).
We continue to learn how to create spaces that are welcoming and supportive of all. Our anti-racism statement lists additional actions by the NE-IBLM leadership team. If you have suggestions on how we can improve this website, our events, etc, please let us know.
National IBL Communities:
NE-IBLM is a core participant of the IBL Communities project, which provides some funding for our events. We gratefully acknowledge this larger community.
Put IBL On The Map
NE-IBLM faculty are spread all across New England, as you can see on the following map. Find people close to you who may share your interests. If you are not yet on the map, please contact Volker Ecke.
The NE-IBLM Organizing Committee includes
Nermin Bayazit, Fitchburg State University
Volker Ecke, Westfield State University (*)
Christine von Renesse, Westfield State University (*)
Rachel Schwell, Central Connecticut State University
Ileana Vasu, Holyoke Community College
Many thanks also to Carolyn Gardner (Mathematics for Teaching, Harvard) and Karl-Dieter Krisman (Gordon College).
Acknowledgements: We are grateful to Mathematics Learning by Inquiry (MLI) for a grant to support the inaugural brainstorming and visioning work of the NE-IBLM organizing group as well as the pilot coaching program. We are also grateful to the NSF for an IUSE grant to support regional IBL communities, see https://sites.google.com/view/iblcommunities.