A Follow-Up Study of Participants in Fort Hays Kansas State College Mathematics Institutes

The Fort Hays Kansas State College has sponsored six Summer Mathematics Institutes (including the one being held in 1965) under the SI program of the National Science Foundation, all of which have been directed by Mr. Wilmont Toalson. The six Fort Hays Institutes have had several common features. Each institute has been unitary-designed to offer primarily a single summer of study for a particular group of participants. Each has offered stipends for a particular group of participants. Each has offered stipends to approximately forty high school mathematics teachers. Five regular courses which could be taken for graduate or undergraduate credit have been offered in each institute, and a seminar course meeting twice a week has been required of each participant. This study has provided the first follow-up research involving participants in the Fort Hays Institutes, and included those of the 1962, 1963, and 1964 institutes. The purpose of this study has been to determine how institute attendance has affected the personal development of the participants, to analyze the uses they are making of the knowledge gained at the institute, and, incidentally, to determine how the objectives of the Fort Hays Institute are being met for this particular group. Data was gathered from three sources-a questionnaire sent to each participant, the application form submitted by each participant, and records in the registrar’s office. The major results were as follows: (1) Almost all of the respondents reported the use of supplementary modern materials or approaches in their classes as a result of institute attendance. (2) Changes in the type of mathematics being taught by the respondents have been numerous, and in each case the change has been toward a modern course content. (3) Institute attendance has helped in securing better positions and salary increases. (4) Work of a more advanced nature is being included in courses as a result of institute attendance. (5) A majority of the respondents expressed the opinion that modern mathematics produces greater understanding of number and stronger mathematics students than the traditional program produces. (6) Institute attendance was credited with creating a greatly increased enthusiasm for modern mathematics and a preference for teaching modern courses. (7) Almost all of the respondents expressed the opinion that they were better qualified to teach modern mathematics as a result of institute attendance. (8) A large majority of the respondents expressed interest in further NSF programs. The results of this study reveal a confidence in the modern mathematics program on the part of the respondents. These participants are apparently making considerable use of the information obtained at the institute. Participation in the institute has also been responsible for a great amount of personal development. Results of the study provide evidence that the objectives of the Fort Hays Institute are being achieved for this population