A professional development course on data-driven dynamical systems at a primarily undergraduate institution - Part B: Professional Development Framework and Institutional Implementation

Authors

• Alessandro M. Selvitella, Department of Mathematical Sciences, Purdue University Fort WayneFollow
• Jeffrey R. Anderson, Department of Mathematical Sciences, Purdue University Fort WayneFollow

Publication Date

7-22-2026

Keywords

professional development, graduate teaching assistants, ordinary differential equations, data-driven dynamical systems, primarily undergraduate institutions, curriculum implementation

Disciplines

Mathematics | Physical Sciences and Mathematics | Science and Mathematics Education

Abstract

This paper presents the professional-development and institutional-implementation component of a three-paper program on introducing data-driven dynamical systems into undergraduate ordinary differential equations instruction at a primarily undergraduate institution. The companion paper \cite{SelvitellaAnderson2026} develops the mathematical and computational content, including regression, regularization, Dynamic Mode Decomposition, Sparse Identification of Nonlinear Dynamics, and a Van der Pol oscillator activity. The present paper asks a complementary implementation question: what departmental structures, graduate teaching assistant roles, professional-development activities, and course-support pathways are needed for such materials to become teachable within local undergraduate settings?

We describe a three-phase professional-development model for graduate teaching assistants in the Department of Mathematical Sciences at Purdue University Fort Wayne. The model begins with mathematical and computational foundations, proceeds to scaffolded data-driven dynamical-systems methods, and culminates in planned teaching-integration activities such as worksheets, demonstrations, guided notebooks, assessment prompts, and implementation plans. Particular attention is given to the standard ordinary differential equations course, GTA responsibilities, limits on instructional time, uneven computational preparation, faculty coordination, technology constraints, and the distinction between implemented professional-development content and proposed classroom or support-setting extensions.

The paper is intentionally framed as a curriculum-design and implementation-framework study rather than as a formal evaluation of effectiveness. It does not report human-subjects research data, participant-level attendance records, survey responses, interview data, quotations, student work, course grades, pre/post assessments, or identifiable GTA artifacts. Systematic assessment of GTA learning, undergraduate student outcomes, implementation feasibility, and long-term curricular impact is reserved for future empirical work subject to appropriate institutional review and data-use procedures.

Recommended Citation

Selvitella, Alessandro M. and Anderson, Jeffrey R. (2026) "A professional development course on data-driven dynamical systems at a primarily undergraduate institution - Part B: Professional Development Framework and Institutional Implementation," CODEE Journal: Vol. 20: Iss. 2, Article 9.
Available at: https://scholarship.claremont.edu/codee/vol20/iss2/9