MENTORS: Mathematical Engineering Networking with Teachers of Real Science

导师：与真实科学教师的数学工程网络

• 批准号: 9876706
• 负责人: Loren Zachary
• 金额: $ 90.76万
• 依托单位: Iowa State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 1999
• 资助国家: 美国
• 起止时间: 1999-08-15 至 2002-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9876706&HistoricalAwards=false
• 关键词: MENTORS; Mathematical; Engineering; Networking; Teachers

The target population for this project is undergraduate students at Iowa State University pursuing a degree leading to a teaching license (K-6 or 7-12) with an emphasis in either mathematics or one of the sciences. As teachers, these students in the teacher preparation program will one-day teach as they have been taught. The problem to be addressed with this project is based on typical college students' experiences in their study of mathematics and science content. Typically, these courses are delivered in large-lecture courses, designed to meet the needs of any liberal arts student, and without appropriate application opportunities to the teacher education discipline (K-12 classrooms). The objectives of this project include (1) providing courses delivered with appropriate teaching strategies (2) developing new undergraduate courses in engineering, entomology, and botany with a focus on school classrooms (3) modifying existing education courses to reflect the students' experiences in these new courses and (4) establishing learning communities of undergraduate students to provide both an academic and a social support system. Other goals supporting these objectives include (5) developing meaningful faculty collaborations across departments and colleges, (6) supporting master teachers from K-12 classrooms in which the collegiate learning can be applied, (7) assigning a different faculty mentor from a K-12 classroom and the university campus to each of the learning communities in an effort to provide guidance and support to the undergraduate students and (8) developing graduate courses to provide continuing education of Iowa's teachers. The practicing teachers, who choose to be mentors, collaborate with the ISU faculty member to guide the undergraduate students through their practicum experience. Groups of three to four undergraduate students complete all pre-student teaching experiences with several of the teachers at the school associated with their school mentor.

该项目的目标人群是爱荷华州州立大学的本科生，他们正在攻读一个学位，以获得教学许可证（K-6或7-12），重点是数学或科学之一。作为教师，这些学生在教师准备计划将有一天教，因为他们已经教。本课题所要解决的问题是基于典型的大学生在学习数学和科学内容的经验。通常，这些课程是在大型讲座课程，旨在满足任何文科学生的需求，并没有适当的应用机会，教师教育学科（K-12教室）交付。该项目的目标包括：（1）提供具有适当教学策略的课程;（2）开发新的工程学、昆虫学和植物学本科课程，重点是学校课堂;（3）修改现有教育课程，以反映学生在这些新课程中的经验;（4）建立本科学生的学习社区，提供学术和社会支持系统。支持这些目标的其他目标包括：（5）发展跨部门和学院的有意义的教师合作，（6）支持来自K-12教室的硕士教师，在那里可以应用大学学习，（7）从K-12教室和大学校园中为每个学习社区分配不同的教师导师，以努力为本科生提供指导和支持，以及（8）开发研究生课程，为爱荷华州的教师提供继续教育。实习教师，谁选择成为导师，与ISU教师合作，通过他们的实习经验指导本科生。三到四名本科生组成的小组与学校的几名教师一起完成所有的学前教育经验。