MENTORS: Mathematical Engineering Networking with Teachers of Real Science

该项目的目标人群是爱荷华州立大学的本科生，他们正在攻读学位，以获得教学执照（K-6或7-12），重点是数学或科学之一。作为教师，这些参加教师培训项目的学生有一天将按照他们所学的方式进行教学。本课题所要解决的问题是基于典型大学生在学习数学和科学内容方面的经验。通常，这些课程以大型讲座的形式提供，旨在满足任何文科学生的需求，并且没有适当的应用机会到教师教育学科（K-12教室）。该项目的目标包括：(1)提供具有适当教学策略的课程；(2)以学校课堂为重点，开发新的工程、昆虫学和植物学本科课程；(3)修改现有的教育课程，以反映学生在这些新课程中的经验；(4)建立本科生学习社区，以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K-12教室的大师教师，他们可以应用大学学习，(7)从K-12课堂和大学校园指派不同的教师导师到每个学习社区，努力为本科生提供指导和支持；(8)开发研究生课程，为爱荷华州的教师提供继续教育。实习教师选择作为导师，与国际滑联的教职员工合作，指导本科生完成他们的实习经历。每组三到四名本科生在学校的几位老师和他们的学校导师的指导下完成所有的预科教学经验。

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.