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，他们正在攻读获得教师执照(K-6或7-12)的学位，重点是数学或其中一门科学。作为教师，这些参加教师准备计划的学生将按照他们所教的那样进行一天的教学。这个项目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方面的经验。通常，这些课程是以大型讲座课程的形式提供的，旨在满足任何文科学生的需求，并且没有适当的教师教育学科(K-12课堂)的应用机会。这项计划的目标包括(1)提供有适当教学策略的课程；(2)发展新的工程、昆虫学和植物学本科课程，以学校课堂为重点；(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；及(4)建立本科生的学习社区，以提供学术和社会支援系统。支持这些目标的其他目标包括(5)在各系和学院之间开展有意义的教师合作，(6)支持可以应用大学学习的K-12课堂的硕士教师，(7)从K-12课堂和大学校园为每个学习社区指派一名不同的教师导师，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。实习教师选择成为导师，与ISU教职员工合作，指导本科生完成实习经历。由三到四名本科生组成的小组完成所有的学前教学经验，学校的几名教师与他们的学校导师联系在一起。

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.