Peer-Led Team Learning: National Dissemination by the Workshop Project

跨学科（99）本项目是对NSF支持的项目的补充：“同行领导的团队学习：通过研讨会项目进行国家传播。“它的目的是更直接地解决两年制（社区）学院充分有效实施这种方法所面临的障碍。重要的是要解决这些障碍，并在两年制大学中最大限度地有效实施这一项目，因为近40%的美国本科生就读于科学，数学，工程和技术课程，这些机构，许多人将采取他们的基础科学在这一学术部门转移到四年制学院和大学完成学士学位。鉴于社区学院人口的规模和多样性，在社区学院一级成功实施同侪领导的团队学习的讲习班模式，可以大大加强全国传播。两年制大学面临的一些障碍是两年制大学特有的，而另一些则来自于参加两年制大学的学生的特点。在这个项目中要解决的障碍是学生领袖的高流动性，由于较短的教育时间，兼职的高发生率，学生中的（或全职）就业，与学业安排相冲突的更高水平的家庭责任，入学学生的学术背景往往较弱，这减少了潜在的团队领导者，许多学院缺乏能力开展有效的讲习班领导人培训，教员教学负担加重，从事适应和实施活动的时间减少，缺乏支付学生讲习班领导人工资的资源，向学生讲习班领导人提供学分的机会减少，以及社区学院教师参加专业会议所面临的困难。该项目支持社区学院教师的各种研讨会活动，包括在美国各地的不同地点举办的一系列为期12天的“免下车”研讨会，这些研讨会是专门为两年制学院的教师量身定制和缩短的。这12个研讨会将由两个教师团队管理，一个位于东海岸，另一个位于西海岸，并在全国各地的两年制机构的校园内举行。该项目还支持社区学院教师参加家长项目的长期研讨会的特别分组会议，并支持至少25个WPA（研讨会项目协会）的教育。WPA是准备从事进一步传播活动的教师骨干。

Interdisciplinary (99) This project is a supplement to the NSF supported project: "Peer-Led Team Learning: National Dissemination by the Workshop Project." It is designed to address more directly the barriers that confront fully effective implementation of this approach by two-year (community) colleges. It is important to address these barriers and achieve maximally effective implementation of this project in two-year colleges because nearly 40% of U.S undergraduates enrolled in science, mathematics, engineering, and technology courses are attending these institutions, and many will take their basic science in this academic sector before transferring to 4-year colleges and universities to complete baccalaureate degrees. Given the size and diversity of the community college population, national dissemination of the workshop model of peer-led team learning can be greatly enhanced by successful implementation at the community college level. Some of the barriers faced by two year colleges are idiosyncratic to 2-year colleges, while others derive from the characteristics of students attending 2-year colleges. The barriers that will be addressed in this project are the high turnover of student leaders due to shorter spells of education, the high incidence of part-time (or full-time) employment among students, higher levels of family responsibilities which conflict with academic scheduling, the often weaker academic backgrounds of entering students which reduces the pool of potential team leaders, the lack of capability to carry out effective workshop leader training in many colleges, heavier teaching loads of faculty leaving less time to engage in adaptation and implementation activities, a lack of resources to pay student workshop leaders and less opportunity to offer academic credit to student workshop leaders, and difficulties faced by community college faculty in attending professional conferences. This project is supporting a variety of workshop activities for community college faculty, including a series of 12 one-day "drive-in" workshops at different sites around the U.S. specially tailored and shortened for faculty in two-year colleges. These 12 workshops will be managed by 2 teams of faculty, one East Coast and the other West Coast based, and are being held on the campuses of 2-year institutions across the nation. This project is also supporting special breakout sessions for community college faculty attending the longer workshops of the parent project and supporting the education of at least 25 WPAs (Workshop Project Associates). WPAs are a cadre of faculty who are prepared to engage in further dissemination activities.