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

本项目是美国国家科学基金会资助项目“同行领导的团队学习：工作坊项目的全国传播”的补充。它旨在更直接地解决两年制（社区）大学充分有效地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该项目，因为近40%的美国本科生就读于这些机构的科学、数学、工程和技术课程，许多人在转到四年制学院和大学完成学士学位之前，将在这个学术部门学习基础科学。鉴于社区大学人口的规模和多样性，在社区大学层面成功实施以同伴为主导的团队学习的研讨会模式可以大大促进全国范围内的传播。两年制大学面临的一些障碍是两年制大学特有的，而另一些则源于两年制大学学生的特点。在这个项目中要解决的障碍是：由于受教育时间较短，学生领袖的高流失率，学生兼职（或全职）工作的发生率较高，与学业安排相冲突的家庭责任水平较高，入学学生的学术背景往往较弱，从而减少了潜在团队领导者的数量，许多大学缺乏开展有效工作坊领导者培训的能力。教师的教学负担加重，使得从事适应和实施活动的时间更少，缺乏支付学生研讨会负责人的资源，向学生研讨会负责人提供学术学分的机会更少，以及社区学院教师在参加专业会议方面面临困难。该项目为社区大学教师提供各种研讨会活动，包括在美国各地为两年制大学教师量身定制和缩短的一系列为期12天的“免下车”研讨会。这12个研讨会将由两组教师管理，一组来自东海岸，另一组来自西海岸，并在全国两年制院校的校园里举行。该项目还支持社区大学教师参加家长项目的较长工作坊的特别分组会议，并支持至少25名wpa（工作坊项目助理）的教育。工作助理是准备从事进一步传播活动的教员骨干。

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.