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

跨学科(99)这个项目是对国家科学基金会资助的项目的补充：“同行领导的团队学习：研讨会项目在全国的传播。”它的目的是更直接地解决两年制(社区)大学全面有效实施这一方法所面临的障碍。消除这些障碍并在两年制大学中最有效地实施这一项目非常重要，因为近40%的美国科学、数学、工程和技术课程本科生都在这些机构就读，许多人在转到四年制学院和大学完成学士学位之前，将在这个学术领域学习基础科学。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行带头的小组学习的讲习班模式可以大大加强全国的传播。两年制大学面临的一些障碍是两年制大学特有的，而另一些障碍则源于两年制大学学生的特点。本项目将解决的障碍包括：由于教育年限较短，学生领导流动率较高；学生兼职(或全职)就业的比例较高；与学业安排冲突的家庭责任水平较高；招收学生的学术背景往往较弱，从而减少了潜在团队领导的人数；许多学院缺乏开展有效的工作坊领导培训的能力；教员负担较重，从事适应和实施活动的时间较少；缺乏资源支付学生工作坊领导工资，向学生工作坊领导提供学分的机会较少；以及社区学院教师在参加专业会议时面临困难。该项目支持为社区大学教师举办的各种研讨会活动，包括在美国各地不同地点举办的12个为期一天的“免下车”研讨会，这些研讨会是专门为两年制大学的教师量身定做和缩短的。这12个工作坊将由两个教员团队管理，一个设在东海岸，另一个设在西海岸，在全国各地的两年制院校的校园里举行。该项目还支持社区学院教职员工参加母项目较长时间的研讨会的特别分组会议，并支持至少25名WPA(研讨会项目助理)的教育。WPA是一支准备从事进一步传播活动的教职员工队伍。

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.