From Undergraduate STEM Major to Enacting the NGSS

科罗拉多学习助理（LA）模式，被全国公认为一个标志性的教师招聘和准备计划，已经运行了四年，每年一次的全国研讨会，以传播和扩大该计划。该项目扩大了现有的年度讲习班，以满足参与者不断变化的需求，并为另外八名教员领导新的区域讲习班做好准备。研讨会课程整合了K-12科学教育框架（NRC，2012）中阐述的横向概念，科学实践和工程设计。将框架注入研讨会有助于STEM教师更好地了解他们在准备未来的K-12教师实施新标准方面的作用，通过积极让学生参与建模，论证，从证据中提出索赔和工程设计的方式来改造自己的本科课程。美国国家科学基金会（NSF）、霍华德休斯医学研究所（HHMI）、美国物理学会的PhysTEC项目和科罗拉多大学博尔德分校为2013年和2014年的国家讲习班提供了资源，使来自一系列机构的80名数学、科学和工程教师能够直接体验洛杉矶模式，并学习如何实施、适应、发展、并在他们自己的校园里维持一个项目。对该项目的评价侧重于参加讲习班的长期影响，并有助于努力加强国际学习助理联盟内的网络。预计将推出10 - 12个新的LA计划，并且由于国家研讨会，许多现有的计划将扩展到新的STEM部门。研讨会参与者将获得旅行赠款，作为回报，每年提供数据，为期两年，以便评估研讨会的长期影响。在线调查提供了有关每个机构在设立项目方面的进展、项目运行的部门、涉及的教师人数、改造的课程数量、招聘的教师人数以及受影响学生的估计数量的数据。这些数据提供了研讨会出席率和新项目开发之间的相关性，并允许计算每个受影响学生的国家成本以及每个STEM教师的平均成本。匿名数据提供给国际学习助理联盟的合作伙伴，以促进跨网站的合作研究和材料开发。2013年和2014年的国家讲习班培训了八名有经验的教师，为当地大学和社区学院的教师提供区域讲习班。这为通过LA模式招聘和准备教师以及从不同机构收集数据提供了更大的潜力。这个为期两年的项目有可能支持320名数学，科学和工程教师，因为他们以与框架一致的方式改造他们的本科课程，反过来又为成千上万的本科生（和数百名未来的教师）提供更多更好的机会，通过使用科学和工程实践来相互交流和使用STEM内容。STEM教师谁参加什么似乎是一个容易通过LA模式的课程转型过程，变得更加意识到教育的多样性，公平和访问导致教育的方式在一个部门和一个机构的根本转变的问题，最终导致持续的政策变化和公平，优质教育的共同愿景。

The Colorado Learning Assistant (LA) model, recognized nationally as a hallmark teacher recruitment and preparation program, has run a national workshop annually for four years to disseminate and scale the program. This project expands the existing annual workshop to address changing needs of participants and to prepare eight additional faculty members to lead new regional workshops. Workshop sessions integrate crosscutting concepts, scientific practices, and engineering design as articulated in the Framework for K-12 Science Education (NRC, 2012). Infusing the Frameworks into the workshop helps STEM faculty better understand their role in preparing future K-12 teachers to implement the new standards, by transforming their own undergraduate courses in ways that actively engage students in modeling, argumentation, making claims from evidence, and engineering design. The National Science Foundation (NSF), the Howard Hughes Medical Institute (HHMI), the American Physical Society's PhysTEC project, and University of Colorado-Boulder, provide resources for national workshops in 2013 and 2014 allowing 80 additional math, science, and engineering faculty from a range of institutions to directly experience the LA model and to learn ways to implement, adapt, grow, and sustain a program on their own campuses. Evaluation of the project focuses on long-term effects of workshop participation and contributes to efforts to strengthen networks within the international Learning Assistant Alliance. The launching of 10 - 12 new LA programs is anticipated, and many existing programs will expand into new STEM departments as a result of the national workshops.Workshop participants are awarded travel grants and in return, provide data each year for two years so that long-term impacts of the workshop can be evaluated. Online surveys provide data about each institution's progress in setting up a program, departments in which the program runs, number of faculty involved, number of courses transformed, numbers of teachers recruited, and estimated number of students impacted. These data provide correlations between workshop attendance and new program development, and allow the computation of national cost per impacted student as well as the average cost per STEM teacher recruited. Anonymous data are made available to International Learning Assistant Alliance partners to promote collaborative research and materials development across sites. The 2013 and 2014 national workshops train eight faculty members who have experience running LA programs to offer regional workshops for local university and community college faculty members. This provides even greater potential for teacher recruitment and preparation through the LA model and for data collection from diverse institutions. This two-year project has potential to support 320 math, science, and engineering faculty as they transform their undergraduate courses in ways consistent with the Frameworks, in turn affording tens of thousands of undergraduate students (and hundreds of future teachers) more and better opportunities to engage with each other and with STEM content through the use of scientific and engineering practices. STEM faculty who participate in what appears to be an easy to adopt process of course transformation through the LA model, become more aware of issues in educational diversity, equity, and access leading to fundamental transformations in the way education is done in a department and at an institution, ultimately leading to sustained policy changes and shared vision of equitable, quality education.