From Undergraduate STEM Major to Enacting the NGSS

科罗拉多学习助理（LA）模式是全国公认的教师招聘和准备项目的标志，它每年举办一次全国研讨会，为期四年，以传播和扩大该项目。该项目扩大了现有的年度讲习班，以满足参加者不断变化的需求，并准备另外八名教员来领导新的区域讲习班。研讨会整合了K-12科学教育框架中阐述的横切概念、科学实践和工程设计（NRC, 2012）。将这些框架融入到研讨会中，有助于STEM教师更好地理解他们在为未来的K-12教师准备实施新标准方面的作用，方法是改变他们自己的本科课程，让学生积极参与建模、论证、从证据中提出主张和工程设计。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physstec项目和科罗拉多大学博尔德分校在2013年和2014年为全国研讨会提供资源，允许来自一系列机构的80名额外的数学、科学和工程教师直接体验洛杉矶模式，并学习如何在自己的校园中实施、适应、发展和维持一个项目。项目评价的重点是参加讲习班的长期影响，并有助于加强国际学习助理联盟内的网络。预计将启动10 - 12个新的STEM项目，许多现有项目将作为国家研讨会的结果扩展到新的STEM部门。讲习班参加者获得旅费补助，作为回报，他们每年提供数据，为期两年，以便评估讲习班的长期影响。在线调查提供的数据包括：每个机构在设立项目方面的进展情况、项目所在的院系、参与的教师人数、转变的课程数量、招聘的教师人数以及受影响学生的估计人数。这些数据提供了研讨会出席率与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招聘STEM教师的平均成本。匿名数据将提供给国际学习助理联盟的合作伙伴，以促进跨站点的合作研究和材料开发。2013年和2014年的全国研讨会培训了8名有管理洛杉矶项目经验的教师，为当地大学和社区学院的教师提供区域研讨会。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、科学和工程学院的教师以符合《框架》的方式改变他们的本科课程，从而为数万名本科生（以及数百名未来的教师）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，并接触STEM内容。通过洛杉矶模式，STEM教师参与了似乎很容易采用的课程转型过程，他们更加意识到教育多样性、公平和机会方面的问题，从而从根本上改变了一个部门和一个机构的教育方式，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.