Preparing STEM Leaders at Rutgers University

提高对科学、技术、工程和数学(STEM)的持之以恒和保持能力，对于建设一支高素质的STEM员工队伍至关重要。罗格斯大学的这个项目将支持在STEM学科中制定严格和结构化的同行领导者培训计划：STEM领导力准备(PSL)计划。PSL计划将作为学术支持服务的典范，超越补习支持，创造一个学术和丰富的环境。这样的转变将为使用类似的积极、协作和以学生为中心的方法最大限度地发挥学术支持服务的潜力提供一个全国性的模式。内容知识、教学知识以及领导力和沟通技能在大学层面的互补发展将有助于培养一支装备更好的STEM员工队伍，因为这些参与者将为担任涉及指导、教学和培训他人的领导职位做好准备。此外，该项目将能够编制一套补充的有效和可靠的评估工具，以衡量同行领导者的认知和专业发展。对PSL计划的评估将确定成功的同行领袖培训所必需的具体标准，这些标准将作为罗格斯大学内外计划的标准。PSL计划将STEM内容、指导、沟通、领导力和小组促进方面的扩展培训与3学分、300级的教育学课程相结合，以创建一个全面的专业发展计划。PSL项目将使用定量和定性数据相结合的方式进行评估，以衡量参与者在内容知识和教学内容知识方面的学习收获，与学习科学有关的学生S态度和认识论信念的变化，工作表现的改善，以及领导力和沟通技能的发展。

Increasing persistence and retention in science, technology, engineering, and mathematics (STEM) is essential for building a highly qualified STEM workforce. This project at Rutgers University will support the development of a rigorous and structured peer leader training program in STEM disciplines: Preparation in STEM Leadership (PSL) Program. The PSL Program will serve as a model for academic support services that moves beyond remedial support to create an environment of scholarship and enrichment. Such a transformation will provide a national model for maximizing the potential of academic support services using similar active, collaborative, and student-centered methods. The complementary development of content knowledge, pedagogical knowledge, and leadership and communication skills at the college level will contribute to a better equipped STEM workforce because these participants will be prepared for leadership positions that involve mentoring, teaching, and training others. In addition, this project will enable the compilation of a set of complementary valid and reliable assessment instruments to measure the cognitive and professional development of peer leaders. The evaluation of the PSL Program will identify specific criteria essential for successful peer leader training, which will serve as standards for programs within and beyond Rutgers. The PSL Program will combine extended training in STEM content, mentoring, communication, leadership, and group facilitation with a 3-credit, 300-level pedagogy course to create a comprehensive professional development program. The PSL Program will be evaluated using a combination of quantitative and qualitative data to measure learning gains in participants' content knowledge and pedagogical content knowledge, changes in student?s attitudes and epistemological beliefs related to learning science, improvement in job performance, and the development of leadership and communication skills.