MATH:EAGER:Promoting Undergraduate Success in Early College Mathematics through Graduate Teacher Training (PSECM-GTT)

数学是所有STEM学科的核心部分，大学生在数学课程上的成功是培养下一代美国STEM专业人才日益增长的国家需求的重要组成部分。尽管如此，早期的本科数学课程往往是阻碍学生实现获得大学学位目标的看门人。科罗拉多大学丹佛分校（CU Denver）的“通过研究生教师培训促进大学早期数学的成功”项目将通过改进数学科学研究生助教（gta）的教学准备来解决这一关键的国家问题。该项目将特别关注如何采用更全面的方法来培训gta，从而影响他们的课堂实践并使学生受益，最终提高他们的成功率，特别是在本科早期数学课程中。此外，从社区学院到大型研究型大学，很大一部分博士毕业生的专业职责都集中在教授本科生上。通过提供一个包含多种组成部分的广泛研究生培训的有效模式，该项目将研究gta对整体本科教学和学生学习效率的影响。这种培训还将培养出一支数学科学教师队伍，他们将准备好提供周到、熟练和教学知识渊博的回应，以应对日益增长的挑战，使学生能够在大学早期数学方面取得成功。本计划将进行一项由多个部分组成的研究，目的是调查在gta完成强化的多部分教学和教学培训期间和之后对他们的影响。该项目将为科罗拉多大学丹佛分校数学与统计科学系GTA准备项目开发几个新的组成部分，这将为GTA提供：(1)基于相关文献对本科数学科学教学问题的深刻理解；(2)获得同伴和教师指导的机会；(3)提供同侪辅导的机会；(4)拓展机会，以便了解学生渠道。研究将包括对本科生表现和成功、留校率和满意度的数据分析，对GTA课堂观察的纵向定性和定量分析，对培训计划如何影响GTA对数学教学和学习的看法的检查，以及对同侪指导如何影响有经验的GTA在课堂内外的定性分析。该项目将提供一种可运输的模型和材料，可以被全国各地的数学科学项目采用和/或改编。

Mathematics is a central part of all STEM disciplines, and undergraduate success in mathematics courses is an increasingly critical piece of the growing national need to train the next generation of U.S. STEM professionals. Despite this, early undergraduate mathematics courses are often gatekeepers that prevent students from reaching their goals of obtaining a college degree. The Promoting Success in Early College Mathematics through Graduate Teacher Training project at the University of Colorado Denver (CU Denver) will address this critical national issue through improved teaching preparation for Graduate Teaching Assistants (GTAs) in the Mathematical Sciences. In particular, the project will focus on how a more comprehensive approach to training GTAs can impact their classroom practice and benefit their students, ultimately increasing success, particularly in early undergraduate mathematics courses. Further, a large proportion of PhD graduates, with appointments ranging from community colleges to large research universities, have a significant part of their professional responsibilities focused on teaching undergraduates. By providing an effective model of broad graduate student training that encompasses a wide variety of components, the project will study the impact on the overall undergraduate teaching and student learning effectiveness of the GTAs. This training will also result in a cadre of mathematical sciences faculty who will be prepared to provide thoughtful, skilled, and pedagogically knowledgeable responses to the growing challenges to enabling and supporting student success in early college mathematics. This project will conduct a multi-part research study with the intended purpose of investigating the impact on GTAs during and after the time they complete their enhanced multi-component instructional and pedagogical training. The project will develop several new components for the CU Denver Department of Mathematical and Statistical Sciences GTA preparation program, which will provide the GTAs with: (1) a deep understanding, grounded in relevant literature, of issues in undergraduate mathematical sciences instruction; (2) opportunities to be mentored by peers and faculty; (3) opportunities to provide peer-mentoring; and (4) outreach opportunities in order to gain an understanding of the student pipeline. Research will include analysis of data on undergraduate student performance and success, retention and satisfaction, a longitudinal qualitative and quantitative analysis of observations of GTA classrooms, an examination of how the training program impacts GTA perceptions of mathematics teaching and learning, and a qualitative analysis on how peer mentoring impacts the experienced GTAs both inside and outside of their classrooms. The project will provide a transportable model and materials that can be adopted and/or adapted by mathematical sciences programs across the country.