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，对于培养下一代美国STEM专业人员的日益增长的全国需求来说，本科数学课程的成功越来越重要。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守门人。科罗拉多大学丹佛分校(CU Denver)的通过研究生教师培训促进早期大学数学的成功项目将通过改善数学科学研究生教学助理(GTA)的教学准备来解决这一关键的全国性问题。特别是，该项目将侧重于更全面的GTA培训方法如何影响他们的课堂实践并使他们的学生受益，最终增加成功，特别是在早期本科数学课程中。此外，从社区学院到大型研究型大学的博士毕业生中，有很大一部分的职业责任主要集中在教授本科生上。通过提供一个涵盖各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对整体本科生教学和学生学习效果的影响。这项培训还将培养一支数学科学教师队伍，他们将准备好提供有思想、有技能、有教学知识的回应，以应对在帮助和支持学生在早期大学数学中取得成功所面临的日益增长的挑战。该项目将进行一项多部分的研究研究，目的是调查在完成强化的多组成部分教学和教学培训期间和之后对GTA的影响。该项目将为CU Denver数学和统计科学系GTA准备计划开发几个新的组成部分，这将为GTA提供：(1)基于相关文献的对本科数学科学教学问题的深刻理解；(2)得到同行和教员指导的机会；(3)提供同行指导的机会；以及(4)扩大机会，以了解学生的来源。研究将包括对本科生表现和成功、保持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，检查培训计划如何影响GTA对数学教学和学习的看法，以及定性分析同行指导如何影响课堂内外经验丰富的GTA。该项目将提供一种可运输的模型和材料，可供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.