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，本科生在数学课程中的成功是培养下一代美国STEM专业人才的日益增长的国家需求的一个越来越重要的部分。尽管如此，早期的本科数学课程往往是阻止学生达到获得大学学位的目标的守门人。通过研究生教师培训项目促进早期大学数学的成功在科罗拉多丹佛大学（CU丹佛）将通过改进数学科学研究生助教（GTA）的教学准备来解决这个关键的国家问题。特别是，该项目将侧重于如何更全面的方法来培训GTA可以影响他们的课堂实践，使他们的学生受益，最终提高成功，特别是在早期的本科数学课程。此外，很大一部分博士毕业生，从社区学院到大型研究型大学，他们的职业责任很大一部分集中在本科生的教学上。通过提供一个有效的模式，广泛的研究生培训，包括各种各样的组件，该项目将研究对整体本科教学和学生的学习效果的GTA的影响。这种培训也将导致数学科学教师的干部谁将准备提供周到的，熟练的，和教学知识的应对日益增长的挑战，使和支持学生在早期大学数学的成功。该项目将进行一项多部分的研究，其目的是调查在一般临时助理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。该项目将开发几个新的组成部分，为数学和统计科学GTA准备计划的CU丹佛部门，这将提供GTA：（1）在相关文献的基础上，对本科数学科学教学问题的深刻理解;（2）由同行和教师指导的机会;（3）提供同行指导的机会;及（4）外展机会，以了解学生的输送管道。研究将包括对本科学生的表现和成功，保留和满意度，纵向定性和定量分析的观察GTA教室的数据分析，如何培训计划影响GTA的数学教学和学习的看法检查，以及如何同侪指导影响有经验的GTA的定性分析内外的教室。该项目将提供可移动的模型和材料，可供全国各地的数学科学项目采用和/或调整。

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.