MATH: EAGER: Collaborative Research: Implementing a Peer-Mentorship Model for Mathematics Graduate Student Instructors

数学：EAGER：协作研究：为数学研究生导师实施同伴指导模式

• 批准号: 1544342
• 负责人: Kimberly Rogers
• 金额: $ 16.67万
• 依托单位: Bowling Green State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-08-15 至 2017-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1544342&HistoricalAwards=false
• 关键词: MATH; EAGER; Collaborative; Research; Implementing

Undergraduate mathematics teachers of the future are the mathematics graduate students of today. A significant number of these graduate students will have careers which will involve a combination of teaching, advising, and research, and/or will be working in business, government, or industry. In fact, evidence suggests that a significant percentage of mathematics Ph.D. students will spend a substantial portion of their professional careers teaching undergraduate students at community colleges, 4-year colleges, and universities. In turn, many teach foundational undergraduate mathematics courses while they are still graduate students. Although these graduate student instructors (GSIs) are positioned to have a significant impact on the quality of instruction and student learning for these courses, they often lack the background and specific training to teach effectively. Moreover, faculty members' teaching practices and beliefs usually are related to the strategies, skills, practices, and knowledge they learned and applied while they were GSIs. This project will affect GSIs' current teaching practices as well as their practices and beliefs as potential future faculty members. Specifically, investigators from Bowling Green State University and the University of South Carolina will collaborate to create and investigate a graduate student mentorship model that will: (1) allow experienced GSIs to mentor protégé GSIs; (2) create an environment where GSIs have a support structure to enhance their teaching and understanding of student learning; and (3) help experienced and novice mathematics GSIs to increase their pedagogical knowledge base, stimulate their appreciation of mathematics education, and improve their teaching skills as future faculty. A main goal of the project is to provide professional development (PD) for GSIs that includes training experienced GSIs for mentoring protégé GSIs about teaching and student learning. After participating in PD workshops, mentor GSIs will observe, advise, and collaborate with protégé GSIs to improve foundational mathematics course pedagogy by providing protégés with resources and specific feedback to incorporate more student-centered teaching techniques. The GSI mentor model will allow for a sustainable, pay-it-forward design, bridging education and mathematics departments. Transformative knowledge on how to educate GSIs about effective teaching strategies (e.g. student-centered instruction) will be discovered, researched, analyzed, and disseminated. In particular, investigations will be conducted and results will be disseminated using the Carnegie Foundation methodology of Network Improvement Community Research. Using this methodology, other educational institutions will be able to pinpoint specific techniques for addressing their GSIs' needs without necessarily replicating the entire design. This study will lead to guidelines to develop the next generation of mathematicians proficient at, and appreciative of, mathematics education, and better prepared to enter the workforce, especially in positions where undergraduate teaching is an important component of their responsibilities.

未来的本科数学教师就是今天的数学研究生。这些研究生中有相当一部分将从事教学、咨询和研究的工作，或者将在商业、政府或工业部门工作。事实上，有证据表明，相当大比例的数学博士生将在他们的职业生涯中花费相当大的一部分时间在社区学院、四年制学院和大学教授本科生。反过来，许多人在还是研究生的时候就教授基础的本科数学课程。虽然这些研究生讲师（gsi）对这些课程的教学质量和学生学习有重大影响，但他们往往缺乏有效教学的背景和具体培训。此外，教师的教学实践和信念通常与他们在担任gsi期间学习和应用的策略、技能、实践和知识有关。这个项目将影响gsi目前的教学实践，以及他们作为潜在的未来教师的实践和信念。具体来说，鲍灵格林州立大学和南卡罗来纳大学的研究人员将合作创建和调查一个研究生指导模式，该模式将：(1)允许有经验的gsi指导原<s:1> gsi；(2)创造一个环境，使gsi有一个支持结构，以加强他们的教学和对学生学习的理解；(3)帮助有经验和新手的数学gsi增加他们的教学知识基础，激发他们对数学教育的欣赏，提高他们作为未来教师的教学技能。该项目的一个主要目标是为gsi提供专业发展（PD），其中包括培训有经验的gsi，以指导初级gsi的教学和学生学习。在参加PD研讨会后，导师gsi将观察、建议并与原<s:2> <s:2> <s:2> gsi合作，通过为原<e:2>提供资源和具体反馈，以融入更多以学生为中心的教学技巧，改善基础数学课程的教学方法。GSI导师模式将允许一个可持续的，提前支付的设计，桥梁教育和数学部门。将发现、研究、分析和传播关于如何教育gsi有效教学策略（例如以学生为中心的教学）的变革性知识。特别是，将进行调查，结果将使用卡内基基金会的网络改进社区研究方法进行传播。使用这种方法，其他教育机构将能够找到特定的技术来满足他们的gsi的需求，而不必复制整个设计。这项研究将为培养精通和欣赏数学教育的下一代数学家提供指导，并为进入劳动力市场做好更好的准备，特别是在本科教学是其职责的重要组成部分的职位上。

项目成果

Bridging the Gap: From Graduate Student Instructor Observation Protocol to Actionable Post-Observation Feedback

弥合差距：从研究生导师观察协议到可操作的观察后反馈

• 发表时间: 2019
• 期刊: Annual Conference on Research in Undergraduate Mathematics Education
• 作者: Yee, Sean;Deshler, Jessica;Rogers, Kimberly Cervello;Petrulis, Robert;Potvin, Christopher D.;Sweeney, James
• 通讯作者: Sweeney, James

Mathematics Graduate Student Instructor Observation Protocol (GSIOP): Development and Validation Study

数学研究生导师观察协议 (GSIOP)：开发和验证研究

• DOI: 10.1007/s40753-019-00106-4
• 发表时间: 2019
• 期刊: International Journal of Research in Undergraduate Mathematics Education
• 影响因子: 1.5
• 作者: Rogers, Kimberly Cervello;Petrulis, Robert;Yee, Sean P.;Deshler, Jessica
• 通讯作者: Deshler, Jessica

Interpreting Undergraduate Student Complaints about Graduate Student Instructors through the Lens of the Instructional Practices Guide

从教学实践指南的角度解读本科生对研究生导师的抱怨

• 发表时间: 2020
• 期刊: Proceedings of the Annual Conference on Research in Undergraduate Mathematics Education
• 作者: Yee, Sean P;Deshler, Jessica;Rogers, Kimberly Cervello;Papalia, Nicholas;Lamarche, Alicia
• 通讯作者: Lamarche, Alicia

Peer Mentoring Mathematics Graduate Student Instructors: Discussion Topics and Concerns

同伴指导数学研究生导师：讨论主题和关注点

• 发表时间: 2018
• 期刊: Annual Conference on Research in Undergraduate Mathematics Education
• 作者: Rogers, Kimberly Cervello;Yee, Sean
• 通讯作者: Yee, Sean