Collaborative Research: Mathematics Graduate Student Peer-Mentorship Program: Impact and Adaptability

合作研究：数学研究生同伴指导计划：影响力和适应性

• 批准号: 1725264
• 负责人: Kimberly Rogers
• 金额: $ 30.92万
• 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: 2017
• 资助国家: 美国
• 起止时间: 2017-08-01 至 2021-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1725264&HistoricalAwards=false
• 关键词: Collaborative; Research; Mathematics; Graduate; Student

A critical challenge facing the United States over the next several years is to recruit and prepare a competitive workforce in Science, Technology, Engineering, and Mathematics (STEM) fields. Because mathematics plays a crucial role in the STEM disciplines, student success in undergraduate mathematics courses is vital to this STEM workforce preparation. Yet, students' difficulties in obtaining a STEM degree often are attributed to their lack of being able to navigate through early undergraduate mathematics courses. This collaborative project with Bowling Green State University, the University of South Carolina at Columbia, and West Virginia University will address this important national issue by focusing on mathematical sciences graduate student instructor (GSI) training in teaching and mentoring undergraduates. Despite evidence-based results indicating that improved student learning outcomes in STEM courses often are correlated to instructors' use of student-centered techniques, GSIs typically teach introductory mathematics courses with traditional, exposition-centered methods and receive negligible training in how to use student-centered strategies to improve their overall quality of instruction. To counter this, the project will explore how a comprehensive peer mentoring approach to training mathematical sciences GSIs can impact their student-centered classroom practice and increase their students' success, particularly in early undergraduate mathematics courses. This collaborative effort will result in a comprehensive expansion of a piloted project through NSF grants 1544342/1544346. This project will have sustaining impact since a large percentage of mathematicals graduate students not only have instructional responsibilities while they are still graduate students, but also will devote a substantial portion of their workforce professional responsibilities instructing undergraduate students. An underlying goal of the project is to investigate and support development of mathematical sciences GSIs as educators who can engage and retain their undergraduate students through employment of student-centered techniques in the classroom. To address this goal, the project team will expand and study efforts on the aforementioned piloted project by developing and vetting a mentoring curriculum and observation protocol focused on evidence-based student-centered instructional practices. In turn, the project will generate a community of practice through peer mentoring support. An additional goal of the project is to determine the logistical and cultural issues surrounding adapting this peer-mentoring program at the three collaborating institutions. The researchers will employ a mixed methods approach to examine the efficacy, impact, and adaptability of their peer-mentoring program wherein experienced GSIs receive training to guide, facilitate, and support first- and second-year GSIs' teaching of foundational mathematics courses. This will involve formative evaluation and multiple cycles implementing and refining the program at the collaborating institutions. Analysis of these implementation cycles will provide evidence for the impact of this training structure on GSIs' teaching practices and will identify core features and necessary criteria associated with successfully implementing this program at different types of institutions. An overall impact will be the development and investigation of strategies and communities of practice to help develop a mathematics educator workforce that is prepared to enhance undergraduate learning and degree pursuit in STEM fields.

美国在未来几年面临的一个关键挑战是在科学、技术、工程和数学（STEM）领域招募和准备一支有竞争力的劳动力。由于数学在STEM学科中起着至关重要的作用，学生在本科数学课程中的成功对于STEM劳动力的准备至关重要。然而，学生在获得STEM学位方面的困难往往归因于他们缺乏通过早期本科数学课程的能力。这个与保龄球绿色州立大学，哥伦比亚的南卡罗来纳州大学和西弗吉尼亚大学的合作项目将通过专注于数学科学研究生导师（GSI）培训教学和指导本科生来解决这个重要的国家问题。尽管基于证据的结果表明，STEM课程中学生学习成绩的提高通常与教师使用以学生为中心的技术有关，但GSI通常使用传统的以展览为中心的方法教授入门数学课程，并且在如何使用以学生为中心的策略以提高其整体教学质量方面接受的培训微不足道。为了解决这个问题，该项目将探讨如何全面的同伴指导方法来培训数学科学GSI可以影响他们以学生为中心的课堂实践，并提高学生的成功，特别是在早期的本科数学课程。这项合作努力将通过NSF赠款1544342/1544346全面扩展试点项目。这个项目将有持续的影响，因为很大比例的实习研究生不仅有教学责任，而他们仍然是研究生，但也将投入他们的劳动力专业责任的很大一部分指导本科生。 该项目的一个基本目标是调查和支持数学科学GSI的发展，作为教育工作者，他们可以通过在课堂上采用以学生为中心的技术来吸引和留住本科生。为了实现这一目标，项目小组将扩大和研究上述试点项目的努力，制定和审查一个指导课程和观察协议，重点是以证据为基础的以学生为中心的教学实践。反过来，该项目将通过同侪指导支持形成一个实践社区。该项目的另一个目标是确定在三个合作机构调整这一同行指导计划的后勤和文化问题。研究人员将采用混合方法来检查其同行指导计划的有效性，影响和适应性，其中经验丰富的GSI接受培训，以指导，促进和支持第一年和第二年GSI基础数学课程的教学。这将涉及形成性评估和多个周期在合作机构实施和完善该计划。对这些实施周期的分析将为这种培训结构对GSI教学实践的影响提供证据，并将确定与在不同类型的机构成功实施这一方案相关的核心特征和必要标准。总体影响将是战略和实践社区的发展和调查，以帮助发展一支准备加强STEM领域本科学习和学位追求的数学教育工作者队伍。

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

CONNECTING OBSERVATION PROTOCOLS AND POST-OBSERVATION FEEDBACK

连接观察方案和观察后反馈

• 发表时间: 2019
• 期刊: Proceedings of the 46th Annual Meeting of the Research Council on Mathematics Learning
• 作者: Yee, S.;Deshler, J.;Rogers, K.
• 通讯作者: Rogers, K.

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