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

基本信息

项目摘要

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.
未来几年美国面临的一个关键挑战是在科学、技术、工程和数学(STEM)领域招募和培养一支有竞争力的劳动力队伍。由于数学在 STEM 学科中发挥着至关重要的作用,因此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,学生获得 STEM 学位的困难通常归因于他们无法完成早期本科数学课程。这个与鲍林格林州立大学、南卡罗来纳大学哥伦比亚分校和西弗吉尼亚大学的合作项目将通过重点关注数学科学研究生导师(GSI)在教学和指导本科生方面的培训来解决这一重要的国家问题。尽管基于证据的结果表明,STEM 课程中学生学习成果的提高通常与教师使用以学生为中心的技术相关,但 GSI 通常采用传统的、以阐述为中心的方法教授数学入门课程,并且在如何使用以学生为中心的策略来提高整体教学质量方面接受的培训微乎其微。为了解决这个问题,该项目将探索培训数学科学 GSI 的全面同伴指导方法如何影响以学生为中心的课堂实践并提高学生的成功,特别是在早期本科数学课程中。这项合作将通过 NSF 拨款 1544342/1544346 全面扩展试点项目。该项目将产生持续的影响,因为很大一部分数学研究生不仅在研究生阶段就承担着教学责任,而且还将投入很大一部分劳动力专业责任来指导本科生。 该项目的根本目标是调查和支持数学科学 GSI 作为教育者的发展,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,项目团队将通过开发和审查以循证的、以学生为中心的教学实践为重点的指导课程和观察协议,扩大和研究上述试点项目的工作。反过来,该项目将通过同行指导支持形成一个实践社区。该项目的另一个目标是确定围绕在三个合作机构调整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伴辅导计划的有效性、影响和适应性,其中经验丰富的 GSI 接受培训,以指导、促进和支持一年级和二年级 GSI 基础数学课程的教学。这将涉及形成性评估以及在合作机构实施和完善该计划的多个周期。对这些实施周期的分析将为该培训结构对 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该计划相关的核心特征和必要标准。总体影响将是制定和调查战略和实践社区,以帮助培养数学教育工作者队伍,为加强 STEM 领域的本科学习和学位追求做好准备。

项目成果

期刊论文数量(5)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
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
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
Instructors, mentors, and students: A cross-comparison of perceptions of student-centered instruction.
教师、导师和学生:对以学生为中心的教学的看法的交叉比较。
CONNECTING OBSERVATION PROTOCOLS AND POST-OBSERVATION FEEDBACK
连接观察方案和观察后反馈
Bridging the Gap Between observation protocols and formative feedback
弥合观察方案和形成性反馈之间的差距
  • DOI:
    10.1007/s10857-020-09485-x
  • 发表时间:
    2021
  • 期刊:
  • 影响因子:
    2.1
  • 作者:
    Yee, S.;Deshler, J.;Rogers, K.;Petrulis, R.;Potvin, C.;Sweeney, J.
  • 通讯作者:
    Sweeney, J.
{{ item.title }}
{{ item.translation_title }}
  • DOI:
    {{ item.doi }}
  • 发表时间:
    {{ item.publish_year }}
  • 期刊:
  • 影响因子:
    {{ item.factor }}
  • 作者:
    {{ item.authors }}
  • 通讯作者:
    {{ item.author }}

数据更新时间:{{ journalArticles.updateTime }}

{{ item.title }}
  • 作者:
    {{ item.author }}

数据更新时间:{{ monograph.updateTime }}

{{ item.title }}
  • 作者:
    {{ item.author }}

数据更新时间:{{ sciAawards.updateTime }}

{{ item.title }}
  • 作者:
    {{ item.author }}

数据更新时间:{{ conferencePapers.updateTime }}

{{ item.title }}
  • 作者:
    {{ item.author }}

数据更新时间:{{ patent.updateTime }}

Jessica Deshler其他文献

Jessica Deshler的其他文献

{{ item.title }}
{{ item.translation_title }}
  • DOI:
    {{ item.doi }}
  • 发表时间:
    {{ item.publish_year }}
  • 期刊:
  • 影响因子:
    {{ item.factor }}
  • 作者:
    {{ item.authors }}
  • 通讯作者:
    {{ item.author }}

相似国自然基金

Research on Quantum Field Theory without a Lagrangian Description
  • 批准号:
    24ZR1403900
  • 批准年份:
    2024
  • 资助金额:
    0.0 万元
  • 项目类别:
    省市级项目
Cell Research
  • 批准号:
    31224802
  • 批准年份:
    2012
  • 资助金额:
    24.0 万元
  • 项目类别:
    专项基金项目
Cell Research
  • 批准号:
    31024804
  • 批准年份:
    2010
  • 资助金额:
    24.0 万元
  • 项目类别:
    专项基金项目
Cell Research (细胞研究)
  • 批准号:
    30824808
  • 批准年份:
    2008
  • 资助金额:
    24.0 万元
  • 项目类别:
    专项基金项目
Research on the Rapid Growth Mechanism of KDP Crystal
  • 批准号:
    10774081
  • 批准年份:
    2007
  • 资助金额:
    45.0 万元
  • 项目类别:
    面上项目

相似海外基金

Collaborative Research: Preparing Future Middle and High School Mathematics Teachers to Lead Productive Geometry Discussions using Web-Based Dynamic Geometry Technology Tools
合作研究:帮助未来初中和高中数学教师使用基于网络的动态几何技术工具引导富有成效的几何讨论
  • 批准号:
    2235338
  • 财政年份:
    2023
  • 资助金额:
    $ 11.04万
  • 项目类别:
    Standard Grant
Collaborative Research: Preparing Future Middle and High School Mathematics Teachers to Lead Productive Geometry Discussions using Web-Based Dynamic Geometry Technology Tools
合作研究:帮助未来初中和高中数学教师使用基于网络的动态几何技术工具引导富有成效的几何讨论
  • 批准号:
    2235393
  • 财政年份:
    2023
  • 资助金额:
    $ 11.04万
  • 项目类别:
    Standard Grant
Collaborative Research: Promoting Equity in Early Mathematics Education for Latinx Children in Head Start Programs
合作研究:在启蒙计划中促进拉丁裔儿童早期数学教育的公平性
  • 批准号:
    2224248
  • 财政年份:
    2023
  • 资助金额:
    $ 11.04万
  • 项目类别:
    Standard Grant
Collaborative Research: Promoting Equity in Early Mathematics Education for Latinx Children in Head Start Programs
合作研究:在启蒙计划中促进拉丁裔儿童早期数学教育的公平性
  • 批准号:
    2224247
  • 财政年份:
    2023
  • 资助金额:
    $ 11.04万
  • 项目类别:
    Continuing Grant
Collaborative Research: AMPS: Rare Events in Power Systems: Novel Mathematics, Statistics and Algorithms.
合作研究:AMPS:电力系统中的罕见事件:新颖的数学、统计和算法。
  • 批准号:
    2229011
  • 财政年份:
    2023
  • 资助金额:
    $ 11.04万
  • 项目类别:
    Standard Grant
Collaborative Research: Examining Elementary Mathematics Teachers' Behaviors and Learning with an Online Professional Development Platform
合作研究:利用在线专业发展平台检查小学数学教师的行为和学习
  • 批准号:
    2301274
  • 财政年份:
    2023
  • 资助金额:
    $ 11.04万
  • 项目类别:
    Continuing Grant
Collaborative Research: Conference: 2023-2025 Kansas Mathematics Graduate Student Conference
合作研究:会议:2023-2025年堪萨斯数学研究生会议
  • 批准号:
    2326561
  • 财政年份:
    2023
  • 资助金额:
    $ 11.04万
  • 项目类别:
    Standard Grant
Collaborative Research: Conference: 2023-2025 Kansas Mathematics Graduate Student Conference
合作研究:会议:2023-2025年堪萨斯数学研究生会议
  • 批准号:
    2326560
  • 财政年份:
    2023
  • 资助金额:
    $ 11.04万
  • 项目类别:
    Standard Grant
Collaborative Research: Exploring the Landscape of Rural Mathematics Education
合作研究:探索农村数学教育格局
  • 批准号:
    2246989
  • 财政年份:
    2023
  • 资助金额:
    $ 11.04万
  • 项目类别:
    Continuing Grant
Collaborative Research: Exploring the Landscape of Rural Mathematics Education
合作研究:探索农村数学教育格局
  • 批准号:
    2246990
  • 财政年份:
    2023
  • 资助金额:
    $ 11.04万
  • 项目类别:
    Continuing Grant
{{ showInfoDetail.title }}

作者:{{ showInfoDetail.author }}

知道了