权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

Collaborative Research: Mathematics Graduate Teaching Assistant Professional Development Focused on Implementation of Evidence-based Teaching Practices

协作研究：数学研究生助教专业发展注重实施循证教学实践

基本信息

批准号：
2013590
负责人：
Mary Pilgrim
金额：
$ 55.74万
依托单位：
San Diego State University Foundation
依托单位国家：
美国
项目类别：
Continuing Grant
财政年份：
2020
资助国家：
美国
起止时间：
2020-10-01 至 2025-09-30
项目状态：
未结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2013590&HistoricalAwards=false
关键词：
Collaborative Research Mathematics Graduate Teaching

项目摘要

This project aims to serve the national interest by preparing mathematics graduate teaching assistants (MGTAs) to implement teaching practices designed to improve the success of students in undergraduate mathematics courses. To this end, the project will provide MGTAs with a multi-year professional development program to help them implement evidence based teaching practices, including active learning. The professional development program will include an intensive teaching seminar and two courses focused on active learning and inclusive teaching. This approach, which provides MGTAs with extended professional development over multiple years, contrasts with the conventional practice of providing MGTA training only in their first year of graduate school. To help develop their leadership skills, experienced MGTAs will have the opportunity to serve as teaching mentors for newer peers. Over the five-year span of the project, more than 35,000 undergraduates will be taught by MGTAs who have received this multi-year professional development. It is expected that thousands more students will be served in the years that follow, as many of the MGTAs move into academic careers. The project will be implemented at Oregon State University, Virginia Commonwealth University, and San Diego State University. As a result, the project will have multiple contexts for examining the impact of the professional development on MGTA teaching attitudes and practices, as well as on the success of the undergraduates in the MGTAs’ classes. The project will compare outcomes at the three institutions to generate new knowledge about MGTA professional development, to explore what works in which contexts, and to develop an explicit theory of change related to MGTAs’ teaching practices. The goal of this project is to equip MGTAs with evidence-based teaching practices, such as the use of multiple representations, small group management, and reflective teaching, through a professional development program built on findings from research about both undergraduate mathematics education and MGTA professional development. The project will study the efficacy of this approach through data collected from surveys, classroom observations, and interviews with MGTAs, their students, and faculty in the impacted departments. These data will enable the project team to explore changes in MGTAs’ teaching practices and their commitment to evidence-based teaching practices, to understand how undergraduate students experience the participating MGTA’s classrooms, and to examine if and how the professional development program becomes formalized and sustained within the departments. Using individual and organizational theories of change, this project will generate new knowledge about whether, how, and why the professional development program results in instructional change. This work will include determining individual factors that impact MGTAs as they transform their teaching and exploring departmental and institutional characteristics that inhibit or support sustainable change. A multi-level mixed methods analysis of data from multiple institutions will allow for rich comparisons to inform MGTA professional development more broadly. This project was supported by the NSF IUSE:EHR and IUSE:HSI programs. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Institutional and Community Transformation track, the program supports efforts to transform and improve STEM education across institutions of higher education and disciplinary communities. The IUSE: Hispanic-Serving Institutions Program (HSI Program) aims to enhance undergraduate STEM education and build capacity at HSIs.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

本项目旨在通过培养数学研究生助教（mgta）来实施旨在提高学生在本科数学课程中的成功的教学实践，为国家利益服务。为此，该项目将为mgta提供一个多年的专业发展计划，帮助他们实施基于证据的教学实践，包括主动学习。专业发展计划将包括一个密集的教学研讨会和两门课程，重点是主动学习和包容性教学。这种方法为MGTA提供了多年的扩展专业发展，与传统做法形成鲜明对比，传统做法只在研究生院的第一年提供MGTA培训。为了帮助发展他们的领导能力，有经验的mgta将有机会担任新同学的教学导师。在五年的计划中，超过35,000名本科生将由获得这项多年专业发展的mgta教授。预计在接下来的几年里，随着许多mgta进入学术生涯，将有数千名学生得到服务。该项目将在俄勒冈州立大学、弗吉尼亚联邦大学和圣地亚哥州立大学实施。因此，该项目将在多个背景下研究专业发展对MGTA教学态度和实践的影响，以及对MGTA课堂上本科生的成功的影响。该项目将比较三所院校的成果，以获得有关MGTA专业发展的新知识，探索在什么情况下有效，并发展与MGTA教学实践相关的明确变革理论。该项目的目标是通过建立在本科数学教育和MGTA专业发展研究成果基础上的专业发展计划，为MGTA提供基于证据的教学实践，例如使用多重表示、小组管理和反思性教学。该项目将通过调查收集的数据、课堂观察、对受影响部门的mgta、他们的学生和教师的采访来研究这种方法的有效性。这些数据将使项目团队能够探索MGTA教学实践的变化及其对循证教学实践的承诺，了解本科生如何体验参与MGTA的课堂，并检查专业发展计划是否以及如何在部门内正式和持续。运用个人和组织的变革理论，这个项目将产生关于专业发展项目是否、如何以及为什么导致教学变革的新知识。这项工作将包括确定影响mgta转变教学的个人因素，并探索抑制或支持可持续变革的部门和机构特征。来自多个机构的多层次混合方法分析数据将允许进行丰富的比较，以更广泛地为MGTA专业发展提供信息。本项目由美国国家科学基金会IUSE:EHR和IUSE:HSI项目支持。NSF IUSE: EHR计划支持研究和开发项目，以提高所有学生STEM教育的有效性。通过机构和社区转型轨道，该计划支持高等教育机构和学科社区的STEM教育转型和改善。IUSE：西班牙裔服务机构计划（HSI计划）旨在加强本科STEM教育和HSI的能力建设。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。