A Planning Conference and Workshop On preparing Mathematics Graduate Students For Careers Teaching and Advising Undergraduates

题目：为数学科学研究生的职业生涯做准备的计划会议/研讨会教学、建议和指导本科生明天的大学数学科学教师就是今天的数学科学研究生。这些研究生中有相当一部分将从事工作，包括教学、研究、咨询和/或在工业或政府工作。然而，有证据表明，大多数数学科学专业的研究生——尤其是博士研究生——后来将把他们职业生涯的很大一部分时间花在教授本科生上，包括在社区学院、四年制学院和大学，许多人在还是研究生的时候就教授本科生。人们普遍赞赏和理解，数学科学教师为研究生的研究生涯做好了准备，但教师和管理人员也认识到，全国各地的数学科学院系都需要做更有力的工作，让研究生为最有可能成为他们关键专业活动之一的工作做好准备：本科教学。本次会议/研讨会（以下简称研讨会）的目的是解决如何让数学科学研究生成为成功的本科生教师和导师的问题，并让研究生有能力为数学科学本科生和其他STEM专业的学生提供有关各种职业选择（包括研究生院）的有用和相关的建议。研讨会的主要目标是识别和讨论现有的模型，制定改善整体现状的计划，并考虑将这些计划传播给研究生数学科学部门的方法。另外一个目标是为数学科学界提供信息和建议。研讨会的成果将是一份关于全国研究生数学科学项目最佳实践和实现最佳实践方法的报告。本次研讨会将介绍当前成功项目的例子，讨论的问题包括：(1)培养数学科学（和其他STEM）研究生欣赏和理解高等教育机构本科教学和学习重要性的最佳方式是什么？(2)数学科学研究生如何准备好了解数学本科专业的职业选择-不涉及数学研究生学习的选择？(3)数学科学（和其他STEM）部门在职前教师准备和在职专业发展方面可以做些什么？与此相一致，我们从现有的职前教师项目中学到了什么？(4)我们如何让关键教师对促进K-12扩展和入门级本科数学教育感兴趣并参与其中？(5)研究生应该如何参与技术作为教学工具的学习和使用？与此相关，哪些技术已被证明对加强教与学有用？如何有效地使用这些技术以最大限度地发挥影响？(6)有哪些有效的技巧可以帮助背景不足的本科生在大学数学和统计学课程中取得成功？(7)我们如何鼓励关键的有影响力的（研究）教师有兴趣促进研究生参与这些问题，作为他们整体研究生培训的一部分。

Title: A Planning Conference/Workshop On Preparing Mathematical Sciences Graduate Students For Careers Teaching, Advising, and Mentoring UndergraduatesThe college mathematical sciences teachers of tomorrow are the mathematical sciences graduate students of today. A significant number of these graduate students will have workforce careers which involve a mix of teaching, research, advising, and/or working in industry or government. However, evidence suggests that most mathematical sciences graduate students - especially, Ph.D. students - later will spend a substantial portion of their professional careers teaching undergraduate students, including at community colleges, 4-year colleges, and universities, and many teach undergraduates while they are still graduate students. There is general appreciation and understanding that mathematical sciences faculty members prepare graduate students well for research careers, but there is also an understanding among faculty and administrators of the national need for mathematical sciences departments across the country to do a more robust job of preparing graduate students for most likely what will be one of their key professional activities: undergraduate teaching. The purpose of this conference/workshop (henceforth, workshop) will be to address this issue of preparing mathematical sciences graduate students to be successful teachers and mentors of undergraduate students as well as prepare graduate students to be equipped to provide useful and relevant advice to undergraduate mathematical sciences and other STEM majors regarding various career options, including graduate school.The main goals of the workshop will be to recognize and discuss extant models and develop plans for improving the overall current situation, and to consider methods for disseminating these plans to graduate mathematical sciences departments. An additional goal will be to provide information and suggestions to the mathematical sciences community. A deliverable of the workshop will be a report on best practices and ways to achieve best practices in graduate mathematical sciences programs across the nation. Examples of current successful programs will be noted, and the questions that will be addressed at the workshop include: (1) What is the best way to train mathematical sciences (and other STEM) graduate students to appreciate and understand the importance of undergraduate teaching and learning at post-secondary institutions? (2) How can mathematical sciences graduate students be prepared to know about career options for undergraduate mathematics majors - options that do not involve graduate study in mathematics? (3) What can mathematical sciences (and other STEM) departments be doing in the area of pre-service teacher preparation and in-service professional development? In line with this, what have we learned from existing pre-service teachers programs to inform us? (4) How can we get key faculty interested in and engaged in promoting K-12 outreach and introductory undergraduate mathematics education? (5) How should graduate students be involved in the learning and employment of technologies as a teaching and learning tool? In connection with this, what are the technologies which have been shown to be useful in enhancing teaching and learning and what are the efficient and effective uses of these technologies to maximize impact? (6) What are effective techniques for preparing undergraduate students with deficient backgrounds to be successful in college mathematics and statistics courses? (7) How do we encourage key influential (research) faculty to be interested in promoting the involvement of graduate students with these issues as part of their overall graduate student training.