LABT-Learning Assistants Become Teachers

LABT-学习助理成为老师

• 批准号: 1136412
• 负责人: David Erickson
• 金额: $ 120万
• 依托单位: University of Montana
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-02-01 至 2020-01-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1136412&HistoricalAwards=false
• 关键词: LABT; Learning; Assistants; Become; Teachers

Through the Learning Assistants Become Teachers (LABT) project, the University of Montana (UM) in partnership with the Missoula County Public Schools is recruiting thirty individuals to complete baccalaureate degrees in mathematics, chemistry, biology, geosciences, environmental science, computer science, or physics and providing them up to three years of scholarship support to complete their STEM degree and earn secondary teacher licensure.The LABT project is designed to transform the culture of mathematics and science teacher preparation on the UM campus through the recruitment of STEM undergraduates to become assistants in large section mathematics and science courses. The students work in pairs, and with faculty and graduate assistants, to engage other undergraduates as peer tutors and this provides them with experiences as facilitators of learning in anticipation of becoming teachers in middle and high school classrooms. Additionally, the Learning Assistant model is being extended into elementary and secondary schools where the Noyce Scholars assist master teachers in high-need school districts. Noyce Scholars are being prepared to work in western Montana communities, which are rural and represent a diversity of cultures, including different Native American tribes. The goals of the LABT project are to:1. design a recruitment and Noyce Scholarship award strategy that increases the number of middle/high school mathematics and science teachers entering the profession prepared to teach effectively in rural and frontier areas;2. improve the quality of education for Noyce scholars by instituting a summer field science workshop and an academic year pedagogy seminar;3. improve the quality of education for both Noyce scholars and undergraduate students in targeted mathematics and science courses by using Noyce scholars as Learning Assistants (peer mentors using supportive teaching strategies); and4. establish a culture at UM that engages faculty, graduate students, and undergraduates in the learning of mathematics and science content through research-based teaching.The LABT is characterized by freshmen and sophomore summer internships, modifications to courses in which Learning Assistants work, pedagogy seminars, mentoring by master teachers, and online wiki and Moodle mentoring of Noyce Scholars as they transition into the early years of their teaching careers. Freshmen and sophomore summer internships in ecological field placements serve as a first exposure to teaching, while serving as one recruitment mechanism for Noyce Scholars. Semester-long pedagogy seminars for all Learning Assistants, graduate teaching assistants, and faculty interested in the model or teaching within the targeted courses will be provided. STEM courses in which Learning Assistants are used are being customized to include greater use of small-group work and questioning techniques that encourage mathematical and scientific discourse, including challenging assumptions, revealing contradictions and constructing new understandings. Participating faculty recruit Learning Assistants from the best and brightest former students so that subsequent course offerings become transformed through the use of these Noyce Scholars.Increasing the number, quality, and diversity of mathematics and science teachers with majors in STEM disciplines ensures a depth of content knowledge which, when linked to the skill set developed as Learning Assistants, provides novice teachers with a solid foundation for success in the teaching profession. As the LABT project focuses specifically on preparing future mathematics and science teachers for success in rural/frontier areas of the west, and high-need reservation areas, persistent patterns in which these areas are educationally underserved are being thwarted.

通过学习助理成为教师 (LABT) 项目，蒙大拿大学 (UM) 与米苏拉县公立学校合作，正在招募 30 名个人来完成数学、化学、生物学、地球科学、环境科学、计算机科学或物理，并为他们提供长达三年的奖学金支持，以完成 STEM 学位并获得中学教师执照。LABT 项目旨在通过招募 STEM 来改变 UM 校园的数学和科学教师培训文化本科生成为大型数学和科学课程的助理。学生们与教师和研究生助理结对工作，邀请其他本科生作为同伴导师，这为他们提供了作为学习促进者的经验，以期成为初中和高中课堂的教师。 此外，学习助手模式正在扩展到小学和中学，诺伊斯学者在高需求学区协助大师级教师。 诺伊斯学者正准备在蒙大拿州西部社区工作，这些社区是农村地区，代表着多种文化，包括不同的美洲原住民部落。 LABT 项目的目标是：1．设计招聘和诺伊斯奖学金奖励策略，以增加进入该行业准备在农村和边疆地区进行有效教学的初中/高中数学和科学教师的数量；2．通过举办夏季实地科学讲习班和学年教学研讨会，提高诺伊斯学者的教育质量；3．通过使用诺伊斯学者作为学习助手（使用支持性教学策略的同伴导师），提高诺伊斯学者和本科生在有针对性的数学和科学课程中的教育质量；和4。在密歇根大学建立一种文化，让教师、研究生和本科生通过研究型教学学习数学和科学内容。LABT 的特点是大一和大二暑期实习、学习助理工作课程的修改、教学研讨会、大师级教师的指导，以及诺伊斯学者在进入教学生涯早期时的在线维基和 Moodle 指导。 生态领域实习的新生和大二暑期实习是第一次接触教学，同时也是诺伊斯学者的招募机制之一。 将为所有学习助理、研究生助教以及对目标课程中的模型或教学感兴趣的教师提供为期一个学期的教学研讨会。 使用学习助手的 STEM 课程正在进行定制，以包括更多地使用小组工作和提问技巧，鼓励数学和科学讨论，包括挑战假设、揭示矛盾和构建新的理解。 参与的教师从最优秀、最聪明的前学生中招募学习助理，以便通过使用这些诺伊斯学者来改变后续的课程设置。增加 STEM 学科专业的数学和科学教师的数量、质量和多样性，确保内容的深度当这些知识与作为学习助理开发的技能相结合时，可以为新手教师在教学职业中取得成功奠定坚实的基础。 由于 LABT 项目专门致力于为未来的数学和科学教师在西部农村/边境地区和高需求保留地区取得成功做好准备，因此这些地区教育服务不足的持续模式正在受到阻碍。