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：
2013563
负责人：
Mary Beisiegel
金额：
$ 85.59万
依托单位：
Oregon State University
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=2013563&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.

该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，从而服务于国家利益。为此，该项目将为 MGTA 提供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强化教学研讨会和两门专注于主动学习和包容性教学的课程，这种方法为 MGTA 提供了多年的扩展专业发展。提供的传统做法MGTA 仅在研究生院第一年进行培训，为了帮助培养他们的领导技能，经验丰富的 MGTA 将有机会担任新教师的导师。在该项目的五年内，将有超过 35,000 名本科生接受培训。预计在接下来的几年里，随着许多 MGTA 进入学术生涯，该项目将在俄勒冈州立大学实施，将有数以千计的学生接受这一多年的专业发展。因此，该项目将在多个背景下研究专业发展对 MGTA 教学态度和实践以及 MGTA 课程中本科生成功的影响。该项目将比较三个机构的成果，以产生有关 MGTA 专业发展的新知识，探索哪些内容在哪些情况下有效，并制定与 MGTA 教学实践相关的明确变革理论。该项目的目标是装备 MGTA。和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，通过基于本科数学教育和 MGTA 专业发展研究结果的专业发展计划，该项目将研究其效果。通过调查、课堂观察以及对 MGTA、其学生和受影响院系教师的访谈收集的数据，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化和持续，利用个人和组织的变革理论，该项目将产生关于专业发展计划是否、如何以及为何导致教学变革的新知识。这项工作将包括确定影响 MGTA 教学转型的个体因素，并探索抑制或支持可持续变革的部门和机构特征，对来自多个机构的数据进行多层次混合方法分析，以便进行丰富的比较，为 MGTA 专业发展提供信息。更广泛地说。该项目得到了 NSF IUSE:EHR 和 IUSE:HSI 项目的支持 NSF IUSE:EHR 项目支持研究和开发项目，以提高所有学生 STEM 教育的有效性。变革和改善高等教育机构和学科界的 STEM 教育 IUSE：西班牙裔服务机构计划（HSI 计划）旨在加强本科生 STEM 教育并建设 HSI 的能力。该奖项反映了 NSF 的法定使命。通过使用基金会的智力价值和更广泛的影响审查标准进行评估，并被认为值得支持。