- Year 2016
- NSF Noyce Award # 1439904
- First Name G. Brock
- Last Name Williams
- Discipline Mathematics
- Co-PI(s)
Zenaida Aguirre-Munoz, Texas Tech, z.aguirre@ttu.edu; Jaclyn Canas, Texas Tech, jaclyn.e.canas@ttu.edu;
Tara Stevens, Texas Tech, tara.stevens@ttu.edu - Presenters
G. Brock Williams, Texas Tech, brock.williams@ttu.edu
Need
There is little literature on the use of self-determination theory to understand how an interest in teaching among undergraduates develops.
Goals
We are studying which factors serve to increase undergraduates interest in teaching. In particular, we are investigating the effect of tutoring experiences with autonomy support on levels of teaching interest and willingness to engage directly with middle school students.
Approach
Undergraduates were placed as assistants in a traditional classroom to determine their baseline level of teaching interest and willingness to actively engage students in learning activities. They were then placed in an autonomy supportive tutoring environment to measure how autonomy support affected their teaching interest and level of engagement.
Outcomes
Our work showed that autonomy supportive tutoring experiences were more effective in drawing students into the teach profession than placement in a traditional classroom.
The Texas Tech Dept of Mathematics and Statistics and College of Education are using these findings as we develop new pathways to teaching, including a new 5 year BA/MA program and a 2+1 program in cooperation with community colleges.
Broader Impacts
The undergraduates assisted with two summer outreach programs for middle school students, making a significant contribution to the programs success in attracting middle school students to STEM careers.
