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Increasing the achievement of students in Science, Technology, Engineering, and Mathematics (STEM) from early grades to college coursework continues to be at the forefront of educational transformations and research. There is a need for stakeholders at various levels of education to collaborate and confront the complexities of STEM teaching and learning, especially in areas like mathematics education. In recent decades, active learning in college mathematics coursework focusing on collaboration and inquiry-based learning has been proven to positively impact student learning outcomes and is transforming how students and faculty experience mathematics. Active learning environments also provide a unique opportunity to engage undergraduate learning assistants with faculty where they can support near-peer students and deepen their own understanding. Situated within a scholarship program interested in recruiting, retaining, and supporting future STEM teachers, researchers seek to understand what aspects of undergraduate student participation matter most their development and interest in STEM and teaching. In particular, this paper examines scholarship participants serving as learning assistants in active learning college mathematics classrooms to see where and how they find value in their experience. Implications of this research can inform faculty and university programs on how they might prioritize and transform learning opportunities for students to impact their current and future development in STEM and beyond. 

Mentoring is an important aspect of mathematics teacher education, and in particular, pre-service teacher education. Faculty at a large Midwestern university developed and refined a mentoring program designed to help pre-service secondary mathematics teachers, called Scholars, become future leaders in mathematics education. This paper describes how faculty mentors leveraged challenges in the mentoring program’s early stages based on their reflections and initial mentee outcomes to create a more effective mentoring program. Recommendations based on research and practice are provided for other university programs interested in mentoring future mathematics teachers.