Mathematics Improvement Project for Underrepresented Students

数学改进项目(MIP)是一项集中努力，旨在通过成功完成大学代数和微积分预科课程，增加德克萨斯大学圣安东尼奥分校(UTSA)科学、数学或工程专业的代表人数。该项目正在纳入方案结构，以促进教师培训、课程设计和实施教学实践，旨在满足代表不足的学生的特殊需求，并促进批判性思维和对数学概念的掌握。UTSA数学、计算机科学和统计部(MCSS)的四名教员正在担任MIP教员，他们正在设计和实施对文化敏感的学习环境以及非传统教学课程，以确保学生为21世纪的国际社会工作做好准备。尽管该项目对所有学生开放，但招收大学代数和微积分预科的人数不足的学生是目标。通过与大学学生服务办公室的合作以及与当地学校和社区学院的正式联系，该计划正在实施一种有效的招生、保留和成功完成MIP数学序列的系统，以帮助代表性不足的学生。MIP正在酝酿中，正在产生一种新的势头，使学生能够建立信心，并在足够强大的技能上实现增量增长，以确保在未来的数学课程中取得成功。总体目标是将本科生成功完成数学课程的比率提高至少20%。*/

The Mathematics Improvement Project (MIP) represents a concentrated effort to increase the numbers of underrepresented students majoring in science, mathematics, or engineering at the University of Texas at San Antonio (UTSA) by focusing on their successful completion of College Algebra and Pre- calculus. The project is incorporating programmatic structures that facilitate faculty training, curricular design, and implementation of pedagogical practices designed to both meet the special needs of underrepresented students and to promote critical thinking and mastery of mathematical concepts. Four faculty within the Division of Mathematics, Computer Science, and Statistics (MCSS) at UTSA are working as MIP faculty and are designing and implementing a culture-sensitive learning environment as well as a non-traditional instructional curriculum to insure that students are prepared to work in the global community in the 21st century. Although the program is open to all students, underrepresented students enrolling in College Algebra and Pre-calculus are being targeted. Through collaboration with the university's Student Services offices and by formalizing ties with local schools and community colleges, this program is implementing an effective system of recruitment, retention, and successful completion of the MIP mathematics sequence for underrepresented students. MIP's pipeline is generating a new momentum which allows students to build confidence and to achieve an incremental gain in skills powerful enough to ensure success in future mathematics courses. The overall goal is to increase the rate of undergraduate students successfully completing the math sequence by at least 20%.***//