Long Island Consortium for Mathematical Sciences Throughout the Curriculum

长岛10所学院和大学的一个教师联盟与纽约州立大学（SUNY）系统合作，正在设计一个全面的、多方面的项目，以开发一个数学课程和数学学科相互联系学习的环境。该财团总部设在斯托尼布鲁克的纽约州立大学。其他联盟机构是：C。W.波斯特学院、道林学院、拿骚社区学院、纽约理工学院、圣约瑟夫学院、萨福克社区学院、法明代尔的纽约州立大学农业和技术学院、旧韦斯特伯里的纽约州立大学学院和纽约市立大学-约克学院。在长岛开发的互联学习模式正在扩大到整个纽约州立大学实施（64个机构），并积极传播到纽约州内外的其他机构。 强化学习环境有三个组成部分：㈠教学实践的系统变革，㈡创建新课程和教材，㈢开发人力资源。本项目的互连包括： 跨定量学科教师之间的教学协作与合作;在不同类型的机构充满活力的教师的区域互联性;和教学模式的变化与课程改革，教育技术和部门之间的教学协调相结合的增强效果。 主要项目活动包括： * 改变教师教学和学生学习的模式; * 对整个课程的教学进行日常和一般协调; * 在整个课程中广泛使用教育技术; * 在整个微积分序列中完成改革，在微积分之前进行改革; * 为未来的数学教师重新制定课程的各个方面，以反映NCTM标准的需要; * 开发新的多学科课程; * 通过开发适当的数学课程和其他面向数学的材料，满足学生在工程和科学技术等高级技术教育课程中的需求; * 帮助在数量学科中代表性不足的群体; * 开发统一的统计学课程和其他数学科学主题，现在在多个部门教授。 这一系统性改革项目涉及广泛的组织结构，其中包括：（一）每个机构的部门小组;（二）机构协调委员会;（三）全联合体纪律委员会;以及（四）具体项目工作队，如编制新课程。

A consortium of faculty at ten colleges and universities on Long Island, in conjunction with the State University of New York (SUNY) system, is designing a comprehensive, multi- faceted project to develop an environment for interconnected learning in mathematics courses and in mathematically based disciplines. The consortium is headquartered at the State University of New York at Stony Brook. The other consortium institutions are: C. W. Post College, Dowling College, Nassau Community College, New York Institute of Technology, St. Joseph's College, Suffolk Community College, SUNY Agricultural and Technology College at Farmingdale, SUNY College at Old Westbury, and CUNY-York College. The model for interconnected learning developed on Long Island is being extended to SUNY-wide implementation (64 institutions), and actively disseminated to other institutions inside and outside New York state. The enhanced learning environment has three components: (i) systemic change in instructional practices, (ii) creation of new courses and curricular materials, and (iii) development of human resources. The interconnections in this project involve: Collaboration and cooperation in instruction among faculty across quantitative disciplines; Regional interconnectivity of energized faculty at different types of institutions; and The enhanced effect of combining change in modes of instruction with curricular reform, educational technology, and coordination of instruction among departments. Major project activities include: * Changing modes of faculty instruction and student learning; * Day-to-day and general coordination of instruction across the curriculum; * Extensive use of educational technology across the curriculum; * Completing reform throughout the calculus sequence and undertaking reform before calculus; * Reworking all aspects of the curriculum for future mathematics teachers to reflect the needs of the NCTM Standards; * Developing new multidiscipl inary courses; * Addressing student needs in Advanced Technological Education programs such as engineering and science technology through the development of appropriate mathematics courses and other mathematically oriented materials; * Assisting groups that are underrepresented in quantitative disciplines; * Developing unified courses in statistics and other mathematical sciences topics now taught in multiple departments. This project for systemic change involves an extensive organizational structure with (I) departmental teams at each institution, (ii) institutional coordinating committees; (iii) Consortium-wide disciplinary committees; and (iv) task forces for specific projects such as development of new courses.