Scholarships for Undergraduates to Reach Goals in Education (SURGE)

该奖学金项目为正在攻读数学学士学位的两个十名学生提供支持。根据经济需要，每个学生每年可获得最高10,000美元的奖学金，最长可持续三年。由于该机构的大部分学生是从两个地区的社区学院系统转学的，而且许多学生出于经济原因选择了这些社区学院，因此该项目的招聘工作主要集中在吸引来自这两个社区学院系统的有才华和有经济需要的学生。这个项目的智力价值在于一个全面的学术支持系统，该系统建立在现有的数学学习社区的基础上，以美国数学协会(MAA)的当地学生分会为基础。支持部分的核心是教师/同行/外部职业指导，确保导师与S-STEM学生每周互动。对于对S-STEM感兴趣的学生，根据他们的兴趣和时间表，还可以提供额外的特殊课程。这些项目有助于增强每个群体的社区意识，包括进行研究、在大学数学诊所工作、在当地公司实习、参加会议和开展社区服务。该项目的更广泛影响体现在它改善了达拉斯/沃斯堡地区有数学天赋和经济困难的学生的教育机会，特别是妇女和代表不足的少数族裔学生。特别是，招收学生的两个社区学院系统都有非常高的女性入学率(两个系统都超过50%)和少数民族学生(分别为53%和37%)。此外，由于这个项目的支持项目可以扩展到学院的其他学生，而且有广泛的教职员工参与和大学支持，这个具体项目的成功正在催化更广泛的部门努力，使所有数学专业的学生和许多其他学生受益。

This scholarship project provides support for two ten-student cohorts who are pursuing baccalaureate degrees in mathematics. Each student receives a scholarship of up to $10,000/year for up to three years, depending on financial need. Since most of the institution's students transfer from two area community college systems and many students choose these community colleges for financial reasons, the project is focusing its recruiting effort mainly on attracting talented and financially needy students from these two community college systems. The intellectual merit of this project lies in a comprehensive academic support system that builds on an existing mathematics learning community, anchored by the local student chapter of the Mathematical Association of America (MAA). The centerpiece of the support component is the faculty/peer/external career mentoring that ensures weekly interactions between mentors and the S-STEM students. Additional special programs are available for interested S-STEM students, depending on their interest and schedule. These programs help strengthen each cohorts' sense of community and include conducting research, working in a university Mathematics Clinic, taking internships at local companies, attending conferences, and performing community service. The project's broader impacts are felt in its improvement of educational opportunities for mathematically talented and financially needy students in the Dallas/Fort Worth area, particularly for women and underrepresented minority students. In particular, the two community college systems from which students are drawn have a very high enrollment of women (over 50% for both systems) and minority students (53% and 37%, respectively). Moreover, since the support programs for this project are extendable to other students at the institution, and broad faculty participation and university support are present, the success of this specific project is catalyzing a broader departmental effort that benefits all mathematics majors and many other students.