EMSW21-MCTP: Nebraska Mentoring through Critical Transition Points

EMSW21-MCTP：内布拉斯加州通过关键过渡点的指导

• 批准号: 0838463
• 负责人: Thomas Marley
• 金额: $ 222.57万
• 依托单位: University of Nebraska-Lincoln
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-06-01 至 2015-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0838463&HistoricalAwards=false
• 关键词: EMSW21; MCTP; Nebraska; Mentoring; through

AbstractUniversity of Nebraska - LincolnThe Nebraska Mentoring through Critical Transition Points (MCTP) project, hosted by the University of Nebraska ? Lincoln Department of Mathematics, targets three critical transition periods in preparation of mathematicians:? The transition from freshman level mathematics classes to undergraduate research,? The transition from undergraduate to graduate level mathematics, and? The transition from advanced graduate work to the early years of an academic position.This proposal strives to identify key transition points and to exploit previous successes in providing mentoring at these key points. The results of these efforts have been widely advertised and disseminated in the past, and the plan for future dissemination is sound. In particular, several of these programs seem like they could be adapted at other institutions; the idea of forging partnerships between four-year colleges and research universities is an obvious one, but one that has not been sufficiently explored elsewhere. The programs outlined in this proposal offer clear guidance to institutions considering such partnerships. Combine this role as a resource with the inclusion of pre-grads from institutions other than UNL, the nationwide recruitment in UNL?s Intensive Mathematics: A Mentoring, Education, and Research Experience, and the broad participation of undergraduate women in the Conference for Undergraduate Women in Mathematics, and the breadth of the impact of this proposal is clear.This project is being co-funded by DMS and EPSCoR.

内布拉斯加州大学林肯分校由内布拉斯加州大学主办的内布拉斯加州通过关键过渡点指导(MCTP)项目。林肯数学系的目标是培养数学家的三个关键过渡期：？从大一的数学课过渡到本科生的研究，？从本科生到研究生水平的数学过渡，以及？从高级研究生工作到学术职位初期的过渡。这项建议努力找出关键的过渡点，并利用以前在这些关键点上提供指导的成功经验。这些努力的成果在过去得到了广泛的宣传和传播，未来的传播计划也是健全的。特别是，其中几个项目似乎可以被其他机构改编；在四年制学院和研究型大学之间建立合作伙伴关系的想法是显而易见的，但在其他地方还没有得到充分的探索。该提案中概述的方案为考虑建立这种伙伴关系的机构提供了明确的指导。将这一角色作为一种资源纳入UNL以外的机构的预科生，在UNL的全国范围内招募？S数学密集课程：一种指导、教育和研究经验，以及本科生女性广泛参与数学本科女性会议，这一建议的影响范围是显而易见的。该项目由DMS和EPSCoR共同资助。