Collaborative Research: A National Consortium for Synergistic Undergraduate Mathematics via Multi-Institutional Interdisciplinary Teaching Partnerships (SUMMIT-P)

合作研究：通过多机构跨学科教学伙伴关系建立协同本科数学国家联盟（SUMMIT-P）

• 批准号: 1625142
• 负责人: Suzanne Doree
• 金额: $ 23.79万
• 依托单位: Augsburg University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-09-15 至 2022-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1625142&HistoricalAwards=false
• 关键词: Collaborative; Research; National; Consortium; Synergistic

In conjunction with the Committee on Curriculum Renewal Across the First Two Years (CRAFTY) of the Mathematical Association of America (MAA), a consortium of eleven institutions will collaborate to revise and improve the curriculum for lower division undergraduate mathematics courses. A key element of these innovations will be interdisciplinary partnerships, with partner disciplines directly involved in decisions about curricular needs. Collectively, the consortium will impact over 52,000 undergraduate students and 200 college faculty from a wide array of disciplines through implementing major recommendations from the MAA Curriculum Foundations (CF) Project and changing the undergraduate mathematics curriculum in ways that support improved STEM learning for all students while building the STEM workforce of tomorrow. The project will also foster a network of cross-disciplinary faculty in order to promote community and institutional transformation through shared experiences and ideas for successfully creating functional interdisciplinary partnerships within and across institutions. Materials and ideas generated by the curricular changes and the interdisciplinary collaborative process will be widely disseminated through workshops at national conferences, two journal special issues, extensive publications, and open webinars. This project will be based on research about the needs of partner disciplines, as identified in a series of 22 workshops organized by CRAFTY. At each of the eleven participating institutions in the project, mathematics and partner discipline faculty will collaborate to better understand the CF recommendations, determine how these recommendations can be used to effectively improve the content of affected courses, introduce modifications in pilot sections, work with a central evaluation team to measure the effectiveness of new approaches (especially as it pertains to students from underrepresented groups), offer workshops and support for instructors using these new curricula (locally, regionally, and nationally), and scale-up these new offerings within the consortium and through dissemination to additional campuses. The central evaluation will yield extensive, consistently-collected data to accurately determine the effects of innovative partnerships and resulting curricular changes. Additionally, the project will contribute significantly to the Faculty Learning Communities (FLC) knowledge-base and generate a greater understanding of the interdisciplinary nature of mathematics within the broader undergraduate curriculum.

与美国数学协会（MAA）的前两年课程更新委员会（CRAFTY）一起，一个由11个机构组成的财团将合作修改和改进低年级本科数学课程的课程。这些创新的一个关键因素将是跨学科的伙伴关系，与伙伴学科直接参与有关课程需求的决定。总的来说，该联盟将通过实施MAA课程基础（CF）项目的主要建议，并以支持所有学生改善STEM学习的方式改变本科数学课程，同时建立明天的STEM劳动力，影响来自各个学科的52，000多名本科生和200名大学教师。该项目还将培养一个跨学科教师网络，通过分享经验和想法，促进社区和机构转型，成功地在机构内和机构间建立功能性跨学科伙伴关系。课程变化和跨学科合作过程产生的材料和想法将通过全国会议研讨会，两个期刊特刊，广泛的出版物和开放式网络研讨会广泛传播。该项目将以关于合作学科需求的研究为基础，这些需求是在CRAFTY组织的22个系列讲习班中确定的。在该项目的11个参与机构中，数学和合作学科的教师将合作，以更好地理解CF的建议，确定如何利用这些建议来有效地改进受影响课程的内容，在试点部分进行修改，与中央评估小组合作，以衡量新方法的有效性（特别是涉及代表性不足群体的学生），为使用这些新课程的教师提供讲习班和支持（地方、区域和国家），并在联合会内扩大这些新课程，并向更多的校园传播。中央评估将产生广泛的，一致收集的数据，以准确地确定创新的伙伴关系和由此产生的课程变化的影响。此外，该项目将大大有助于教师学习社区（FLC）的知识基础，并在更广泛的本科课程中更好地理解数学的跨学科性质。