Achieving Critical Transformations in Undergraduate Programs in Mathematics (ACT UP Math)

实现数学本科课程的关键转变（ACT UP 数学）

• 批准号: 2201486
• 负责人: Wendy Smith
• 金额: $ 150万
• 依托单位: University of Nebraska-Lincoln
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-07-01 至 2025-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2201486&HistoricalAwards=false
• 关键词: Achieving; Critical; Transformations; Undergraduate; Programs

2201486 AbstractThe disparity in achievement and access for students from backgrounds that are underrepresented in STEM are well documented, but there remains a lack of attention to what to do with this knowledge and how to measure the impact of improvement efforts beyond pass rates and demographics. While many university mathematics departments value providing diverse, equitable, and inclusive (DEI) student experiences, the faculty often do not have the professional training to engage with DEI work or measure its progress, which can lead to disengagement from these initiatives. Achieving Critical Transformation in Undergraduate Programs of Mathematics is a Level II, Track II ECR Broadening Participation in STEM project. This project aims to conduct foundational research to identify the mechanisms and structures that best support mathematics stakeholders in making data-informed decisions to promote DEI and critically transform introductory mathematics courses and programs. Addressing issues relating to DEI in introductory mathematics courses are important to broadening participation in STEM disciplines. Mathematics departments are not only capable of engaging in these issues and improving the mathematics experiences for students from underrepresented populations but are significantly well-positioned to do so because of the elevated role that mathematics plays in students’ STEM careers, STEM identities, and sense of belonging in the classroom.This project builds on the strength of two prior national studies of introductory mathematics programs, Progress through Calculus and Student Engagement in Mathematics through an Institutional Network for Active Learning. Researchers can leverage this existing body of quantitative and qualitative data to engage key stakeholders in improvement cycles. This project aims to deploy a Networked Improvement Community (NIC) model to bring together three undergraduate mathematics department teams in partnership with educational researchers to analyze their local data, in comparison to the national sample. Utilizing a NIC framework, researchers will provide professional development and technical assistance to the department team, along with focused research to interview students, faculty, and instructors across these communities to inform departmental transformation efforts, as well as empower sites to develop the structures needed for lasting change. In a broader sense, this project will also serve as a model to assist members of other institutions, including community colleges, and other STEM fields working to address experiences and outcomes related to DEI in STEM education.This project is supported by NSF's EHR Core Research (ECR) program. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field. Investments are made in critical areas that are essential, broad, and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development. The program supports the accumulation of robust evidence to inform efforts to understand, build theory to explain and suggest interventions and innovations to address persistent.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

2201486摘要来自STEM中代表性不足的背景的学生在成绩和入学机会方面的差距得到了很好的记录，但仍然缺乏对如何利用这些知识以及如何衡量通过率和人口统计以外的改进努力的影响的关注。虽然许多大学数学系重视提供多样化、公平和包容性(DEI)的学生体验，但教职员工往往没有接受过参与DEI工作或衡量其进展的专业培训，这可能导致脱离这些倡议。在数学本科课程中实现关键转型是一个第二级、第二轨道ECR扩大STEM项目参与的项目。该项目旨在进行基础性研究，以确定最好地支持数学利益相关者做出数据知情决策的机制和结构，以促进DEI并对入门数学课程和计划进行批判性转变。在数学入门课程中处理与Dei有关的问题，对于扩大对STEM学科的参与非常重要。数学系不仅有能力参与这些问题并改善来自代表性不足人群的学生的数学体验，而且由于数学在学生的STEM职业生涯、STEM身份认同和课堂归属感中的作用得到提升，因此他们处于非常有利的地位。这个项目建立在之前两项关于入门数学项目的全国性研究的基础上，即通过微积分的进步和通过主动学习的机构网络的学生参与数学。研究人员可以利用这些现有的定量和定性数据，让关键的利益相关者参与改进周期。该项目旨在采用网络改进社区(NIC)模式，将三个本科生数学系团队聚集在一起，与教育研究人员合作，分析他们的本地数据，并与全国样本进行比较。利用NIC框架，研究人员将为部门团队提供专业发展和技术援助，并进行重点研究，以采访这些社区的学生、教师和教师，为部门转型努力提供信息，并授权网站开发持久变化所需的结构。在更广泛的意义上，该项目也将作为一个典范，帮助其他机构的成员，包括社区学院和其他STEM领域的成员，致力于解决STEM教育中与DEI相关的经验和成果。该项目得到了NSF的EHR核心研究(ECR)计划的支持。ECR计划强调基础STEM教育研究，以产生该领域的基础知识。在基本、广泛和持久的关键领域进行投资：STEM学习和STEM学习环境，扩大STEM的参与，以及STEM劳动力发展。该计划支持积累强有力的证据，为理解、构建理论以解释和建议干预措施和创新以应对持续存在的努力提供信息。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。