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

2201486摘要来自STEM中代表性不足的背景的学生在成就和机会方面的差异得到了很好的记录，但仍然缺乏对如何处理这些知识以及如何衡量改进工作的影响的关注，而不仅仅是通过率和人口统计学。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，但教师往往没有接受过参与DEI工作或衡量其进展的专业培训，这可能导致他们脱离这些举措。实现数学本科专业的关键转型是一个二级，二级轨道ECR扩大参与STEM项目。该项目旨在开展基础研究，以确定最能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，并对数学入门课程和项目进行批判性改革。在数学入门课程中解决与DEI相关的问题对于扩大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群体的学生的数学体验，而且由于数学在学生的STEM职业、STEM身份和课堂归属感中发挥着重要作用，因此在这方面处于非常有利的地位。该项目建立在之前两项关于数学入门课程的国家研究的基础上，即“通过微积分取得进步”和“通过机构网络进行主动学习的学生参与数学”。研究人员可以利用这些现有的定量和定性数据，让关键利益相关者参与到改进周期中来。该项目旨在部署网络改进社区（NIC）模型，将三个本科数学系团队与教育研究人员合作，分析其本地数据，并与国家样本进行比较。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，同时进行重点研究，采访这些社区的学生、教师和教师，以告知部门转型努力，并授权网站开发持久变革所需的结构。从更广泛的意义上讲，该项目还将作为一个模型，帮助其他机构的成员，包括社区学院，以及其他STEM领域的成员，解决与STEM教育中DEI相关的经验和结果。本项目由美国国家科学基金会EHR核心研究（ECR）项目支持。ECR项目强调在该领域产生基础知识的基础STEM教育研究。投资在至关重要、广泛和持久的关键领域：STEM学习和STEM学习环境，扩大STEM参与，以及STEM劳动力发展。该项目支持积累有力的证据，为理解、建立理论来解释和提出干预措施和创新来解决持续存在的问题提供信息。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

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.