The 2023 Gulf States Math Alliance Conference and Faculty Development Workshop

该项目服务于国家利益，致力于扩大来自代表性不足和服务不足人群的学生对数学科学的参与。具体地说，该项目将组织海湾国家数学联盟(GSMATH)2023年年会，并提供教师发展讲习班，以支持参与机构的数学教师使用协作指导策略。GSMATH会议将于2023年2月24日至26日在德克萨斯州休斯敦的德克萨斯南方大学举行。这次会议是由GSMATH组织的，GSMATH是一个覆盖德克萨斯州、路易斯安那州和密西西比州的地区性数学联盟，其中包括一个活跃而强大的教师导师网络，这些导师来自25个以上的HSI(西班牙裔服务机构)、HBCU(历史上的黑人学院和大学)以及其他服务于不同学生群体的机构。在之前六次GSMATH会议的基础上，预计将有125名学生参加会议，另外25名教职员工也将参加教师发展研讨会。会议将提供多个会议，重点是揭开数学科学本科学位课程的神秘面纱。主旨演讲、小组讨论、学生海报会议以及研究生和本科生项目博览会将为学生提供多种机会来建立网络、提出问题和接受指导。教师研讨会的重点将是公平地支持学生从两年制和四年制大学成长为研究生教育或劳动力。GSMATH会议将直接促进扩大数学科学的参与和促进公平的努力。这反过来又有可能改善跨学科学生的STEM教育和学术成果。“我希望自己在研究生院之前知道什么”、“数学职业发展之路(学术和非学术)”和“本科生的研究机会”等专题讨论将允许参与的学生从教师和有经验的同行那里获得建议。社区大学数学教师和学生的参与是GSMATH会议的一个关键因素，因为两年制大学是许多攻读数学科学学士和研究生学位的学生的起点。教师发展研讨会不仅将使教师能够全年协作指导这些学生，而且还将解决从CCS到四年制本科课程以及从本科生到研究生课程的重要问题。教师发展还将加强参与机构之间的联系，支持跨学科的响应性导师社区的发展。HSI计划旨在加强本科生STEM教育，扩大STEM的参与，并建设HSIS的能力。考虑到HSIS的不同性质和背景，实现这些目标需要创新的方法来激励机构和社区的变革，并促进基础研究(I)关于参与式学生学习，(Ii)关于如何有效地多样化和增加对STEM的参与，以及(Iii)提高我们对如何在HSI建设机构能力的理解。这一奖项反映了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。

This project serves the national interest by working to broadening participation of students from underrepresented and underserved populations in the mathematical sciences. Specifically, this project will organize the 2023 Annual Gulf States Math Alliance (GSMATH) Conference and offer a faculty development workshop to support the use of collaborative mentoring strategies by mathematics faculty at participating institutions. The GSMATH Conference will be held at Texas Southern University in Houston, Texas during February 24-26, 2023. The conference is organized by GSMATH, which is the regional mathematics alliance covering the states of Texas, Louisiana, and Mississippi that includes an active and strong network of faculty mentors in over 25 HSIs (Hispanic Serving Institutions), HBCUs (Historically Black Colleges and Universities), and other institutions that serve a diverse population of students. Building from six prior GSMATH conferences, it is anticipated that 125 students will attend the conference with an additional 25 faculty also participating in the faculty development workshop. The conference will provide multiple sessions centered on demystifying the pathways through undergraduate degree programs in the mathematical sciences. Keynote speakers, panel discussions, a student poster session, and a graduate and undergraduate program fair will provide multiple opportunities for students to network, ask questions, and receive mentoring. The faculty workshop will focus on equitably supporting students as they grow from 2-year and 4-year colleges into graduate education or the workforce. The GSMATH conference will directly contribute to efforts to broaden participation and promote equity in the mathematical sciences. This, in turn, has potential to improve STEM education and academic outcomes for students across disciplines. Panels like “What I wish I knew Before Graduate School”, “Math Career Pathways (Academic and Non-Academic)", and “Research Opportunities for Undergraduate Majors” will allow participating students to get advice from faculty and experienced peers. The involvement of community college mathematics faculty and students is a critical element of the GSMATH conference, as 2-year colleges are a starting point for many students pursuing bachelor’s and graduate degrees in the mathematical sciences. The faculty development workshop will not only enable faculty to collaboratively mentor those students throughout the year but will also address important issues in DEI (Diversity, Equity, and Inclusion), critical transition from CCs to four-year undergraduate studies, and from undergraduate to graduate studies. Faculty development will also strengthen connections between participating institutions, supporting the growth of a responsive community of mentors across the discipline. The HSI Program aims to enhance undergraduate STEM education, broaden participation in STEM, and build capacity at HSIs. Achieving these aims, given the diverse nature and context of the HSIs, requires innovative approaches that incentivize institutional and community transformation and promote fundamental research (i) on engaged student learning, (ii) about what it takes to diversify and increase participation in STEM effectively, and (iii) that improves our understanding of how to build institutional capacity at HSIs are supported by this program.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.