The 2023 Gulf States Math Alliance Conference and Faculty Development Workshop

该项目服务于国家利益，致力于扩大数学科学中代表性不足和服务不足的学生的参与。具体而言，该项目将组织2023年年度海湾国家数学联盟（GSMATH）会议，并提供教师发展研讨会，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顿的德克萨斯南方大学举行。 会议由GSMATH组织，GSMATH是一个区域数学联盟，覆盖德克萨斯州，路易斯安那州和密西西比州，包括超过25个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的教师导师的积极和强大的网络。从六个先前的GSMATH会议的建设，预计将有125名学生参加会议，另外25名教师也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。 主题演讲，小组讨论，学生海报会议，以及研究生和本科生计划公平将为学生提供网络，提问和接受指导的多种机会。 教师研讨会将侧重于公平地支持学生，因为他们从2年制和4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参与和促进数学科学公平的努力。这反过来又有可能改善STEM教育和跨学科学生的学术成果。像“我希望我在研究生院之前知道什么”，“数学职业道路（学术和非学术）”和“本科专业的研究机会”这样的小组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学生攻读数学科学学士和研究生学位的起点。教师发展研讨会不仅使教师能够全年协作指导这些学生，而且还将解决DEI（多样性，公平性和包容性）中的重要问题，从CC到四年制本科学习的关键过渡，以及从本科到研究生学习。教师发展也将加强参与机构之间的联系，支持整个学科的导师响应社区的增长。HSI计划旨在加强本科STEM教育，扩大STEM的参与，并建立HSI的能力。实现这些目标，鉴于HSIs的多样性和背景，需要创新的方法，激励机构和社区转型，促进基础研究（i）参与学生学习，（ii）关于如何有效地使STEM多样化和增加参与，以及（iii）该奖项反映了NSF的法定使命，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。

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.