INCLUDES DDLP: Creating Opportunities in the Mathematical Sciences through Equity and INclusion (COME-IN)

包括 DDLP：通过公平和包容性创造数学科学机会 (COME-IN)

• 批准号: 2304106
• 负责人: Scott Wolpert
• 金额: $ 59.99万
• 依托单位: University of Maryland, College Park
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-10-01 至 2025-09-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2304106&HistoricalAwards=false
• 关键词: INCLUDES; DDLP; Creating; Opportunities; Mathematical

To strengthen the economic and technological future of the U.S., there is a need to increase the number of well-trained STEM (science, technology, engineering, and mathematics) students at universities and colleges. This must occur while the number of college-aged students in the U.S. is decreasing. Thus, relying on just serving the types of students who have majored in STEM fields in the past is inadequate. Instead, there is a need to recruit and retain students who have not typically studied STEM disciplines. This can be achieved through diversity, inclusion, and broadening participation (DIB) efforts. Yet, colleges and universities will never fully address DIB challenges unless they are addressed in mathematics and statistics. Mathematics and statistics departments impact essentially every STEM student who enters the university. Given the mathematical sciences' departments unique role in educating essentially all students who enter higher education, it is crucial for all STEM disciplines that the mathematical sciences address DIB issues in STEM education. To do this, TPSE Math (Transforming Post-Secondary Education Math) will pilot a two-year DIB Math/Stat Leadership Institute to train mathematicians and statisticians as DIB consultants and provide support to mathematics and statistics departments to work on a DIB improvement project. The DIB Math/Stat Leadership Institute will facilitate mathematics and statistics departments in higher education in developing environments that are more diverse and inclusive while broadening participation. This will impact a broad group of individuals connected with the department including undergraduate students, graduate students, post-docs, faculty, and staff, of different races, ethnicities, gender identities, nationalities, and disability status. Also, this will involve a diverse set of departments such as those at two-year, four-year principally undergraduate institutions, and research-intensive institutions. Because of their enormous service role, mathematics and statistics departments impact essentially every STEM student who enters a college or university. To help these departments successfully advance their efforts toward diversity, inclusion, and broadening participation in STEM education, TPSE Math created a set of resources tailored to the mathematical sciences, called the COME-IN tool. COME-IN was developed in partnership with the AAAS SEA Change initiative. In this project, TPSE Math plans a 2-year DIB Math/Stat Leadership Institute as a pilot to test the viability of small departmental teams using the COME-IN DIB tools along with math/stat DIB consultants as catalysts for transformational change in mathematical sciences departments. This DIB Math/Stat Leadership Institute will consist of four interrelated components: building a foundation to improve DIB efforts in mathematical sciences departments, training DIB consultants, establishing a community and network of institutions working in collaboration on DIB improvements in the mathematical sciences communities, and evaluating these efforts. TPSE Math will continue to partner with the AAAS SEA Change initiative and partner with math/stat professional organizations such as the Mathematics Association of America and the NSF INCLUDES National Network. The long-term vision is to pilot, test, modify, and expand the DIB Math/Stat Leadership Institute, which will establish the resulting program as a model for the mathematical sciences communities to improve DIB efforts. This project is funded by NSF’s Eddie Bernice Johnson Inclusion across the Nation of Communities of Learners of Underrepresented Discoverers in Engineering and Science (INCLUDES) Initiative, which seeks to motivate and accelerate collaborative infrastructure building to advance and sustain systemic change to broaden participation in STEM at scale.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.

为了加强美国的经济和技术未来，有必要增加大学和学院中训练有素的STEM（科学、技术、工程和数学）学生的数量。这必须发生在美国大学适龄学生人数减少的时候。因此，仅仅依靠服务于过去主修STEM领域的学生类型是不够的。相反，有必要招募和留住那些通常没有学习STEM学科的学生。这可以通过多样性，包容性和扩大参与（DIB）的努力来实现。然而，学院和大学将永远不会完全解决DIB的挑战，除非他们在数学和统计解决。数学和统计部门基本上影响每一个进入大学的STEM学生。鉴于数学科学系在教育基本上所有进入高等教育的学生方面的独特作用，数学科学解决STEM教育中的DIB问题对所有STEM学科至关重要。为此，TPSE数学（转变中学后教育数学）将试行为期两年的DIB数学/统计领导学院，以培训数学家和统计学家作为DIB顾问，并为数学和统计部门提供支持，以开展DIB改进项目。DIB数学/统计领导研究所将促进高等教育中的数学和统计部门在发展环境中更加多样化和包容性，同时扩大参与。这将影响与部门，包括本科生，研究生，博士后，教师和工作人员，不同种族，民族，性别认同，国籍和残疾状况的个人连接的广泛群体。此外，这将涉及一套不同的部门，如那些在两年制，四年制主要本科院校，和研究密集型机构。 由于其巨大的服务作用，数学和统计部门基本上影响每一个进入学院或大学的STEM学生。为了帮助这些部门成功地推进他们在STEM教育的多样性，包容性和扩大参与方面的努力，TPSE数学创建了一套针对数学科学的资源，称为COME-IN工具。COME-IN是与AAAS SEA Change倡议合作开发的。在这个项目中，TPSE数学计划为期2年的DIB数学/统计领导研究所作为试点，以测试小型部门团队的可行性，使用COME-IN DIB工具沿着与数学/统计DIB顾问作为数学科学部门转型变革的催化剂。这个DIB数学/统计领导研究所将包括四个相互关联的组成部分：建立一个基础，以改善DIB在数学科学部门的努力，培训DIB顾问，建立一个社区和机构网络，在数学科学社区合作改善DIB，并评估这些努力。TPSE Math将继续与AAAS SEA Change倡议合作，并与美国数学协会和NSF INCLUDES National Network等数学/统计专业组织合作。长期愿景是试点，测试，修改和扩大DIB数学/统计领导研究所，这将建立由此产生的计划作为数学科学界的典范，以改善DIB的努力。该项目由NSF的Eddie伯尼采约翰逊在工程和科学领域代表性不足的发现者的学习者社区的全国包容性资助（包括）倡议，该奖项旨在激励和加速协作基础设施建设，以推进和维持系统性变革，从而扩大对STEM的大规模参与。该奖项反映了NSF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。