Mathematics Improvement Project for Underrepresented Students

数学改进项目（MIP）代表了一项集中的努力，以增加在德克萨斯大学圣安东尼奥分校（UTSA）主修科学，数学或工程的代表性不足的学生的数量，重点是他们成功完成大学代数和预微积分。该项目正在整合程序化结构，以促进教师培训、课程设计和教学实践的实施，旨在满足代表性不足的学生的特殊需求，并促进批判性思维和对数学概念的掌握。UTSA数学、计算机科学和统计学（MCSS）部门的四名教师作为MIP教师，正在设计和实施文化敏感的学习环境以及非传统的教学课程，以确保学生为21世纪的全球社区工作做好准备。虽然该项目对所有学生开放，但在大学代数和微积分预科课程中，代表性不足的学生成为了目标。通过与大学学生服务办公室的合作以及与当地学校和社区学院的正式联系，该项目正在为代表性不足的学生实施一套有效的招生、保留和成功完成MIP数学序列的系统。MIP的管道正在产生一种新的势头，使学生建立信心，并在技能上取得足够的进步，以确保在未来的数学课程中取得成功。总体目标是使本科生成功完成数学序列的比例至少提高20%

The Mathematics Improvement Project (MIP) represents a concentrated effort to increase the numbers of underrepresented students majoring in science, mathematics, or engineering at the University of Texas at San Antonio (UTSA) by focusing on their successful completion of College Algebra and Pre- calculus. The project is incorporating programmatic structures that facilitate faculty training, curricular design, and implementation of pedagogical practices designed to both meet the special needs of underrepresented students and to promote critical thinking and mastery of mathematical concepts. Four faculty within the Division of Mathematics, Computer Science, and Statistics (MCSS) at UTSA are working as MIP faculty and are designing and implementing a culture-sensitive learning environment as well as a non-traditional instructional curriculum to insure that students are prepared to work in the global community in the 21st century. Although the program is open to all students, underrepresented students enrolling in College Algebra and Pre-calculus are being targeted. Through collaboration with the university's Student Services offices and by formalizing ties with local schools and community colleges, this program is implementing an effective system of recruitment, retention, and successful completion of the MIP mathematics sequence for underrepresented students. MIP's pipeline is generating a new momentum which allows students to build confidence and to achieve an incremental gain in skills powerful enough to ensure success in future mathematics courses. The overall goal is to increase the rate of undergraduate students successfully completing the math sequence by at least 20%.***//