Long Island Consortium for Mathematical Sciences Throughout the Curriculum

一个由长岛十所学院和大学的教员组成的联盟与纽约州立大学(SUNY)的系统一起，正在设计一个全面的、多方面的项目，以开发一个在数学课程和数学学科中相互联系学习的环境。该财团总部设在纽约州立大学石溪分校。其他联盟机构是：C.W.波斯特学院、道林学院、拿骚社区学院、纽约理工学院、圣约瑟夫学院、萨福克社区学院、法明代尔的纽约州立大学农业和技术学院、老韦斯特伯里的纽约州立大学学院和纽约州立大学-约克学院。在长岛开发的互联学习模式正在推广到整个纽约州立大学的实施(机构)，并积极向纽约州内外的其他机构传播。改进的学习环境有三个组成部分：(I)教学实践的系统变化，(Ii)创建新的课程和课程材料，以及(Iii)开发人力资源。该项目的相互联系包括：跨数量学科的教师之间在教学方面的协作和合作；不同类型机构中充满活力的教师之间的区域相互联系；以及将教学模式的变化与课程改革、教育技术和部门之间的教学协调相结合的增强效果。主要的计划活动包括：*改变教师和学生的教学模式；*在所有课程中广泛应用教育科技；*完成整个微积分序列的改革，并在微积分之前进行改革；*为未来的数学教师重新设计课程的各个方面，以反映NCTM标准的需要；*发展新的多学科课程；*通过开发适当的数学课程和其他以数学为导向的材料，满足学生在高级技术教育课程如工程和科学技术方面的需求；*协助在数量学科中代表性不足的群体；*发展统计和其他数学科学主题的统一课程，目前在多个系教授。这一系统变革项目涉及一个广泛的组织结构，包括：(I)每个机构的部门小组；(Ii)机构协调委员会；(Iii)联盟范围内的纪律委员会；以及(Iv)开发新课程等具体项目的工作队。

A consortium of faculty at ten colleges and universities on Long Island, in conjunction with the State University of New York (SUNY) system, is designing a comprehensive, multi- faceted project to develop an environment for interconnected learning in mathematics courses and in mathematically based disciplines. The consortium is headquartered at the State University of New York at Stony Brook. The other consortium institutions are: C. W. Post College, Dowling College, Nassau Community College, New York Institute of Technology, St. Joseph's College, Suffolk Community College, SUNY Agricultural and Technology College at Farmingdale, SUNY College at Old Westbury, and CUNY-York College. The model for interconnected learning developed on Long Island is being extended to SUNY-wide implementation (64 institutions), and actively disseminated to other institutions inside and outside New York state. The enhanced learning environment has three components: (i) systemic change in instructional practices, (ii) creation of new courses and curricular materials, and (iii) development of human resources. The interconnections in this project involve: Collaboration and cooperation in instruction among faculty across quantitative disciplines; Regional interconnectivity of energized faculty at different types of institutions; and The enhanced effect of combining change in modes of instruction with curricular reform, educational technology, and coordination of instruction among departments. Major project activities include: * Changing modes of faculty instruction and student learning; * Day-to-day and general coordination of instruction across the curriculum; * Extensive use of educational technology across the curriculum; * Completing reform throughout the calculus sequence and undertaking reform before calculus; * Reworking all aspects of the curriculum for future mathematics teachers to reflect the needs of the NCTM Standards; * Developing new multidiscipl inary courses; * Addressing student needs in Advanced Technological Education programs such as engineering and science technology through the development of appropriate mathematics courses and other mathematically oriented materials; * Assisting groups that are underrepresented in quantitative disciplines; * Developing unified courses in statistics and other mathematical sciences topics now taught in multiple departments. This project for systemic change involves an extensive organizational structure with (I) departmental teams at each institution, (ii) institutional coordinating committees; (iii) Consortium-wide disciplinary committees; and (iv) task forces for specific projects such as development of new courses.