HBCU Inter-Disciplinary Project-Based College Algebra Program

一个由得克萨斯州和路易斯安那州九所历史悠久的黑人学院和大学(HBCU)组成的联盟正在参与一项为期四年的创新计划，以开发一个新的跨学科、基于项目的大学代数课程，并改变围绕当前大学代数课程的文化。该联盟总部设在德克萨斯州休斯敦的德克萨斯南方大学，由三所大学、五所四年制学院和一所社区学院组成。联盟的学校包括德克萨斯南方大学、普莱里维尤农工大学、格拉姆林州立大学、休斯顿-蒂洛森学院、贾维斯基督教学院、保罗·奎恩学院、德克萨斯学院、威利学院和休斯顿社区学院系统中央学院。每所学校的参与都在一名当地协调员的指导下。大学代数是这些学校的基础数学课程，从某种意义上说，它是第一门获得学院或大学学分的数学课程。它是大多数专业和项目的必修课，而且它的注册人数是所有其他学分数学课程总和的三到四倍。该联盟的两个目标是：(1)开发一门新课程，该课程将(A)以项目为基础--由教师组成的跨学科团队开发的小组项目；(B)融入强大的技术成分；(C)培养沟通技能；以及(D)培养学生作为解决问题者的数学自尊和信心。(2)改变目前大学代数课程的文化。这将涉及(A)在联盟学校教授大学代数的每一位全职数学教师中培养对大学代数计划的主人翁意识和自豪感；(B)激励教师开发积极让学生参与自己学习的教学模式；(C)在需要大学代数作为其专业的学科的教师中培养对大学代数计划的参与感和责任感；以及(D)在减少班级规模、设备采购和计算机技术援助方面为新计划发展行政支持。项目评估的重点是与大学代数课程和大学代数课程相关的文化变化。

A consortium of nine Historically Black Colleges and Universities (HBCUs) in Texas and Louisiana is engaged in a four-year innovative initiative to develop a new inter-disciplinary, project based College Algebra program and to change the culture surrounding the present College Algebra courses. The Consortium, headquartered at Texas Southern University in Houston, Texas, comprises three universities, five four-year colleges, and a community college. The Consortium schools are Texas Southern University, Prairie View A & M University, Grambling State University, Huston-Tillotson College, Jarvis Christian College, Paul Quinn College, Texas College, Wiley College, and Central College of the Houston Community College System. Each school's involvement is under the direction of a Local Coordinator. College Algebra is the basic mathematics course in these schools in the sense that it is the first mathematics course to carry college or university credit. It is a prerequisite for the large majority of majors and programs and it has an enrollment that is three to four times as large as all other credit mathematics courses combined. The two goals of the consortium are to: (1) Develop a new course that will (a) be project-based-small group projects developed by inter-disciplinary teams of faculty members; (b) incorporate a strong technology component; (c) develop communication skills; and (d) develop students' mathematical self-esteem and confidence as problem solvers. (2) Change the culture surrounding the present College Algebra program. This will involve (a) developing a sense of ownership and pride in the College Algebra program in each member of the full-time mathematics faculty teaching College Algebra in the consortium schools; (b) energizing faculty to develop modes of instruction that actively engage students in their own learning; (c) developing a sense of involvement and responsibility for the College Algebra program on the part of faculty in disciplines that require College Alge bra for their majors; and (d) developing administrative support for the new program in terms of reduced class size, equipment purchase, and technical computer assistance. The project evaluation focuses on changes in the culture associated with the College Algebra Program and in the College Algebra course.