EMSW21-MCTP: Mentorship Through Research: A Model for an Emerging Urban American University

亚利桑那州立大学（ASU）为期三年的“通过关键过渡点指导加强21世纪数学科学劳动力”项目（MCTP）将在数学科学领域建立一个通过研究学习的社区，该社区每年至少为25名本科生提供指导、学术支持和夏季研究机会。数学与理论生物学研究所（MTBI）——致力于培养本科生和研究生在数学应用方面的能力，将：(1)招收和选拔暑期REU学生；(2)保证本科生暑期有顺序的科研机会；（三）离校满三年的学业状况跟踪；(4)让学生为读研和/或未来就业做好准备。该项目是一项系统性努力的一部分，该努力将确保从社区学院和学院选出的学生成功过渡到数学科学研究生课程。MTBI的长期总体目标是建立一个庞大的研究人员社区，从这个社区中涌现出更多的数学科学博士，这些博士主要来自代表性不足的群体。预计这个项目，就像我们以前的REU （MTBI）项目一样，将成功地增加传统上在数学科学或需要强大数学训练的领域中代表性不足的群体的学生的入学率和毕业率。例如，MTBI已经为220名本科生服务了9年，其中许多人参加了两个或更多连续的夏季研究经历，每年夏天选择23到36名本科生参与者。MTBI项目的成功从其继续读研的校友数量可以明显看出。具体来说，MTBI在研究生院中未被充分代表的少数族裔校友的总比例为62.5%（139人中有87人）；攻读博士的比例为34.5%（139人中有48人）；研究生院的女性比例为64%（100人中有64人）；攻读博士学位的女性比例为29%（100人中有29人）。参与MTBI为他们提供了研究经验、指导和支持，帮助他们成功地继续学习数学。该计划将建立一种教育模式，通过合作环境中的研究，重点关注从大学到博士水平的关键过渡点的行动。其目标是，这种模式将在亚利桑那州立大学和其他新兴城市大学引发系统性和大规模的教育和导师改革。

The three-year Program Enhancing the Mathematical Sciences Workforce in 21st Century Mentoring Through Critical Transition Points (MCTP) at Arizona State University (ASU) will establish a learning through research community in the mathematical sciences that relies on mentorship, academic support and summer research opportunities for at least 25 undergraduate students each year. The Mathematical and Theoretical Biology Institute (MTBI)- devoted to the training of undergraduate and graduate students in the application of mathematics will: (1) recruit and select summer REU students; (2) guarantee sequential research summer opportunities for undergraduates; (3) keep track of their academic status after leaving the program for three years; and (4) prepare the students for graduate school and/or future employment. The program is part of a systemic effort that will insure the successful transition of selected students from community college and colleges will enroll in a graduate graduate program in the mathematical sciences. The MTBI long-term overarching goal is to build a large community of researchers from which additional Ph.D.'s in the mathematical sciences primarily from underrepresented groups will emerge. It is anticipated that this project, like our previous REU (MTBI) projects, will succeed in increasing the enrollment and the graduation of students from groups that have traditionally been underrepresented in the mathematical sciences or in fields that demand strong mathematical training. For example, MTBI has served 220 undergraduate students over nine years-with many participating in two or more sequential summer research experiences selecting between 23 and 36 undergraduate participants each summer. The success of MTBI's programs is evident from the number of its alumni who continue on to graduate school. Specifically, the total percentage of underrepresented minority alumni of MTBI in graduate school is 62.5% (87 out of 139); the percentage pursuing Ph.D.'s is 34.5% (48 out of 139); the percentage of women in graduate school is 64% (64 out of 100); the percentage of women pursuing Ph.D.'s is 29% (29 out of 100). Participation in MTBI provided the research experience, mentorship and support needed to successfully continue their studies in mathematics. The proposed program will establish a model for education through research in a collaborative setting that focuses on actions at critical transition points from college to the Ph.D. level. The goal is that this model will instigate systemic and large-scale educational and mentorship changes at ASU and other emergent urban universities.