GEMSTONES: Graduate Education in the Mathematical Sciences To Nurture Every Student

这个项目的主要目标是增加完成数学科学博士学位的美国女性和代表性不足的少数族裔(非裔美国人、拉丁裔和奇卡诺裔美国人，以及美洲原住民)的数量？S。为此，我们将收集和发展有效促进研究生教育多样化的政策和实践方面的专业知识，然后将这些专业知识以实用的方式传播给更广泛的数学界，从而为研究生教育的进一步变革提供催化剂。该项目有四个组成部分，由一个由数学科学家组成的咨询委员会指导，该委员会在招收和支持不同的数学科学研究生方面有着非凡的记录。首先，代表24个博士项目的教职员工将参加为期一周的研讨会，其结构类似于研讨会？寻找并留住数学科学研究生？在此期间，他们将制定和实施具体的计划，以改善研究生的招聘、留住、指导和职业发展。这些计划将仿照其他部门已经证明成功的做法和政策。这24个部门，以及参加了最初的AIM研讨会的8个部门，将可以进入我们的专家委员会，帮助他们在研讨会结束后进一步制定和实施他们的计划。其次，我们将开发一个网站，为正在努力实现这种变化的数学系提供资源，包括描述和分析它们适应其特定背景的成功实践。第三，我们将提供？咨询服务？数学系允许他们接触专家，与他们的教职员工一起修改他们研究生课程的相关方面。四是召开为少数民族群众服务的本科院校与数学科学研究生项目对接会议，促进本科向研究生院流动。所有这些努力将有助于发展一套更广泛的成功实践，并促进拥有与不同研究生群体合作的专业知识和经验的数学科学家日益增长的网络。这些努力将被记录和评估，以确定成功的实践，分析成功(或失败)的原因，并向其他数学科学家提供切实的指导，指导他们在自己的项目中可以做的事情，以建立更多样化的博士数学科学家群体。这些想法也将在数学之外传播，因为通过该项目开发的许多实践将与其他STEM学科相关。这项工作将有助于高等教育中关于提高研究生，特别是代表不足群体的学生的毅力的学术研究。

The major goal of this project is to increase the number of U.S. women and underrepresented minorities (African Americans, Latino and Chicano Americans, and Native Americans) who complete PhD?s in the mathematical sciences. To do this, we will gather and develop expertise about policies and practices that have been effective in diversifying graduate education, and then disseminate this expertise to the broader mathematical community in practical terms that can provide a catalyst for further change in graduate education. The project has four components, guided by an Advisory Board comprised of mathematical scientists with extraordinary track records in recruiting and supporting diverse graduate students in the mathematical sciences. First, faculty representing 24 doctoral programs will participate in week-long workshops, structured similarly to the workshop ?Finding and Keeping Graduate Students in the Mathematical Sciences? offered at the American Institute of Mathematics in December 2006, during which they will develop and implement concrete plans to improve the recruiting, retention, mentoring, and career development of graduate students. These plans will be modeled after practices and policies that have already proven successful in other departments. These 24 departments, and the 8 that participated in the original AIM workshop, will have access to our expert board to help them further develop and implement their plans after the workshops. Second, we will develop a website with resources for mathematics departments that are working toward such changes, including descriptions and analysis of successful practices for them adapt to their particular contexts. Third, we will provide a ?consulting service? for mathematics departments to give them access to experts to work with their faculty to revise relevant aspects of their graduate programs. Fourth, we will conduct a conference to build bridges between undergraduate institutions that serve large minority populations and graduate programs in the mathematical sciences, to enhance the flow in the pipeline from undergraduate to graduate schools. All of these efforts will contribute to the development of a broader set of successful practices and a growing network of mathematical scientists with expertise and experience working with diverse populations of graduate students. These efforts will be documented and evaluated in order to identify successful practices, analyze reasons for success (or failure), and provide tangible, practical guidance to other mathematical scientists about things they can do within their own programs to build a more diverse population of PhD mathematical scientists. These ideas will be disseminated outside of mathematics as well, as many of the practices developed through this project will be relevant to other STEM disciplines. This work will contribute to scholarship in Higher Education about enhancing the persistence of graduate students, particularly students of underrepresented groups.