Targeted Infusion: Cyber Infused Mathematics Initiative

历史上的黑人学院和大学本科生计划（HBCU-UP）通过有针对性的输液项目支持开发，实施和基于证据的创新模式和方法的研究，以提高HBCU本科生的准备和成功，使他们可以追求STEM研究生课程和/或职业。该项目在特拉华州州立大学（DSU）旨在创建网络注入数学倡议（CIMI）建立倒置类的入门数学课程使用以学生为中心的方法，融合在线掌握学习和课堂探究式教学在科学解决问题的背景下。目前，89%的新生在DSU的地方进入一个非学分，发展数学课程。不能参加数学导论和其他守门人课程会降低学生的坚持性和保留性。CIMI的主要目标是通过创造积极学习的支持性文化来提高STEM学生的保留率，特别是在大一和大二之间。该项目旨在改变DSU的数学教学，以提高学生的学习成果和参与STEM主题;提高STEM大一新生在大学代数中的通过率;增加从大一到大二保留STEM专业的学生人数;增加STEM专业毕业的学生人数;并培养一支跨学科的教师队伍，致力于在数学导论教学中实施最佳实践。 数学和科学教师将首先合作修改大学代数课程，该课程为大多数进入STEM的新生提供服务。然后，他们将采用三角学和微积分I的方法，这是STEM学生在完成大学代数后学习的数学课程。该项目将产生一个以经验为基础的模型，弥合学生准备发展和大学水平的数学课程之间的差距，以及在大学水平的教学实践和学生的数学实践的变化与专业发展联系起来。该项目将在一所历史悠久的黑人大学的背景下研究本科生的数学学习和成就，其中81%的本科生来自传统上在STEM中代表性不足的种族和民族群体。该项目以一项正在进行的评价为指导。

The Historically Black Colleges and Universities Undergraduate Program (HBCU-UP) through Targeted Infusion Projects supports the development, implementation, and study of evidence-based innovative models and approaches for improving the preparation and success of HBCU undergraduate students so that they may pursue STEM graduate programs and/or careers. The project at Delaware State University (DSU) seeks to create the Cyber Infused Mathematics Initiative (CIMI) to establish inverted classes for introductory mathematics courses using a student-centered approach that blends online mastery learning and in-class inquiry-based instruction within a scientific problem solving context. Currently, 89% of freshmen students at DSU place into a non-credit, developmental mathematics course. Not being able to take the introductory mathematics and other gatekeeper courses reduces student persistence and retention. The main goal of the CIMI is to improve retention of STEM students, particularly between the freshman and sophomore year by creating a supportive culture of active learning. The project seeks to transform mathematics instruction at DSU to improve students' learning outcomes and engagement with STEM topics; to increase the passing rate of STEM freshman enrolled in College Algebra; to increase the number of students retained in STEM majors from the freshman to sophomore year; to increase the number of students who graduate in STEM majors; and to develop a cadre of interdisciplinary faculty committed to implementing best practices in the teaching of introductory mathematics. Mathematics and science faculty will collaborate first to revise the College Algebra course which serves the majority of entering STEM freshman. They will then adapt the approach to Trigonometry and Calculus I, the mathematics courses STEM students take after completing College Algebra. This project will produce an empirically based model that bridges the gap in student preparation between developmental and college-level mathematics coursework, as well as link professional development with changes in instructional practices and students' mathematical practices at the college level. The project will examine undergraduate students' mathematics learning and achievement in the context of a historically black university, where 81% of the undergraduate students are from racial and ethnic groups traditionally underrepresented in STEM. The project is guided by an on-going evaluation.