Achieving Critical Transformations in Undergraduate Programs in Mathematics (ACT UP Math)

2201486 AbstractThe disparity in achievement and access for students from backgrounds that are underrepresented in STEM are well documented，但仍然缺乏关注如何处理这些知识以及如何衡量通过率和人口统计学之外的改进努力的影响。虽然许多大学数学系重视提供多样化，公平和包容性（DEI）的学生体验，但教师往往没有专业培训来参与DEI工作或衡量其进展，这可能导致脱离这些举措。实现数学本科课程的关键转型是一个二级，轨道II ECR扩大参与STEM项目。该项目旨在进行基础研究，以确定最能支持数学利益相关者做出数据知情决策的机制和结构，以促进DEI并批判性地改造入门数学课程和课程。在数学入门课程中解决与DEI相关的问题对于扩大STEM学科的参与非常重要。数学系不仅有能力参与这些问题，改善来自代表性不足人群的学生的数学体验，而且由于数学在学生的STEM职业生涯，STEM身份和课堂归属感中发挥的重要作用，因此有能力这样做。这个项目建立在两个先前的全国性研究的基础上，通过微积分和学生参与数学通过主动学习的机构网络的进展。研究人员可以利用现有的定量和定性数据，让关键利益相关者参与改进周期。该项目旨在部署一个网络化改进社区（NIC）模型，将三个本科数学系团队与教育研究人员合作，分析他们的本地数据，并与全国样本进行比较。利用NIC框架，研究人员将提供专业发展和技术援助，以部门团队，沿着有针对性的研究采访学生，教师和教师在这些社区通知部门转型工作，以及授权网站开发持久变革所需的结构。从更广泛的意义上说，该项目也将作为一个模式，以帮助其他机构的成员，包括社区学院，和其他STEM领域的工作，以解决与DEI在STEM教育相关的经验和成果.该项目是由NSF的EHR核心研究（ECR）计划的支持. ECR计划强调基础STEM教育研究，产生该领域的基础知识。投资是在关键领域是必不可少的，广泛的，持久的：干学习和干学习环境，扩大参与干，干劳动力发展。该计划支持积累强有力的证据，为理解、建立理论解释和建议干预措施和创新以解决持续性问题提供信息。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

2201486 AbstractThe disparity in achievement and access for students from backgrounds that are underrepresented in STEM are well documented, but there remains a lack of attention to what to do with this knowledge and how to measure the impact of improvement efforts beyond pass rates and demographics. While many university mathematics departments value providing diverse, equitable, and inclusive (DEI) student experiences, the faculty often do not have the professional training to engage with DEI work or measure its progress, which can lead to disengagement from these initiatives. Achieving Critical Transformation in Undergraduate Programs of Mathematics is a Level II, Track II ECR Broadening Participation in STEM project. This project aims to conduct foundational research to identify the mechanisms and structures that best support mathematics stakeholders in making data-informed decisions to promote DEI and critically transform introductory mathematics courses and programs. Addressing issues relating to DEI in introductory mathematics courses are important to broadening participation in STEM disciplines. Mathematics departments are not only capable of engaging in these issues and improving the mathematics experiences for students from underrepresented populations but are significantly well-positioned to do so because of the elevated role that mathematics plays in students’ STEM careers, STEM identities, and sense of belonging in the classroom.This project builds on the strength of two prior national studies of introductory mathematics programs, Progress through Calculus and Student Engagement in Mathematics through an Institutional Network for Active Learning. Researchers can leverage this existing body of quantitative and qualitative data to engage key stakeholders in improvement cycles. This project aims to deploy a Networked Improvement Community (NIC) model to bring together three undergraduate mathematics department teams in partnership with educational researchers to analyze their local data, in comparison to the national sample. Utilizing a NIC framework, researchers will provide professional development and technical assistance to the department team, along with focused research to interview students, faculty, and instructors across these communities to inform departmental transformation efforts, as well as empower sites to develop the structures needed for lasting change. In a broader sense, this project will also serve as a model to assist members of other institutions, including community colleges, and other STEM fields working to address experiences and outcomes related to DEI in STEM education.This project is supported by NSF's EHR Core Research (ECR) program. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field. Investments are made in critical areas that are essential, broad, and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development. The program supports the accumulation of robust evidence to inform efforts to understand, build theory to explain and suggest interventions and innovations to address persistent.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.