Collaborative Research: A National Consortium for Synergistic Undergraduate Mathematics via Multi-institutional Interdisciplinary Teaching Partnerships (SUMMIT-P)

合作研究：通过多机构跨学科教学伙伴关系建立协同本科数学国家联盟（SUMMIT-P）

• 批准号: 1625771
• 负责人: Susan Ganter
• 金额: $ 109.07万
• 依托单位: Virginia Polytechnic Institute and State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-09-15 至 2018-02-28
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1625771&HistoricalAwards=false
• 关键词: Collaborative; Research; National; Consortium; Synergistic; Collaborative; Research; National; Consortium; Synergistic

In conjunction with the Committee on Curriculum Renewal Across the First Two Years (CRAFTY) of the Mathematical Association of America (MAA), a consortium of eleven institutions will collaborate to revise and improve the curriculum for lower division undergraduate mathematics courses. A key element of these innovations will be interdisciplinary partnerships, with partner disciplines directly involved in decisions about curricular needs. Collectively, the consortium will impact over 52,000 undergraduate students and 200 college faculty from a wide array of disciplines through implementing major recommendations from the MAA Curriculum Foundations (CF) Project and changing the undergraduate mathematics curriculum in ways that support improved STEM learning for all students while building the STEM workforce of tomorrow. The project will also foster a network of cross-disciplinary faculty in order to promote community and institutional transformation through shared experiences and ideas for successfully creating functional interdisciplinary partnerships within and across institutions. Materials and ideas generated by the curricular changes and the interdisciplinary collaborative process will be widely disseminated through workshops at national conferences, two journal special issues, extensive publications, and open webinars. This project will be based on research about the needs of partner disciplines, as identified in a series of 22 workshops organized by CRAFTY. At each of the eleven participating institutions in the project, mathematics and partner discipline faculty will collaborate to better understand the CF recommendations, determine how these recommendations can be used to effectively improve the content of affected courses, introduce modifications in pilot sections, work with a central evaluation team to measure the effectiveness of new approaches (especially as it pertains to students from underrepresented groups), offer workshops and support for instructors using these new curricula (locally, regionally, and nationally), and scale-up these new offerings within the consortium and through dissemination to additional campuses. The central evaluation will yield extensive, consistently-collected data to accurately determine the effects of innovative partnerships and resulting curricular changes. Additionally, the project will contribute significantly to the Faculty Learning Communities (FLC) knowledge-base and generate a greater understanding of the interdisciplinary nature of mathematics within the broader undergraduate curriculum.

在美国数学协会（MAA）的头两年（Crafty）课程续期委员会（MAA）的结合下，十一个机构的财团将合作修改和改善下层分层本科生数学课程的课程。这些创新的关键要素将是跨学科的合作伙伴关系，合作伙伴学科直接参与了有关课程需求的决策。总的来说，该财团将通过实施MAA课程基金会（CF）项目的主要建议并改变本科数学课程的方式，以支持所有学生在建立明天的STEM工作人员的同时，以改善STEM学习的方式，从而影响了52,000多名本科生和200名大学教师。该项目还将建立一个跨学科教师网络，以通过共同的经验和思想来促进社区和机构转型，以成功建立机构内部和整个机构内部的功能跨学科伙伴关系。课程变化和跨学科协作过程产生的材料和思想将通过国家会议的研讨会，两个特别问题，广泛的出版物和开放网络研讨会广泛传播。该项目将基于有关合作学科需求的研究，如Crafty组织的22个讲习班所述。在项目中的十个参与机构中的每个机构中，数学和伙伴纪律教师将协作以更好地了解CF建议，确定如何使用这些建议来有效地改善受影响课程的内容，在飞行员部分中介绍修改，在飞行员部门中进行修改，与中心评估团队一起工作，以衡量教师的效果（尤其是教师的效率（尤其是学生），尤其是该教师的有效性（尤为这些新课程（本地，区域和全国），并在财团内扩大这些新产品，并通过传播到其他校园。中央评估将产生广泛的，一致收集的数据，以准确确定创新合作伙伴关系的效果和由此产生的课程变化。此外，该项目将对教师学习社区（FLC）知识基础做出重大贡献，并对更广泛的本科课程中数学的跨学科性质产生更深入的了解。