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: 2246887
• 负责人: Susan Ganter
• 金额: $ 95.91万
• 依托单位: University of Texas of the Permian Basin
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-10-01 至 2024-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2246887&HistoricalAwards=false
• 关键词: 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.

由 11 家机构组成的联盟将与美国数学协会 (MAA) 头两年课程更新委员会 (CRAFTY) 合作，修订和改进低年级本科数学课程的课程。这些创新的一个关键要素将是跨学科伙伴关系，合作伙伴学科直接参与有关课程需求的决策。总的来说，该联盟将通过实施 MAA 课程基础 (CF) 项目的主要建议并以支持改善所有学生的 STEM 学习的方式改变本科生数学课程，从而影响来自各个学科的超过 52,000 名本科生和 200 名大学教师。建设未来的 STEM 劳动力队伍。该项目还将培育一个跨学科教师网络，通过分享经验和想法来促进社区和机构转型，从而成功地在机构内部和机构之间建立功能性的跨学科伙伴关系。课程变化和跨学科协作过程产生的材料和想法将通过全国会议研讨会、两本期刊特刊、大量出版物和开放网络研讨会广泛传播。该项目将基于对合作伙伴学科需求的研究，正如 CRAFTY 组织的 22 场系列研讨会所确定的那样。在该项目的 11 个参与机构中，数学和合作学科教师将合作更好地理解 CF 建议，确定如何使用这些建议来有效改进受影响课程的内容，对试点部分进行修改，与中央评估小组来衡量新方法的有效性（特别是对于来自代表性不足群体的学生），为使用这些新课程的教师（本地、区域和国家）提供研讨会和支持，并在财团和通过传播到其他校园。中央评估将产生广泛、持续收集的数据，以准确确定创新伙伴关系和由此产生的课程变化的影响。此外，该项目将为教师学习社区（FLC）知识库做出重大贡献，并在更广泛的本科课程中加深对数学跨学科性质的理解。