The SUMMIT-P Project: Transforming Undergraduate Mathematics Education to Support Partner Disciplines

Rosalyn Hobson Hargraves; Afroditi Vennie Filippas

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Conference: 2021 ASEE Virtual Annual Conference Content Access
Location: Virtual Conference
Publication Date: July 26, 2021
Start Date: July 26, 2021
End Date: July 19, 2022
Conference Session: NSF Grantees Poster Session
Tagged Topic: NSF Grantees Poster Session
Page Count: 12
DOI: 10.18260/1-2--37898
Permanent URL: https://strategy.asee.org/37898
Download Count: 260

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Paper Authors

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Rosalyn Hobson Hargraves Virginia Commonwealth University

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Dr. Rosalyn Hobson Hargraves holds a joint appointment in the College of Engineering and School of Education as Associate Professor of Electrical Engineering and Associate Professor of Teaching and Learning at Virginia Commonwealth University. She received her B.S., M.S., and Ph.D. degrees in Electrical Engineering from the University of Virginia. Her research interests are in STEM education, biomedical signal and image processing, and machine learning. She has been awarded the Dominion Strong Men & Women Excellence in Leadership Award, Richmond Joint Engineers Council Engineer of the Year, AAAS Diplomacy Fellowship, and the NSBE Janice Lumpkin Educator of the Year Award.

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Afroditi Vennie Filippas Virginia Commonwealth University

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Dr. Filippas received her B.S. in Electrical Engineering from the University of Patras, Greece. After earning her M. S. and Ph. D. from the University of Texas at Austin, she completed post-doctoral research with the Institute of Accelerating Systems and Applications in Athens, Greece. Post-academically, she worked for Ansoft Corporation as a research scientist spearheading the development of the next generation code for Ansoft DesignerTM. Dr. Filippas joined Virginia Commonwealth University as an Assistant Professor in the School of Engineering in 2004. She went on to achieve the position of Associate Professor and Associate Chair of Electrical and Computer Engineering in 2008. Dr. Filippas was appointed to the position of interim associate dean of Undergraduate Studies in 2010 and associate dean of Undergraduate Studies in 2015, and was promoted to Professor in August, 2016. As of August, 2019, Dr. Filippas is the Commonwealth Center for Advanced Manufacturing Professor. In this role, Dr. Filippas provides leadership in the area of Data Science in Advanced Manufacturing and is responsible for developing collaborations in this area between faculty and CCAM scientists.

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Abstract

The National Consortium for Synergistic Undergraduate Mathematics via Multi-institutional Interdisciplinary Teaching Partnerships or the SUMMIT-P project was funded in 2017 by the National Science Foundation. SUMMIT-P was established to refresh lower division undergraduate mathematics courses. It has built upon the work of the Mathematical Association of America (MAA) Curriculum Foundations (CF) project which published 22 reports on the findings gathered from various disciplines on the mathematics topics students need to master to be successful in their respective fields of study. The consortium has more than 50 team members across approximately 20 disciplines and from 15 institutions. The goals of the consortium are to • implement major recommendations from the MAA CF project for the purpose of broadening participation in and institutional capacity for science, technology, engineering and mathematics (STEM) learning, especially relative to teaching and learning in undergraduate mathematics courses; • foster a network of faculty and programs in order to promote community and institutional transformation, through shared experiences and ideas for successfully creating functional interdisciplinary partnerships within and across institutions; • change the undergraduate mathematics curriculum in ways that support improved STEM learning for all students while building the STEM workforce of tomorrow; and, • monitor various aspects of the CF recommendations being implemented at participating institutions while measuring the impact on faculty and students. Because this collaborative approach for curriculum development is being implemented at a variety of institutions, each institution 1) uses locally appropriate strategies, 2) engages faculty from locally-selected partner disciplines, and 3) focuses on mathematics courses selected by that institution. The consortium holds regular virtual meetings of the institutional principal investigators and evaluation team. The project management team meets every three weeks to discuss progress and goals for the consortium while providing leadership and guidance to the institutional teams. In addition, virtual professional development opportunities are offered through SUMMIT-P webinars. The nine original SUMMIT-P institutions have implemented new or modified curricula for their affected courses and expanded on the pilot interventions conducted during first years of the grant. The consortium welcomed three new institutions in November 2019. To date, more than a dozen different lower level mathematics courses have been revised in which on average 6,000 students per year have been enrolled from 20 different partner disciplines. This paper provides an overview of the consortium, its activities, and results achieved thus far.

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Hargraves, R. H., & Filippas, A. V. (2021, July), The SUMMIT-P Project: Transforming Undergraduate Mathematics Education to Support Partner Disciplines Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--37898

TY  - CPAPER
AB  - The National Consortium for Synergistic Undergraduate Mathematics via Multi-institutional Interdisciplinary Teaching Partnerships or the SUMMIT-P project was funded in 2017 by the National Science Foundation. SUMMIT-P was established to refresh lower division undergraduate mathematics courses. It has built upon the work of the Mathematical Association of America (MAA) Curriculum Foundations (CF) project which published 22 reports on the findings gathered from various disciplines on the mathematics topics students need to master to be successful in their respective fields of study. The consortium has more than 50 team members across approximately 20 disciplines and from 15 institutions. The goals of the consortium are to 
•	implement major recommendations from the MAA CF project for the purpose of broadening participation in and institutional capacity for science, technology, engineering and mathematics (STEM) learning, especially relative to teaching and learning in undergraduate mathematics courses;
•	foster a network of faculty and programs in order to promote community and institutional transformation, through shared experiences and ideas for successfully creating functional interdisciplinary partnerships within and across institutions;
•	change the undergraduate mathematics curriculum in ways that support improved STEM learning for all students while building the STEM workforce of tomorrow; and,
•	monitor various aspects of the CF recommendations being implemented at participating institutions while measuring the impact on faculty and students.
Because this collaborative approach for curriculum development is being implemented at a variety of institutions, each institution 1) uses locally appropriate strategies, 2) engages faculty from locally-selected partner disciplines, and 3) focuses on mathematics courses selected by that institution. The consortium holds regular virtual meetings of the institutional principal investigators and evaluation team. The project management team meets every three weeks to discuss progress and goals for the consortium while providing leadership and guidance to the institutional teams. In addition, virtual professional development opportunities are offered through SUMMIT-P webinars. The nine original SUMMIT-P institutions have implemented new or modified curricula for their affected courses and expanded on the pilot interventions conducted during first years of the grant. The consortium welcomed three new institutions in November 2019. To date, more than a dozen different lower level mathematics courses have been revised in which on average 6,000 students per year have been enrolled from 20 different partner disciplines. This paper provides an overview of the consortium, its activities, and results achieved thus far.

AU  - Rosalyn Hobson Hargraves
AU  - Afroditi Vennie Filippas
CY  - Virtual Conference
DA  - 2021/07/26
PB  - ASEE Conferences
TI  - The SUMMIT-P Project: Transforming Undergraduate Mathematics Education to Support Partner Disciplines
UR  - https://strategy.asee.org/37898
DO  - 10.18260/1-2--37898
ER  -