Sarah L. Simmons, Ph.D. - US grants

(21) Mathematical Sciences. The project is integrating inquiry-based learning (IBL) techniques and materials into the upper division mathematics curriculum. Instructional materials and IBL approaches are being developed and assessed to support three courses: Analysis; Number Theory; and Topology. The overall vision of the project is to foster a new culture in which mathematics is viewed as a central and important aspect of the education of every individual.

As one component of the intellectual merit, the project team is utilizing the strengths of a research university to incorporate research-like experiences for students in a classroom setting as part of their mathematical education. The project also is playing an important role in informing the development of an Undergraduate Research Center (URC) program. The purpose of the Center is to involve students in research at an early stage in their undergraduate careers and to help drive curricular reform. The broader impacts of the project include the current development of a model for others to use to create and support IBL courses.

The Division of Chemistry, the Biological Sciences Directorate and the Office of Multidisciplinary Affairs jointly fund this award to the University of Texas at Austin to establish an Undergraduate Research Collaborative within the University of Texas at Austin College of Natural Sciences. The PI for this project is Mary Ann Rankin, who will be assisted by Co-PIs Ruth Shear, Sarah Simmons and Scott Stevens. One hundred twenty students from the CNS entering freshman class will be recruited to participate in an Undergraduate Research Collaborative experience that will introduce the student to critical thinking, data interpretation, hands-on experimentation, and also increase interaction with research faculty and includes peer mentoring. After their training, students will be experienced in a broad range of techniques in the areas of chemistry, biochemistry, molecular biology, or nanotechnology and will be either matched with individual faculty laboratories or placed in research internships in industry to further their research training. The UT-URC model incorporates research as a means of teaching large numbers of students with the goals of (1) recruiting and retaining students in chemistry and allied sciences, (2) engaging large numbers of students in publishable research, (3) improving the success of undergraduates in their education goals and engendering lasting interest in science and research, (4) training students in research early in their undergraduate experience by incorporating authentic research experiences into a teaching setting, (5) cultivating an expanded research culture on the UT campus, (6) driving curriculum reform at the College and University levels and (7) enhancing collaboration to promote education through undergraduate research. Assessment and evaluation of the UT-URC will provide quantitative and qualitative data from both students and faculty, using control groups from within CNS. Longitudinal success of student performance will be followed using student centered survey tools and assessment rubrics that have already been developed. Special efforts will be made to reach student populations that are currently underrepresented in science and mathematics through close cooperation with the UTeach and TIP programs. When fully implemented in five years, the UT-URC will impact 2,000 students annually.

Intellectual merit: This project provides a new scholarship program, Scientists for Tomorrow, to leverage existing research and student programs towards long-term student success by providing a critical and otherwise unavailable piece -- funding to support entering students. This program fills a critical gap, supporting approximately 43 incoming Astronomy, Computer Sciences, Math and Physics first-year students each year with scholarships ranging between $2,500 and $5,000 annually. Objectives include 1) increasing access to STEM education, 2) improving first-year performance among at-risk groups, 3) involving students in the scientific community, 4) transitioning students to other existing sources of support, and 5) ultimately affecting graduation rates, graduate school matriculation and scientific career choices. Students apply on-line, are filtered by the Office of Student Financial Services based on need, and selected by a departmental committee using academic merit criteria. Scholarship recipients participate in community building activities, are placed in an academic cohort in their discipline, are assigned a faculty mentor, and attend graduate school, undergraduate research and career seminars.

Broader Impact: This scholarship program specifically addresses national areas of need and supports low-income college students and groups underrepresented in the sciences. The university already makes a major contribution to minority education in the United States and is listed among the top ten institutions in awards of bachelor's degrees and first in the nation in the number of doctoral degrees awarded to Hispanics. Existing freshman programs at UT-Austin provide support and encouragement to students in traditionally underrepresented sections of our population, and encourage participation in research. The project expects to make a concrete impact on recruitment and retention in the sciences.