This summer Research Experience for Undergraduates (REU) in Mathematics at California State University Channel Islands will support 12 REU students each of three summers. Unique features include a focus on targeting talented students who might not otherwise have considered mathematics as a viable career choice, particularly those from traditionally under-represented groups, with a special emphasis on students who are native Spanish speakers or first-generation college students. Our group of experienced faculty mentors includes several bilingual (Spanish-English) faculty including one from a partner university in Mexico. We expect the emphasis on native Spanish speakers and students from under-represented groups will broaden the pipeline into graduate school and mathematical careers.
Students will spend the bulk of their time working on research in groups of size four per faculty mentor. Workshops, distinguished visitors and colloquia, exchanges with another regional REU, and social outings are also included in the activities. Our primary goal is for the student participants to conduct original mathematical research leading to publications. In so doing we wish to raise their levels of mathematical maturity and confidence while fostering an enthusiasm for mathematics. We will create and maintain a research community of mathematicians. We will improve the participants' abilities to communicate mathematics visually, orally, and in written form. We expect students to leave the program better equipped to pursue their mathematical studies as well as feeling excited and prepared to perform graduate-level mathematics in an academic or industrial setting.
The major goals of CSU Channel Islands Mathematics REU were: to provide undergraduates with a rich experience of mathematical research, including exposure to the culture and technical tools of mathematics, to encourage students to consider graduate school in mathematics by providing information, exposure, and support, to provide students with the skills necessary for success in mathematics, such as proof-writing, technical reading, oral and written communication, and to target students with limited research opportunities, especially those who are first in their families to attend college or are native Spanish speakers. Furthermore, as stated in our proposal, "We want[ed] all students to leave the program feeling excited and prepared to perform graduate-level mathematics in an academic or industrial setting." These goals were all achieved for each group of students that participated in this REU. Specifically, Goals 1, 2, and 3 were achieved through the activities outlined below; as measured by successful presentations at national conferences, written reports, and graduate school admissions. The demographics of our student participants provide evidence that Goal 4 was met. Finally, pre-REU and post-REU evaluations completed by students, ongoing mentoring conversations, and retention in graduate school demonstrate that the (unnumbered) attitudinal goal was also satisfied. In addition, we realized an unexpected impact: that of professionally developing faculty mentors to better address the needs of students from underrepresented groups considering careers and graduate studies in the mathematical sciences. This has carried over into mentoring undergraduates through research in different programs and contexts. Demographics and graduate school outcomes The REU engaged 44 students in nine research groups across three summers. Over half of these students were female (23); just under half (21) were from groups underrepresented in the mathematical sciences. Of the students who had graduated from college by June, 2013, at least 83% (30 students) are pursuing graduate degrees in the mathematical sciences; all but one are in Ph.D. programs or intend to move to a Ph.D. program after completing an MS degree. At least one additional student intends to pursue the Ph.D. after completing a two-year commitment. These numbers are particularly noteworthy in that our REU intentionally selected students who have potential but are not necessarily graduate school bound (per Goal 4). Activities Participants received expository and journal-level articles with suggestions on how to read them prior to the REU. The REU itself began with 'boot camp,' an intensive week in which the students and faculty worked together to construct the mathematical knowledge required to begin their research projects. Activities during the boot camp were chosen to help students shift as rapidly as possible from the type of class-based learning to which they were accustomed to the very different type of thinking needed for independent research, while simultaneously building group cohesiveness. During subsequent weeks each research group met with its mentor(s) for several hours daily and also worked on their topics individually and in smaller groups. All conducted literature searches and read relevant journal articles. Some groups used computer experimentation to generate examples and ideas; others generated examples by hand. All groups focused on making and proving conjectures. Weekly presentations of work in progress helped students develop communication skills and solicit feedback from other participants and mentors. In addition to the focus on research, students participated in weekly events designed to build community and instill mathematical culture. Weekly professional knowledge or skills building workshops and weekly mathematics or mathematical careers seminars further addressed Goals 1 - 3. By the end of the eight-week intensive summer program, the students in each research group prepared 1to 3 posters and final reports detailing their results. All students presented their results in local or regional conferences during the subsequent months; most presented at national conferences, with some winning awards.
