Community, Collaboration, and Climate

Autor/inn/en	Hardin, Johanna; Shahriari, Shahriar
Titel	Community, Collaboration, and Climate
Quelle	In: PRIMUS, 33 (2023) 5, S.445-462 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hardin, Johanna) ORCID (Shahriari, Shahriar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2022.2082611
Schlagwörter	Mathematics Education; College Faculty; Mathematics Teachers; Statistics; Undergraduate Study; Student Diversity; Student Characteristics; Institutional Characteristics; Barriers; Mentors; Communities of Practice; Outreach Programs; High School Students; Low Income Students; Minority Group Students; First Generation College Students; Faculty Advisers; Social Support Groups; Academic Support Services; Summer Programs; Student Research; California + Suchen Sie Ihr Suchwort? Mathematische Bildung; Fakultät; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Statistik; Grundstudium; Community; Jobcoaching; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Social support; Soziale Unterstützung; Sommerkurs; Studentenforschung; Kalifornien
Abstract	The Department of Mathematics & Statistics at Pomona College has long worked to create an inclusive and welcoming space for all individuals to study mathematics. Many years ago, our approach to the lack of diversity we saw in our majors was remediation through programming, which sought to ameliorate student deficits. More recently, however, we have taken an anti-deficit approach with focus on changes to the department itself. The programs we have implemented are described below as enhancing community, collaboration, and climate within our department. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01