Graduate education in mathematics at the University of Iowa:

Building community in the heartland

MSRI,

October, 2008

UI Department of Mathematics Graduate Minority Enrollment

0%

10%

20%

30%

1993 1995 1997 1999 2001 2003 2005 2007

Our 2006 Entering Class

Ethnicity Female Male TotalAfrican American 4 2 6

Latina/o 0 2 2

Native American 1 0 1

Pacific Islander 1 0 1

Total Minority 6 4 10 (46%)White American 2 6 8

Total US 8 10 18 (86%)Foreign 0 3 3

Entering Class 8 (38%) 13 21

Over the past decade: produced about 1 percent of the total, and about 4 percent of those granted to students who are members of underrepresented minorities.

Year 2002-2003: 3 three minority students received their PhDs in the department, roughly 10 percent of the math doctorates awarded nationally to US minority students during that year.  (The United States produced about 1000 PhDs that year, and 29 of them were from minority groups.) 

Program’s Success To Date

• Significant change in the culture of the Department

• Cultural, ethnic and gender inclusion have become the norm

• Successful recruiting tool for the department – 115 graduate students: 60% of graduate students are US citizens and 40% are women

• The retention rate to the PhD has risen greatly

• 14 US minority Ph.D.s since 1998, 4 new Ph.D.s in 2007, 2 new Ph.D.s in 2008. Anticipated steady state of 2-4 per year (5% of the national total over this time period.)

The department listened to what the students had to say about their struggles and achievements, what was missing from their mathematical backgrounds, and how they fit in socially.  Using this feedback, the department reoriented its graduate program to make student success the top priority.  In the process, it created a welcoming, supportive environment that has raised the level of achievement of all students.

The department's recruitment effort is supported by a carefully designed developmental program:

weekly help sessions extensive faculty +MRDC and peer mentoring (Buddy,

Core TAs) Partnerships with other institutions have helped the

department reach out to new groups of potential students and to bring their successful methods to other schools. 

Recognition

2004 NSF-PAESMEM Award

Recognitions

2004 Presidential Award 2006 AMS Program that makes a Difference 2008 AMS Award for an Exemplary Program

or Achievement in a Mathematics Department

(For AMS Notices article by Allyn Jackson, see http://www.ams.org/notices/200805/tx080500599p.pdf )

Resources

A community of mentors (Faculty) A community of mentors (Grad students) Faculty Leadership Study Groups

Strategies: Before the student arrives

• Close ties with mentors at MSIs (NSF Alliance), Heartland Partners (NSF VIGRE)

• Build a team for each potential grad student:• One or two faculty members • Two or three of your present grad students

• Discuss your department’s culture and expectations

Strategies: The Bridging summer

Getting to know the department and the community

Finding a place to live Planning the curriculum Joining the department’s community

Strategies: The first year

Building the mentoring team Curriculum that helps to form a cohesive

body Increasing compacity: no pain, no gain. Getting the right fit: try 100 ways

Strategies: Long Term

Expand partnership (Heartland, AGEP) Increase the capacity Bring in new people, and help them to

become future leaders Institutionalize (leadership selection, hiring

process) Getting the right fit: try 100 ways

National Alliance For Doctoral Studies in the Mathematical Sciences

NSF funded Phil Kutzko, PI and Director, UI Dept. of Mathematics

Alliance Faculty Administration Leslie Hogben, ISU Dept. of Mathematics Derrick Rollins, ISU Dept. of Statistics Doug Mupasiri, UNI Dept. of Mathematics Kathryn Chaloner, UI Dept. of Biostatistics Undergraduate Alliance Coordinators

– Roselyn Williams, Florida A&M Dept. of Mathematics– Roosevelt Gentry, Jackson State Dept. of Mathematics

National Alliance For Doctoral Studies in the Mathematical Sciences

Alliance of about 50 undergraduate faculty mentors from minority-serving institutions

Partnership between the math sciences departments at UI, ISU, and UNI

Program Components– Annual Alliance Conference (“Field of Dreams”)– Summer REU– Alliance Scholars– Alliance Activity Scholarships

NSF-Dept of Mathematics VIGRE Project

NSF funded UI Dept. of Mathematics and AMCS PI: Yi Li, UI Dept. of Mathematics Jonathan Simon, Project Director, UI Dept. of

Mathematics Steering Committee and faculty participation 12 Heartland Partnership Schools

VIGRE

This project builds on the successes that the Department of Mathematics and AMCS have had in the identification and professional development of highly talented US undergraduate and graduate students, in particular students from underrepresented minority groups.

Postdoctoral Fellows Graduate Trainees Undergraduate RAs Summer REU Summer conferences

Omayra OrtegaPh.D., July, 2008

I definitely benefit from the extra diversity in the department. Moving to Iowa City was a big change for me. As each year in Iowa passed, more and more people who looked like me joined the department. I noticed a slow formation of a community of scientists of color who became the basis of my study groups, social functions, and support. Now I can count at least 15 brown students in the math department alone..

Ian Besse5th year math gradGrinnell College

What I appreciate most about the environment that has been created in the department is the fact that racial and ethnic issues are in the forefront of departmental discourse. 

Heather Russell5rd Year Math GradWashington College

I came from a small liberal arts school with a lot of concerns about pursuing a Ph.D. in pure mathematics. My experience here has been so positive. Most of all, I have been extremely impressed with the strong sense of mentorship. Our department is great and I will be so honored to, someday, graduate from here.”

Aba Mbirika4nd Year Math GradSonoma State University

Coming from a predominantly minority New York City schooling system as a youth, then moving to a predominantly white university system for undergraduate in Northern California, I have experienced a range of 'rainbow' levels. Although I never really noticed the lack of diversity at Sonoma State University (where I held my undergrad studies in California), I can DEFINITELY feel a better sense of racial community while here at Iowa.    I am grateful and tremendously happy to be at this university at this time.

Reyes "Matiel" Ortiz, Ph.D., Spring, 2008

As a minority student I have been supported on a GAANN grant. This support has enabled me to overcome my financial situation so that I could work to overcome the language difference and the differences in my mathematical background. The atmosphere in the department is very supportive and most of the student population is very nice.

Paulette N. Willis5th Year Math GradSouthern University at New Orleans

My experience at the University of Iowa has been nothing but positive. From day one I felt included in all activities. We not only do math work together, but also commune socially. It’s hard to explain, but students here often forget that they are racially different. I honestly believe that the world would be a better place if it were more like our math department.

Cecil Flournoy4rd Year Math GradAlabama A&M

When I came to the University of Iowa, I was warmly greeted and integrated into the system. The math department feels like a very close community with a variety of backgrounds and cultures. Almost everyone in the graduate department is willing to help with any questions or concerns one might have. Living in such a community will make one forget that other math communities are not so diverse.

Brandy Adams: SUNO Katrina