Foundation / Corporation
Mathematical Association of America (MAA)
Grants of up to $6,000 to USA, USA territories, and Canada mathematical sciences IHE faculty members to engage underrepresented students in mathematics. Projects may target middle school, high school, or postsecondary students. This program is intended to promote the pursuit and enjoyment of mathematics by students who are members of groups historically underrepresented in the field.
College/university mathematics or science faculty may submit proposals. Mathematical sciences faculty should be integrally involved in the proposed project. If the project includes high school or middle school participants, then collaboration with high school or middle school mathematics faculty, as appropriate, should be included.
Proposed projects may replicate existing successful projects, adapt components of such projects, or create new, innovative projects. Project design should reflect strategies that have been shown to be effective in increasing underrepresented minority achievement.
Essential Features of a Project:
Projects should provide enrichment activities which lead to heightened interest in mathematics and deeper appreciation of it. These projects are not intended for remedial help for students who need assistance in order to succeed in their coursework in mathematics. They should encourage students to continue studies of mathematics in high school and college and should better prepare them for those studies. Undergraduate and graduate students may serve as role models and work directly with students under the tutelage of faculty from both the college or university and middle or high school.
Active engagement in doing mathematics is an essential feature. Participants should be made aware of career opportunities in mathematics and mathematically intensive disciplines. Implementation of a mentoring component is encouraged and desirable. Please assure that any mentoring component for youth that is included is consistent with local laws and regulations for implementation of such projects.
Projects should be conducted over a sufficient period of time to engage student participants in learning and applying new and interesting mathematics that they would not encounter in their classes. Projects may be conducted during summer or during the school year, on weekends or after school.
Funds may be used to supplement existing projects in order to increase the number of minority students participating in those projects or may be used to initiate new projects. Participation may not be barred to members of any group, but it must be clear that the project will seek to recruit and serve participants from historically underrepresented groups.
-Student group and individual research experiences
-Summer mathematics camp
-Preparation for competitions such as the Putnam Competition for college students, MAA American Mathematics Competitions for middle and high school students, and other regional and national competitions.
Characteristics of Effective Projects:
While projects will have a high degree of variability, there are effective projects targeting underrepresented minorities which share some characteristics:
-Clearly articulated and measurable project objectives;
-Strong academic component, with a focus on enrichment;
-Highly competent, committed, and stable project team;
-Plans for successfully recruiting and retaining underrepresented minority participants;
-Provision of information on careers that use mathematics extensively in a way that will encourage students to pursue the study of mathematics;
-Use of appropriate role models;
-Involvement of parents, teachers, and counselors for pre-college projects;
-Development of a peer support system;
-An environment of mentoring;
GrantWatch ID#: 178772
Up to $6,000
Grants will be made for one-year projects.
To provide maximum flexibility, unexpended funds may be carried forward. Grant may be awarded for a maximum of three years, but grant recipients must reapply each year, should they wish to continue their projects.
Applications will be accepted from college and university mathematical sciences faculty. They must be working with high school or middle school mathematics faculty if the projects targets those students.
Applications will be accepted from college and university mathematical sciences faculty at accredited U.S. (including U.S. Territory) or Canadian institutions.
These grants will not support any institutional indirect costs or provide fringe benefits.
An institution is expected to supply matching funds or in-kind support as an indication of commitment to the project.
Please submit all proposal materials by February 12 of the year for which you would like the grant.
You will receive notification of the outcome of your proposal by the end of March.
Grant Proposal Writing Guide:
Before starting your grant application, please review the funding source's website listed below for updates/changes/addendums/conferences/LOIs.
For further information regarding proposed projects, please contact:
Rosalie Dance, MAA Tensor-SUMMA Program Director
Florence Fasanelli, MAA Tensor Program Outreach Director
USA: Alabama; Alaska; Arizona; Arkansas; California; Colorado; Connecticut; Delaware; Florida; Georgia; Hawaii; Idaho; Illinois; Indiana; Iowa; Kansas; Kentucky; Louisiana; Maine; Maryland; Massachusetts; Michigan; Minnesota; Mississippi; Missouri; Montana; Nebraska; Nevada; New Hampshire; New Jersey; New Mexico; New York City; New York; North Carolina; North Dakota; Ohio; Oklahoma; Oregon; Pennsylvania; Rhode Island; South Carolina; South Dakota; Tennessee; Texas; Utah; Vermont; Virginia; Washington, DC; Washington; West Virginia; Wisconsin; Wyoming
USA Territories: American Samoa (USA) Guam (USA) Puerto Rico (USA) Virgin Islands (USA) Northern Mariana Islands (USA)
Canada: Alberta British Columbia Manitoba New Brunswick Newfoundland and Labrador Northwest Territories Nova Scotia Nunavut Ontario Prince Edward Island Quebec Saskatchewan Yukon