AMP: Puerto Rico Alliance for Minority Participation Phase II

小行星9623943 波多黎各少数民族参与联盟第二阶段加入14所大学，国家实验室和当地行业，以提高西班牙裔学士学位的质量和数量，每年由PR-AMP机构授予的SMET学位总数为1，425，从目前的2，646增加到4，071。 其中三分之二将是低收入和/或第一代大学生。 1993年，PR-AMP大学授予了1，896个学士学位，占全国授予西班牙裔7，995个学位的23.7%，使PR-AMP机构成为生产西班牙裔SMET毕业生的关键资源。 通过PR-AMP第二阶段，预计约有32，000名学生参与者将从PR-AMP计划中受益。 将优化机构效力和效率，将PR-AMP机构的平均毕业率从目前的32%提高到60%。 从PR-AMP授予BS毕业生的SMET博士学位将从目前的年均48个增加到83个。 PR-AMP第二阶段活动的重点将针对SMET管道的本科部分，因为岛上已经制定了主要的系统战略，以解决大学预科（PR系统全州倡议）和研究生（刺激竞争性研究实验方案）水平。第二阶段将在第一阶段试验并发现有效的战略基础上，制定新的举措，解决阻碍中小企业教育的所有关键问题， 核心战略：透过修订中小型企业培训课程，以探究式学习方法和有效的课堂评估方法为基础，加入有效的教学策略，改变教/学文化、教师态度和课程，并强调把关和瓶颈课程;推行教师、业界和同侪辅导计划，为中小型企业培训学生提供学术和社会支援网络;加强本科生研究，重点是地方研究生研究中心、国家实验室和行业实习;为低收入的中小企业学生提供津贴，以解决经济需要，并鼓励他们参与PR-AMP过程;将多媒体技术纳入学习过程;特殊的衔接部分，包括大学预科到大学工程课程和本科到研究生过渡课程;教师准备课程，以提高未来的SMET教师的能力;以及发展机构研究和战略规划能力，以衡量表明学生成果和机构效益和效率方面的增值的变量。

9623943 Gomez-Rodriguez The Puerto Rico Alliance for Minority Participation Phase II joins 14 universities, National Laboratories and local industry to increase the quality and number of Hispanic BS degrees in SMET conferred by PR-AMP institutions each year by a total of 1,425, growing from the current 2,646 to 4,071. Up to 2/3 of these will be low-income and/or first generation college students. PR-AMP universities conferred 1,896 BS degrees in 1993, which represents 23.7% of the 7,995 degrees conferred nationally to Hispanics, making PR-AMP institutions a key resource for producing Hispanic SMET graduates. Through PR-AMP Phase II, about 32,000 student participants are expected to benefit from the PR-AMP program. Institutional effectiveness and efficiency will be optimized to increase the average graduation rates of PR-AMP institutions from the current annual rate of 32% to 60%. PhDs in SMET conferred to BS graduates from PR-AMP will increase from the current annual average of 48 to 83. The thrust of PR-AMP Phase II activities will target the undergraduate component of the SMET pipeline, as major systemic strategies are already in place on the island to address the pre- college (PR Systemic Statewide Initiative) and graduate (Experimental Program to Stimulate Competitive Research-EPSCoR) levels. Building on those strategies piloted and found effective in Phase I and creating new initiatives to address all key aspects of the barriers to SMET education, Phase II will develop the following core strategies: changing the teaching/learning culture, faculty attitudes and curriculum though the curricular revision of SMET curricula to incorporate effective teaching strategies bases on an inquiry approach to learning and effective classroom assessment method, with emphasis on gatekeeper and bottleneck courses; faculty, industry and peer mentoring program to provide SMET students with a network of academic and social support; strengthening undergraduat e research with emphasis on local graduate research centers, National Laboratories and industry internships; stipends for low-income SMET students to address financial need and stimulate participation in the PR-AMP process; incorporation of multimedia technology in the learning process; special bridging component, with pre-college to college engineering program and an undergraduate to graduate transition program; a teacher preparation program to improve the competence of future SMET teachers; and the development of an institutional research and strategic planning capability to measure variables that indicate the value-added in terms of student outcomes and institutional effectiveness and efficiency.