Louis Stokes Alliances for Minority Participation (LSAMO): Phase III: Western Alliance to Expand Student Opportunities

第三阶段西部联盟，以扩大学生的机会（WAESO）LSAMP建议（1）制度化其非常成功的LSAMP第二阶段的活动，（2）再一次加倍的学位率从我们目前的基线，以实现2,260个代表性不足的少数民族科学，数学，工程和技术（SMET）学士学位，在2006年，和（3）扩大和联系LSAMP毕业生和第IIILSAMP参与代表性不足的少数民族SMET本科生到我们的MGE@MSA AGEP和其他AGEP与高科技产品，这将有助于我们的学生和毕业生都在我们的服务区域和国家。第三阶段WAESOLSAMP是一个全面的，协调一致的，有序的努力，帮助学生从中学开始，通过本科，研究生院，以及以后，包括大学预科生，大三学生和大四学生向研究生院的过渡和高科技产品的开发与应用或区域和国家的传播的本科组成部分。虽然，我们的LSAMP NSF基金将只专注于本科生，我们将使用非NSF基金来支持数千名大学预科生，并使用NSF AGEP和非NSF基金来帮助数百名研究生和博士毕业生。或硕士课程从七年级开始，通过博士学位，甚至超越教师地位或职业在企业或政府部门。我们的第二阶段LSAMP的一些独特和高效的功能将在第三阶段WAESO制度化，位于项目的各个层次的顺序和整合。例如，（1）将大学预科和研究生学习与我们的核心本科项目相结合，以一种连贯和有效的方式;（2）让科学家，特别是目前在教室和实验室与学生一起工作并审查和排列项目的教师，这些项目也来自实地，需要争取资金，对项目活动和资金分配进行主要控制，包括在资助值得的项目时进行中期修正的灵活性，（或不值得）的项目，通过参加业务委员会;（3）利用高技术制作和分发以代表性不足的少数群体为重点的中小型和微型企业培训材料，并通过使用DVD、CD-ROM、互联网，和万维网;（4）发展和维护针对我们每个参与学生群体的特别计划倡议，包括美洲印第安人。得益于强大的长期机构支持，我们不仅有能力满足LSAMP的基本费用分摊要求，更重要的是，我们有能力满足LSAMP计划新的第三阶段的机构化费用。基于第一阶段成功地将目标人群的毕业生人数增加一倍，并在第二阶段超过类似的翻倍目标，我们打算承担起实现学士学位的艰巨任务。学位率反映了我们地区的少数民族人口，即25.8%的美国印第安人，非洲裔美国人和西班牙裔。因此，我们在2011年的长期数字目标是2，858个SMET B.S.在第三阶段，我们的目标是在目前的基础上再翻一番，到2006年达到2,260个学位，这一目标正在朝着实现平等的方向迈进。

Phase III Western Alliance to Expand Student Opportunities (WAESO) LSAMPproposes to (1) institutionalize its highly successful LSAMP Phase II activities,(2) double once again the degree rate from our current baseline to achieve 2,260 underrepresented minority science, mathematics, engineering, andtechnology (SMET)BS degrees in the year 2006, and (3) expand and link LSAMP graduates and Phase IIILSAMP participating underrepresented minority SMET undergraduate students to our MGE@MSA AGEP and other AGEPs with high technology products that will help our students and graduates both in our service region and nationally. The Phase III WAESOLSAMP is the undergraduate component of a comprehensive, concerted, sequenced effort that helps students beginning in secondary school throughundergraduate, graduateschool, and beyond, including the transition of college sophomores, juniors, and seniors toward graduate school and the development of high technology products with application or dissemination both regionally and nationally. Although, our LSAMP NSF funds will focus solely on undergraduate students, we will use non-NSF funds to support thousands of pre-college students and use both NSF AGEP and non-NSF funds to help hundreds of graduate students and graduates of Ph.D. or Master level programs beginning in the 7th grade and going through the doctorate and even beyond to faculty status or careers in the corporate or government sectors.Some of the unique and highly effective features of our Phase II LSAMP that will be institutionalized in Phase III WAESO lie within the sequence and integration of the various levels of the project. For example, (1) Integrating pre-college andgraduate study with our core undergraduate project in a coherent andeffective way; (2) Giving scientists, specifically faculty members who are currently working with students in classrooms and laboratories and who review and rank projects which in turn also come from the field and need to compete for funds, primary control over project activities and the allocation of funds, includingthe flexibility to make mid-course corrections in the funding of deserving(or undeserving) projects, through their participation in the operational committees;(3) Using high-technology to produce and distribute underrepresented minority-focusedSMET materials as well as to coordinate project components over great distances through the use of DVDs, CD-ROMs, the Internet, and the World Wide Web; and (4)Developing and maintain special programmatic initiatives directed toward each ofour participating student populations, including American Indians. Thanks to stronglong-term institutional support, we have the ability to not only meet the basic LSAMP cost-sharing requirements but, even more importantly, to meet theinstitutionalization costs of the new, third phase of the LSAMP program.Based on the successes of Phase I in doubling the number of graduates per year of ourtarget population and being above a similar doubling goal in Phase II, we propose to take on the formidable task of achieving B.S. degree rates reflective of the substantial underrepresented minority population of our region which is 25.8% American Indian,African American, and Hispanic. Thus, our long-term numerical goal in the year2011 of 2,858 SMET B.S. degrees awarded to American Indian, African American, andHispanics as accomplishing parity with our regional population of these Americans.For the purposes of Phase III, we are establishing a goal of doubling the degree rate once again from our current baseline to achieve 2,260 degrees in the year 2006,which is well on the way to achieving parity.