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

第三阶段扩大学生机会西部联盟(WAESO)LSAMP建议(1)将其非常成功的LSAMP第二阶段活动制度化，(2)将学位比率在目前基线的基础上再翻一番，在2006年达到2260个未被充分代表的少数族裔(SMET)学士学位，以及(3)扩大LSAMP毕业生和参加LSAMP第三阶段的未占名额少数族裔SMET本科生与我们的MGE@MSA AGEP和其他AGEP的高科技产品，以帮助我们的学生和毕业生在我们的服务地区和全国。第三阶段WAESOLSAMP是一项全面、协调、循序渐进的努力的本科生部分，旨在帮助学生从中学开始，一直到本科生、研究生和以后的学生，包括大学二年级、三年级和大四学生到研究生学校的过渡，以及开发在地区和全国范围内应用或传播的高科技产品。虽然我们的LSAMP NSF基金将只关注本科生，但我们将使用非NSF基金支持数千名大学预科学生，并使用NSF AGEP和非NSF基金帮助数百名研究生和博士或硕士研究生，从7年级开始，一直到博士学位，甚至到教师身份或在企业或政府部门的职业生涯。我们的第二阶段LSAMP将在第三阶段WAESO制度化，其中一些独特而高效的功能存在于项目不同级别的顺序和整合中。例如，(1)以连贯和有效的方式将大学预科和研究生学习与我们的核心本科项目结合起来；(2)给予科学家，特别是目前在教室和实验室与学生一起工作的教职员工，他们审查和排列项目，这些项目反过来也来自实地，需要竞争资金，对项目活动和资金分配的主要控制，包括通过参与运营委员会，在中期纠正值得(或不值得)项目的资金分配的灵活性；(3)利用高科技制作和分发代表不足、以少数族裔为重点的SMET材料，并通过使用DVD、CD-ROM、互联网和万维网远距离协调项目组成部分；以及(4)针对我们每个参与的学生群体，包括美国印第安人，制定和保持特别的方案倡议。由于长期的机构支持，我们不仅有能力满足LSAMP的基本成本分担要求，更重要的是，我们有能力满足LSAMP计划新的第三阶段的制度化成本。基于第一阶段成功地将我们目标人口的毕业生数量翻了一番，并在第二阶段达到类似的加倍目标，我们建议承担起一项艰巨的任务，实现学士学位比率，以反映我们地区代表不足的少数族裔人口，即25.8%的美国印第安人、非裔美国人和西班牙裔美国人。因此，我们在2011年的长期数字目标是向美国印第安人、非裔美国人和拉美裔美国人授予2858个SMET学士学位，以实现与这些美国人地区人口的平等。为了第三阶段的目的，我们正在制定一个目标，即学位比率在目前基线的基础上再次翻一番，在2006年达到2260个学位，这是在实现平等的道路上很好地走上了道路。

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.