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

第三阶段西部扩大学生机会联盟（WAESO） LSAMP提议(1)将其非常成功的LSAMP第二阶段活动制度化，(2)在我们目前的基线基础上再翻一番，到2006年获得2260个未被充分代表的少数民族科学、数学、工程和技术（SMET）学士学位。(3)扩大LSAMP毕业生和参与第三阶段samp的少数族裔SMET本科生与我们的MGE@MSA AGEP和其他AGEP的联系，并提供高科技产品，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是一个全面的、协调的、有序的努力的本科组成部分，帮助学生从中学开始，到本科、研究生院，甚至更高，包括大学二年级、三年级和大四学生向研究生院的过渡，以及开发具有区域和全国应用或传播的高科技产品。尽管我们的LSAMP NSF基金将只专注于本科生，但我们将使用非NSF基金来支持数千名大学预科学生，并使用NSF AGEP和非NSF基金来帮助数百名研究生和博士或硕士学位课程的毕业生，从七年级开始，到博士学位，甚至到公司或政府部门的教师地位或职业。我们第二阶段LSAMP的一些独特和高效的特征将在第三阶段的WAESO中制度化，这些特征存在于项目各个层面的顺序和整合中。例如：(1)以连贯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相结合；(2)让科学家，特别是目前在教室和实验室里与学生一起工作的教师，他们审查和排名项目，而这些项目又来自该领域，需要竞争资金，他们对项目活动和资金分配的主要控制权，包括通过参与运营委员会对值得（或不值得）项目的资金进行中期修正的灵活性；(3)利用高科技制作和分发以代表性不足的少数群体为重点的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；(4)制定和维持针对包括美国印第安人在内的每四个参与学生群体的特殊方案倡议。由于长期强有力的机构支持，我们不仅有能力满足基本的LSAMP成本分摊要求，而且更重要的是，我们有能力满足LSAMP计划新的第三阶段的制度化成本。基于第一阶段的成功，我们的目标人口每年的毕业生人数翻了一番，并且超过了第二阶段类似的翻倍目标，我们建议承担起一项艰巨的任务，即实现反映我们地区大量未被充分代表的少数民族人口的学士学位率，其中25.8%是美洲印第安人，非洲裔美国人和西班牙裔。因此，我们的长期数字目标是在2011年向美国印第安人、非洲裔美国人和西班牙裔美国人授予2,858个SMET学士学位，以实现与这些美国人的地区人口平等。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，这是迈向平等的目标。

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.