Planning Grant For Assessment And Improvement Of Alaska's Tribally-controlled College's Science, Mathematics, Engineering And Technology Programs

用于评估和改进阿拉斯加部落控制学院的科学、数学、工程和技术项目的规划拨款

• 批准号: 0123244
• 负责人: Merritt Helfferich
• 金额: $ 5万
• 依托单位: Ilisagvik College
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2001
• 资助国家: 美国
• 起止时间: 2001-09-01 至 2002-11-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0123244&HistoricalAwards=false
• 关键词: Planning; Grant; Assessment; Improvement; Alaska

Ilisagvik College in Barrow, Alaska is the lead college in the Consortium for Alaska Native Higher Education, Inc. (CANHE), a non-profit group of Alaska Native organizationscreating and supporting new Alaska Native-serving colleges in Alaska. CANHE wasestablished, in part, because only 4% of Alaska Natives (1990) have achieved baccalaureate degrees. Alaska Natives are poorly represented as students in Science, Mathematics, Engineering, and Technology (SMET) programs in Alaska'suniversities and colleges, as teachers in the Alaska schools, and in the occupationsrequiring these skills. Data on Alaska Native higher education achievement is notwell collected. It is obvious to Alaska natives, however, that different techniquesmust be used to attract and retain Native and rural students in SMET programs thanthose used for years by the state university. Ilisagvik will serve as the lead and mentor institution for the planning and assessment effort over the10 months of the project.Ilisagvik will engage a project manager to conduct the assessment. A CANHE membertask force will create a mission statement defining the planning goals, prioritiesand project milestones. An external advisory board will be chaired by Dr. EdnaMacLean, the president of Ilisagvik College, and will review the planning effort andevaluate the progress. The task force and manager will gather data from each of thesix members and examine their missions, their long-term goals and priorities. Theregional needs and strengths will become part of the CANHE SMET master plan whichwill include the colleges' resources, governance, culture, technology requirements, and funding strategies. The plan will include assessment of faculty needed and theskills available for staff instruction, and inventory the technology requirementsand the infrastructure support needed in each region. Beyond the specific benefitsof the assessment to Ilisagvik College, the benefits will multiply by involving allthe CANHE members in the process and the ultimate implementation of the plan.The group will design practical cost-effective methods to create, expand and collaboratively improve SMET programs for the dispersed potential student body including collaboration with other regions, some centralizing support activities, and integrating incentives to be involved for faculty and students. Given the vast roadless distances between communities, the primitive state of rural Alaskatelecommunications and information infrastructure and the high cost of suchservices when available, there are numerous problems of distance delivery tobe identified, understood and resolved. Ilisagvik developed a new Information Technology A.A.S. curriculum and acquired some of the infrastructure to carry out the classes through previous funding from NSF, the American Association of Community Colleges, the M. J. Murdock Foundation, and the Microsoft Corporation. Other programs are being developed by CANHE members. These assets can be shared across the state to improve SMET delivery. Collectively the colleges can register a greater number of students for these courses from the multi-regional Native student body and deliver them with a smaller number offaculty also taking administrative advantages of cross-registration benefits.The data, assessment, and draft plan will be reviewed with the board andorganizational leadership of each regional colleges prior to adoption to affirm, and modified if required, so that it addresses the needs, direction and resources of each region.

位于阿拉斯加州巴罗的Ilisagvik学院是阿拉斯加土著高等教育联盟的领先学院。（CANHE），阿拉斯加原住民组织的一个非营利组织，在阿拉斯加创建和支持新的阿拉斯加原住民服务学院。CANHE之所以成立，部分原因是因为只有4%的阿拉斯加原住民（1990年）获得了学士学位。阿拉斯加土著人在阿拉斯加大学和学院的科学、数学、工程和技术课程中，在阿拉斯加学校的教师中，以及在需要这些技能的职业中，所占比例很低。关于阿拉斯加土著人高等教育成就的数据没有收集。然而，对阿拉斯加本地人来说，很明显，在SMET项目中，必须使用不同的技术来吸引和留住本地和农村学生，而不是州立大学多年来使用的技术。Ilisagvik将在10个月的项目规划和评估工作中担任领导和指导机构。Ilisagvik将聘请一名项目经理进行评估。CANHE成员工作组将创建一个使命声明，定义规划目标、优先级和项目里程碑。 一个外部咨询委员会将由伊利萨维克学院院长埃德娜·麦克莱恩博士担任主席，并将审查规划工作和评估进展情况。特别工作组和经理将从六名成员中收集数据，并检查他们的使命，长期目标和优先事项。区域需求和优势将成为CANHE SMET总体规划的一部分，该总体规划将包括学院的资源、治理、文化、技术要求和资助策略。该计划将包括评估所需的教师和可用于员工教学的技能，并清点每个地区所需的技术要求和基础设施支持。除了对伊利萨维克学院进行评估的具体好处之外，通过让所有CANHE成员参与到该计划的过程和最终实施中，这些好处将成倍增加。该小组将设计实用的成本效益方法，为分散的潜在学生团体创建，扩展和协作改进SMET计划，包括与其他地区的合作，一些集中的支持活动，并整合激励措施，让教师和学生参与进来。由于各社区之间无路可走，阿拉斯加农村的电子和信息基础设施处于原始状态，而且这种服务的成本很高，因此有许多远距离提供服务的问题需要确定、理解和解决。Ilisagvik开发了一种新的信息技术A.A.S.课程，并获得了一些基础设施，通过以前的资金，从国家科学基金会，美国社区学院协会，M。默多克基金会和微软公司。其他方案正在由CANHE成员制定。这些资产可以在全州范围内共享，以改善SMET的交付。 这些学院可以从多地区的本地学生团体中注册更多的学生参加这些课程，并通过交叉注册的行政优势提供更少的课程。数据，评估和计划草案将在通过确认之前与每个地区学院的董事会和组织领导进行审查，并在必要时进行修改，以便满足需求，每个地区的方向和资源。