City University of New York LSAMP Phase III

纽约市路易斯·斯托克斯少数族裔参与科学、工程和数学联盟（LSAMP）于1992年在纽约市立大学发起，旨在提高少数族裔学生对科学、工程和数学的兴趣。flsamp第三阶段的主要目标是通过增加我们在第一阶段和第二阶段建立的生产能力和产出，为参与者提供夏季和学年的研究、教学和服务机会，建立一个永久性的城市基础设施。纽约市LSAMP第三阶段将继续致力于系统变革，以确保少数民族SMET毕业生的增加，并解决NSF划定的国家优先领域。这些领域是：1)教育统一体；2)制度化和最佳实践；3)本科/ GraduateTransition;4)指导。自1992年以来，科学、数学、工程和相关技术课程的少数民族本科生从4216人增加到2001年的6976人，增长了65%。在同一时期，获得学士学位的人数从每年404人增加到755人，增长了86%。1992年以来，少数民族毕业生总数超过5800人。LSAMP项目现在每年为14,000多名城市大学本科生提供服务。显然，在纽约市立大学的少数族裔和非少数族裔总入学人数从23万减少到20万的时期，LSAMP对大学产生了积极影响，这证明了LSAMP计划的成功。纽约市LSAMP第三阶段将加强并永久性地进行以下系统性改革：-分层组织结构，以促进其目标的实现。-调整守门员微积分、化学和物理课程。-城市大学校园内的科学和数学学习中心。-从高中到研究生，在所有关键阶段进行无缝的学术过渡。-大学对本科生研究的投资是本科生体验的一部分。-跨越学院边界的本科生和教师研究项目。-可持续的机构和行业合作。-与其他系统倡议联合规划和资源承诺。跟踪每个学生在本科和研究生阶段的坚持情况。-培养稳定的高中学生进入SMET课程。第一阶段和第二阶段的联盟活动以课程改革（第一阶段）和将研究融入本科教育（第二阶段）为中心。通过第一阶段的课程改革来增加SMET学科的入学人数的策略，以系统的方式引导学生利用第二阶段增加的研究机会。校门人微积分、化学和物理课程的联盟课程重组包括强调协作学习，以非竞争的方式解决问题，以及由受过专门培训的同伴导师和教员主持的研讨会。1997-2001年期间，纽约市立大学在纽约市lsamp制度化或重组课程中招收了46,000多名学生。在这种背景下，超过5800名学生获得了SMET学士学位，越来越多的学生以研究助理的身份参加了LSAMP的活动。第三阶段的活动将涉及一种系统的办法，以增加继续进入研究生院或在研究生一级接受教师教育的参与者人数。

City University of New York LSAMP Phase IIIThe New York City Louis Stokes Alliance for Minority Participation in Science, Engineeringand Mathematics (LSAMP) was initiated within CUNY in 1992 to promote interest in science engineering and mathematics among underrepresented minority students. The main goal ofLSAMP Phase III is to build a permanent CUNY infrastructure through augmentation of ourdemonstrated productive capacity and output built in Phase I and Phase II, with acoordinated program of summer and academic year research, teaching and serviceopportunities for participants. The NYC LSAMP Phase III will continue to work for systemicchanges that will ensure the increased production of minority SMET graduates, and addressthe areas delineated by the NSF as national priorities. The areas are: 1) The EducationalContinuum; 2) Institutionalization and Best Practices; 3) Undergraduate/GraduateTransition; and 4) Mentoring.Since 1992, minority undergraduate enrollment in science, mathematics, engineering andrelated technology courses has increased from 4,216 to 6,976 in 2001, an increase of 65 %.In that same period, those earning baccalaureate degrees increased from 404 to 755 peryear, an increase of 86 %. The total number of minority graduates since 1992 exceeds5,800. LSAMP programs now serve more than 14,000 CUNY undergraduates annually. Clearly,the LSAMP has had a positive impact in the University during a period when CUNYs overalltotal enrollment, both minority and non-minority, decreased from about 230,000 to 200,000,and is testimony to the success of the LSAMP initiative.NYC LSAMP Phase III will augment and make permanent the following systemic changes andreforms:- A hierarchical organizational structure to foster delivery on its goal.- Restructuring of gatekeeper calculus, chemistry and physics courses.- Science and mathematics learning centers on CUNY campuses.- Seamless academic transitions at all critical points, from high school to graduateschool.- The universitys investment in undergraduate research as integral to theundergraduate experience.- An undergraduate student and faculty research program across college boundaries.- Sustainable agency and industry collaborations.- Joint planning and resource commitment with other systemic initiatives.- Tracking individual student persistence to the baccalaureate and graduate level.- Producing a steady stream of high school students entering SMET curricula.Alliance activities in Phase I and Phase II centered on curriculum reform (Phase I), andintegrating research into undergraduate education (Phase II). The strategy of increasingthe enrollment in the SMET disciplines via curriculum reform in Phase I, led in a systemicmanner to positioning students to take advantage of the increased research opportunitiesin Phase II. The Alliance Course Restructuring for gatekeeper calculus, chemistry, andphysics courses included an emphasis on collaborative learning, a non-competitive approachto problem solving, and workshops conducted by specially trained peer tutors and facultymembers. For the period 1997-2001, CUNY enrolled over 46,000 students in NYC LSAMPinstitutionalized or restructured courses. It was in this context that over 5,800 studentsgraduated with SMET degrees at the BS level, with increased numbers of students participating in LSAMP activities as research assistants. Phase III activities will involve a systemic approach to increase the number of participants that continue on to graduate school or teacher education at the graduate level.