South Texas Border Mathematics and Pre-Engineering Graduates

通过科学与技术学院，自然科学系，学术支持和丰富计划办公室以及学生服务院长办公室的合作努力，德克萨斯州A M国际大学（TAMIU）正在建立计算机科学，工程和数学奖学金（CSEMS）计划：南德克萨斯州边境数学和工程预科毕业生（STBMPEG）。 STBMPEG计划为29名低收入的计算机科学、工程或数学专业的本科生提供奖学金。 由于他们在CSEMS领域的代表性不足，这些奖学金将优先考虑低收入的少数民族，妇女和残疾人。 智力优势：CSEMS-STBMPEG方案的主要目标是：（1）增加专业发展研究活动的数量，以及参与者的实习机会;（2）提供服务，支持及时完成学位要求;（3）增加进入CSEMS领域研究生院的低收入本科少数民族，妇女和残疾人的数量;（4）扩大和进一步发展现有校友和私营行业关系/网络内的能力，以提供职业研讨会和相关的工作准备经验;和，（5）通过指导和为低师和大学预科学生的角色建模活动，解决目标人群参与CSEMS较低的更广泛的社会问题。 要获得奖学金，参与的学生必须保持全日制就读于CSEMS专业，保持至少2.80的GPA，并参加旨在通过指导和协作学习促进他们与教师和同行参与的丰富活动。 学生必须参加一个程序的方向，参加每学年至少一个职业研讨会，满足他们的CSEMS-STBMPEG顾问至少每季度一次，参加研究与教师导师或在CSEMS相关的行业实习或校内就业活动，并作为导师或榜样低师本科或大学预科学生与CSEMS表现出兴趣。 为项目参与者提供的支持包括在最初的项目年中的同伴导师，辅导和同伴学习小组的支持，以及为研究生院做准备的帮助。 通过CSEMS-STBMPEG计划提供的财政援助和丰富活动，预计大多数学生将在进入该计划的两到四年内毕业，并将进入CSEMS专业的研究生课程或在相关领域获得职位。 更广泛的影响：计划活动的长期，持续的好处包括建立新的研究和实习机会，可用于未来的CSEMS专业，增加网络和指导活动，为参与个人在其CSEMS职业生涯的各个阶段之间的未来合作互动，发展学生联系大学社区本身以及与当地行业和机构，大学前鼓励寻求职业生涯在CSEMS相关领域的代表性不足的族裔群体，低收入妇女和残疾人，并扩大了CSEMS学者与他们的教师导师一起工作所获得的研究过程的知识。

Through the collaborative efforts of the College of Science and Technology, the Department of Natural Sciences, the Office of Programs for Academic Support and Enrichment, and the Office of Dean of Student Services, Texas A&M International University (TAMIU) is establishing a Computer Science, Engineering, and Mathematics Scholarship (CSEMS) Program: South Texas Border Mathematics and Pre-Engineering Graduates (STBMPEG). The STBMPEG program is providing scholarships to twenty-nine low-income, undergraduates majoring in computer science, engineering, or mathematics. Due to their under representation in CSEMS fields, priority for such scholarships will be given to low-income ethnic minorities, women, and persons with disabilities. Intellectual Merit: Primary objectives of the CSEMS-STBMPEG Program are to (1) increase the number of professional development research activities, as well as internship opportunities, for participants; (2) provide services to support timely completion of degree requirements; (3) increase the number of low-income undergraduate ethnic minorities, women, and persons with disabilities who enter graduate school in CSEMS fields; (4) expand and further develop the capacity within existing alumni and private industry relationships/networks to provide career seminars and relevant job preparation experiences; and, (5) address the broader societal issue of low participation in CSEMS by the targeted populations through mentoring and role modeling activities for lower-division and pre-college students. To receive the scholarships, participating students must remain enrolled full time in a CSEMS major, maintain a GPA of at least 2.80, and participate in enrichment activities designed to facilitate their involvement with faculty and peers through mentoring and collaborative learning. Students are required to attend a program orientation, participate in at least one career seminar per academic year, meet with their CSEMS-STBMPEG Advisor minimally once each quarter, participate in research with a faculty mentor or in a CSEMS-related industry internship or on- campus employment activity, and serve as a mentor or role model for a lower-division undergraduate or pre-college student with demonstrated interest in CSEMS. The support provided to project's participants include a peer mentor during their initial program year, tutorial and peer study-group support, plus assistance in preparing for graduate school. With the financial assistance and enrichment activities provided through the CSEMS-STBMPEG Program, it is anticipated that most students will graduate within two to four years of entry into the program and will either enter a graduate program with a CSEMS major or secure a position in a related field. Broader Impact: Long-term, continuing benefits of program activities include establishment of new research and internship opportunities to be available for future CSEMS majors, increased networking and mentoring activities for future cooperative interactions among participating individuals at various stages of their CSEMS careers, development of student linkages within the university community itself as well as with local industry and agencies, pre-college encouragement to seek careers in CSEMS-related fields by underrepresented ethnic groups, low-income women and persons with disabilities, and expanded knowledge of research processes acquired by CSEMS Scholars working in conjunction with their faculty mentors.