CSU Louis Stokes Alliance for Minority Participation, Phase III

加州州立大学路易斯·斯托克斯少数族裔参与联盟计划第三阶段始创于1994年，加州州立大学-路易斯·斯托克斯少数族裔参与联盟计划(CSU-LSAMP)是一项全面的全州范围的计划，致力于增加加州州立大学(CSU)校园毕业的少数族裔学生的数量，这些学生拥有科学、技术、工程和数学(STEM)学科的学士学位。CSU-AMP联盟包括47所公立大专院校：19所CSU校区和28所加州社区学院(CCC)。在过去国家科学基金会的支持下，CSU-LSAMP为扩大STEM学科中代表性不足群体的参与做出了重大贡献。如果每年向本校学生颁发的STEM学位数目维持在1993年中大学制实施前750个的基线水平，则在1994-95年度至2001-02年度期间，获颁学位总数应为6 000个。相反，在过去的八年里，共有11,601个学位被授予，增加了5,601个URM-STEM学位。加州公立高中毕业的URM学生的数量和比例的变化预测加强了CSU-LSAMP进一步增加URM学生在STEM的总体参与度的潜力。在第三阶段，中大校舍管理计划建议每年安排约2,000名市管学生参与活动，以维持或进一步提高第一阶段和第二阶段所达致的个别学生留校率和升学率，并建议在2007-2008年度，把市管-STEM学位的颁授数目由2001-2002年度的1,485个增加至2,528个。因此，CSU-LSAMP的目标是在项目结束前向URM学生授予超过1,000个STEM学士学位。由于加州社区学院在加州招收了大约63%的在校学生，因此提高转化率的伙伴关系活动对实现学位产生目标至关重要。因此，在第三阶段，CSU-LSAMP将完成桥梁的建设。CSU和CCC合作伙伴之间的合作，以促进学生在这一关键决策点的进步。由于在第一阶段和第二阶段为低年级学生启动的许多战略已经制度化，CSU-LSAMP还将在第三阶段引入活动，旨在加强高年级学生的研究生院准备，目标是改善学生进入STEM研究生课程的总体进展。第三阶段的活动将集中于四个共同目标：(1)提高社区学院和中大STEM专业的URM学生的转读率；(2)提高STEM专业的URM学生的一年级和二年级的保留率和整体学习成绩，使其达到与非STEM学生相当的水平；(3)提高URM学生在数学和科学课程上的表现；以及(4)增加有兴趣攻读STEM学科的URM学生的人数，并加强高年级URM-STEM学生的研究生准备。为支持每个目标而提供的活动类型一直被证明有助于留住和提升STEM的URM学生，并代表了一套行之有效的最佳实践。为实现目标而努力。这些活动包括：CSU和社区学院之间的课程衔接；与社区大学学生的个人转学协议；建议/迎新计划；同行指导；教师指导；旨在为学生在微积分课程中脱颖而出而设计的暑期或学年强化计划；旨在提高学生在特定数学和科学课程中表现的补充学年工作坊；毕业生信息工作坊；AY或暑期实习和研究经验；GRE准备工作坊；参加科学和专业会议；与其他URM-STEM服务项目的互动；以及与URM-STEM提供服务的博士生的互动。

California State University Louis Stokes Alliance for Minority Participation Program, Phase III nitiated in 1994, the California State University-Louis Stokes Alliance for Minority Participation Program (CSU-LSAMP) is a comprehensive, statewide program dedicated to increasing the number of students from underrepresented minority groups (URM) graduating from campuses of the California State University (CSU) with baccalaureate degrees in science, technology, engineering, and mathematics (STEM) disciplines. The CSU-AMP Alliance includes 47 public postsecondary institutions: 19 CSU campuses plus 28 California Community Colleges (CCC). With past NSF support, CSU-LSAMP contributed substantially to broadening participation of underrepresented groups in STEM disciplines. If the annual number of STEM degrees awarded to URM students had remained at the 1993 pre-CSU-LSAMP baseline of 750, the total number of degrees awarded between 1994-95 and 2001-02 would have been 6000. Instead, a total of 11,601 degrees were awarded over the past eight-year period, an increase of 5,601 URM-STEM degrees. The potential for CSU-LSAMP to further increase overall participation of URM students in STEM is strengthened by projections for changes in the number and proportion of URM students graduating from California public high schools. In Phase III, CSU-LSAMP proposes to engage approximately 2,000 URM students/year in activities that sustain or further improve individual student retention and progression rates achieved during Phase I and Phase II, and proposes to increase the number of URM-STEM degrees awarded from the 2001-2002 level of 1,485 to 2,528 in 2007-2008. Hence, the CSU-LSAMP goal is to award over 1,000 more STEM baccalaureate degrees to URM students by the end of the project period. Since California Community Colleges enroll approximately 63% of college-going students in California, partnership activities that improve transfer rates are critical to achieving the degree production goal. Therefore, during Phase III, CSU-LSAMP will complete construction of .bridges. between CSU and CCC partners that facilitate student advancement through this critical decision point. Since many of the strategies initiated in Phase I and Phase II for lower division students have already been institutionalized, CSU-LSAMP will also introduce activities in Phase III that are designed to enhance graduate school preparedness of upper division students with the goal of improving aggregate student progression to STEM graduate programs. Phase III activities provided by each CSU campus will focus on four common objectives: (1) increasing transfer rates of URM students from the community colleges to STEM majors in the CSU; (2) enhancing first and second year retention rates and overall academic performance of URM students in STEM majors to levels comparable to levels for non-URM students; (3) enhancing performance of URM students in math and science courses; and (4) increasing the number of URM students interested in pursuing graduate study in STEM disciplines, and enhancing graduate school preparedness of upper division URM-STEM students. The types of activities that will be offered to support each objective have consistently been shown to facilitate retention and progression of URM students in STEM, and represent a set of well-established .best practices. for accomplishing the objectives. These activities include: course articulation between CSU and community colleges; individual transfer agreements with community college students; advising/orientation programs; peer mentoring; faculty mentoring; intensive summer or academic year programs designed to prepare students to excel in calculus courses; supplemental academic year workshops designed to enhance performance in specific math and science courses; graduate information workshops; AY or summer internships and research experiences; GRE preparation workshops; participation in scientific and professional conferences; interactions with other URM-STEM serving programs; and Interactions with URM-STEM serving prog ms at Ph.D. granting institutions.