LSAMP: Texas A&M System Louis Stokes Alliance for Minority Participation, Phase III Program: Cultivating the Future

德州农工系统路易斯·斯托克斯少数民族参与联盟第三阶段（TAMUS LSAMP III）计划提出培育未来。该项目将努力维持和扩大在科学、技术、工程和数学（STEM）学科中少数族裔（URM）学生的留存率和学习成果方面来之不易的学术成果，这些成果已在TX LSAMP第一和第二阶段在合作机构中取得。然而，拟议计划的首要目标将是促进代表性不足的少数民族（URM）学生在科学、技术、工程和数学（STEM）领域的准备，以便升读STEM研究生学位课程和STEM学科的K-12教学。由三位资深的德州LSAMP合作伙伴和德州农工大学系统（TAMU系统）的学术和学生事务副校长办公室领导，拟议的德州LSAMP第三阶段项目将扩展到另外六所TAMU系统大学的学生参与其核心活动。拟议的TAMUS LSAMP III将是一个为期五年的三管齐下的项目。该计划的第一个重点是最初的两年试点战略，用于实施和建模新的、可制度化的战略。管道修复。策略，旨在帮助TAMU和Prairie View重新招收濒危的URM STEM新生，因为这些机构在TAMU系统中招收和毕业的URM STEM本科生人数最多。TAMUS LSAMP III计划的第二个分支将包括核心。本科生发展。策略，该课程将向所有联盟院校的学生开放。这一策略将贯穿TAMUS LSAMP III项目的整个五年。这个项目的目标首先是通过提高URM STEM学生的自我指导（自我效能感）来提高他们的保留率和学术成就，然后，通过本科研究和教学经验，提高URM STEM学生的学习质量，从而使他们坚持毕业和进步。第三个特点是。研究生院和教学衔接。它将包括积极协商协助TAMUS LSAMP学生向STEM研究生课程过渡的策略，最好是那些拥有强大系统支持URM学生成功的学生，以及鼓励和协助URM STEM学生追求专业的K-12教学。这些策略将在第三至第五年实施，并将提供给所有TAMU系统LSAMP校区的目标人群学生。这三个项目的共同之处在于，致力于为乌拉尔大学STEM学院的学生培养具有前瞻性、雄心勃勃的终身学习视角。

The Texas A&M System Louis Stokes Alliance for Minority Participation Phase III (TAMUS LSAMP III) program proposes to nurture the future. The program will endeavor to sustain and extend hard-won academic gains in retention and learning outcomes for under-represented minority (URM) students in science, technology, engineering and math (STEM) disciplines, which have been achieved in partner institutions during TX LSAMP Phase I and II. However, the foremost aim of the proposed program will be, to advance the preparation of under-represented minority (URM) students in science, technology, engineering and math (STEM) fields for progression to STEM graduate degree programs and to K-12 teaching in STEM subjects. Led by three veteran TX LSAMP partners, and the Office of the Vice Chancellor for Academic and Student Affairs Texas A&M University System (TAMU System) the proposed Texas LSAMP Phase III program will extend participation in its central activities to the students of six additional TAMU System universities. The proposed TAMUS LSAMP III will be a five-year, three-pronged program. The first prong of the program features initial two-year pilot strategies for conducting and modeling new, and institutionalizable .Pipeline Repair. tactics, which are intended to help renew endangered URM STEM enrollment of new students at TAMU and Prairie View, because these institutions enroll and graduate the largest populations of URM STEM undergraduates in the TAMU system. The second prong of the TAMUS LSAMP III program will include the core .Undergraduate Student Development. strategies, which will be open to students of all Alliance institutions. The strategies of this prong will operate throughout the five years of the TAMUS LSAMP III program. This prong will aim first, to advance retention, and academic attainment by improving the self-direction (self efficacy) of STEM URM students, and then, to improve the quality of learning for URM STEM students, and hence their persistence toward graduation, and progression, through undergraduate research and teaching experiences. The third prong may be characterized as .Graduate School and Teaching Articulation.. It will consist of strategies for proactively negotiating an assisted transition of TAMUS LSAMP students to STEM graduate programs, and preferably those with strong systems to support URM student success, as well as encouraging and assisting URM STEM students pursue professional K-12 teaching. These strategies of this prong will be implemented in years three through five and will be made available to target population students from all TAMU System LSAMP campuses. What all three-program prongs will have in common is the commitment to seeding URM STEM students with forward-looking, ambitious perspectives toward life-long learning.