Phase III-Louis Stokes Louisiana Alliance for Minority Participation (LS-LAMP)

路易斯·斯托克斯路易斯安那州少数民族参与联盟（LS-LAMP）是一个全州范围内的综合性系统指导计划，旨在迅速增加少数民族学生在科学，技术，工程和数学（STEM）学科获得学士学位的数量和质量，并积极促进他们向STEM研究生院过渡，以追求终端学位（博士）。LS-LAMP第三阶段的主要目标和目的是：1）巩固和扩大第一阶段和第二阶段的成就，2）强调并最大限度地提高少数BS学位持有者在STEM学科的过渡到研究生STEM课程，并从后者到研究职业，包括教授。具体来说，每年，少数民族学士学位生产是达到每年1120研究生，到2010年，这些校友的30%将追求研究生STEM学位，重点是博士学位的实现这些目标将实际上是由我们的严格执行acomensive和连贯的一套战略或活动，几乎没有机会保证。系统的学生辅导是这些活动的核心，它包括研究参与，指导研究生院，并随后跟进。正如该方案的叙述所示，LS-LAMP和廷布克图学院将创造教育附加值置于严格的科学基础之上。特别是，LS-LAMP实施的10-Strand系统指导模型促进了学生的学术和社会融合，这是流行的定量学生保留模型所建议的。我们成功实施LS-LAMP第三阶段及其制度化的方法的其他主要组成部分包括加强机构内和机构间的合作，加强STEM单位的教学和研究基础设施，确保多元化的资金基础，以及校园文化的伴随转型。LS-LAMP的受让人和信托代理人是路易斯安那州董事会。南方大学和A M学院作为LS-LAMP的牵头机构，积极投入和一系列合作的公共和私营部门实体的建议，包括LS-LAMP理事会，由高等教育专员主持，博士。约瑟夫·萨瓦。LS-LAMP由十一（11）路易斯安那州高等教育机构和一个研究组织。这些合作伙伴是迪拉德大学、格兰布林州立大学、路易斯安那州立大学、麦克尼斯州立大学、努涅斯社区学院、南方大学和A& M学院、新奥尔良南方大学、什里夫波特南方大学、杜兰大学、新奥尔良大学、拉斐特路易斯安那大学、LS-LAMP的主要研究人员和项目负责人都是高素质的。更重要的是，他们从路易斯安那州董事会和校园里杰出的合格和敬业的校园协调员那里获得的支持极大地增加了LS-LAMP示范实施的可能性。根据所附的一封信，董事会提供了与NSF请求的支持一对一的匹配。在过去的五年里，校园和他们的校长/校长提供了额外的现金和实物支持，每年价值100万美元。它们准备在地方系统扫盲评估和监测计划第三阶段获得资金后继续这样做。 LS-LAMP第三阶段的内在价值部分源于系统指导活动的科学基础，过去和未来的出版物，教育目标，调查人员的既定能力，以及广泛和最新的设施。调查人员校园协调员的证明能力实际上保证了目标的实现。将彻底的评估融入项目活动的结构中，进一步确保了项目的成功。引用的文献清楚地表明，LS-LAMP的继续将导致少数STEM BS学位毕业生的数量和质量显着增加，以及获得研究生STEM学位并成功过渡到研究职业的校友数量，包括教授。该项目的更广泛影响部分是由于对国家STEM劳动力库的重大影响以及适当实施一套连贯的传播活动。我们的系统性指导模式预计将被全国各地和其他地方的其他4年制机构复制。由此产生的LS-LAMP合作伙伴的教学，指导和研究基础设施的改革增强及其最终的制度化预计将产生远远超出少数民族教育，STEM学科和路易斯安那州的影响。

The Louis Stokes Louisiana Alliance for Minority Participation (LS-LAMP) is a statewide, comprehensivesystemic mentoring program aimed at rapidly increasing the number and quality of minority students earning baccalaureate degrees in science, technology, engineering, and mathematics (STEM) disciplines and actively promoting their transition to STEM graduate schools for the pursuit of terminal degrees (Ph.D.). The primary goals and objectives of LS-LAMP, Phase III, are, 1) to consolidate and to augment the achievements of Phases I and II and 2) to emphasize and to maximize the transition of minority BS degree holders in STEM disciplines to graduate STEM programs and from the latter to research careers, including the professoriate. Specifically, the annual, minority BS degree production is to reach 1120 graduate per year, by 2010, and 30% of these alumni will pursue graduate STEM degrees, with emphasis on the Ph.D.The attainment of these objectives will be practically guaranteed by our rigorous implementation of acomprehensive and coherent set of strategies or activities that leave little to chance. Systemic student mentoring is at the core of these activities and it includes research participation, guidance to graduate school, and subsequent follow-up. As shown in the narrative of this program, LS-LAMP and the Timbuktu Academy have placed the creation of educational value-added on a rigorous scientific basis. In particular, the 10-Strand Systemic Mentoring model implemented by LS-LAMP promotes the academic and social integration of students as recommended by the prevailing, quantitative, student retention models. Other major components of our approach for the successful implementation of LS-LAMP, Phase III, and for its institutionalization include strengthening intra- and inter-institutional collaborations, enhancing the teaching and research infrastructure of STEM units, securing a diversified funding base, and the accompanying transformation of campus cultures. The grantee and fiduciary agent for LS-LAMP is the Louisiana Board of Regents. Southern University and A&M College serves as the lead institution for LS-LAMP with the active input and advice of an array of collaborating public and private sector entities including the LS-LAMP Governing Board, chaired by the Commissioner of Higher Education, Dr. E. Joseph Savoie. LS-LAMP consists of eleven (11) Louisiana higher educational institutions and one research organization. These partners are Dillard University, Grambling State University, Louisiana State University, McNeese State University, Nunez Community College, Southern University and A&M College, Southern University at New Orleans, Southern University at Shreveport, Tulane University, the University of New Orleans, the University of Louisiana at Lafayette, and the Louisiana Universities Marine Consortium.The principal investigators and project director of LS-LAMP are highly qualified. More importantly, thesupport they enjoy from the Louisiana Board of Regents and the eminently qualified and dedicated campuscoordinators on the campuses immensely add to the likelihood of an exemplary implementation of LS-LAMP. The Regents provided, as per an attached letter, a one-to-one match to the requested support from NSF. Campus and their presidents/chancellors have provided, in the past five years, an additional cash and in-kind support valued at $1Million per year. They are ready to continue to do so upon the funding of LS-LAMP, Phase III. The intrinsic merit of LS-LAMP Phase III partly stems from the scientific basis of the systemic mentoring activities, past and future publications, educational objectives, the established capability of the investigators, and the extensive and up-to-date facilities available to it. The proven capability of the investigators campus coordinators practically guarantees the attainment of the objectives. The thorough evaluation woven into the fabric of the project activities further ensures its success. The cited literature clearly indicates that the continuation of LS-LAMP will result in significant increases in the number and quality of minority STEM BS degree graduates and in the numbers of these alumni who earn graduate STEM degrees and successfully transition to research careers, including the professoriate.The broader impact of the project will partly be due to the significant impact on the national STEMworkforce pool and the proper implementation of a coherent set of dissemination activities. Our systemic mentoring model is expected to be replicated by other 4-year institutions across the country and elsewhere. The resulting reform-imbued enhancement of the teaching, mentoring, and research infrastructure of LS-LAMP partners and their ultimate institutionalization are expected to have impact far beyond minority education, STEM disciplines, and Louisiana.