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

第三阶段-路易斯斯托克斯路易斯安那州少数族裔参与联盟 (LS-LAMP)

• 批准号: 0503362
• 负责人: Diola Bagayoko
• 金额: $ 250万
• 依托单位: Louisiana Board of Regents
• 依托单位国家: 美国
• 项目类别: Cooperative Agreement
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-11-01 至 2010-10-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0503362&HistoricalAwards=false
• 关键词: Phase; III; Louis; Stokes; Louisiana

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.

路易斯·斯托克斯路易斯安那州少数民族参与联盟(LS-LAMP)是一项全州范围内的综合性系统指导计划，旨在迅速提高获得科学、技术、工程和数学(STEM)学科学士学位的少数族裔学生的数量和质量，并积极推动他们过渡到STEM研究生院攻读终极学位(博士)。LS-LAMP第三阶段的主要目标和目标是：1)巩固和扩大第一阶段和第二阶段的成果；2)强调并最大限度地促进STEM专业的少数族裔学士学位持有者向STEM研究生课程和从后者向包括教授在内的研究职业的过渡。具体地说，到2010年，每年的少数族裔学士学位产量将达到每年1120名毕业生，其中30%的校友将攻读研究生STEM学位，重点是博士学位。这些目标的实现将通过我们严格执行一套全面和连贯的战略或活动来切实保证，这些战略或活动几乎不会有什么机会。系统的学生指导是这些活动的核心，它包括研究参与、对研究生院的指导以及随后的后续行动。正如本节目的叙述所示，LS-LAMP和廷巴克图学院将教育附加值的创造置于严格的科学基础上。特别是，LS-LAMP实施的10链系统指导模式促进了学生的学业和社会融合，正如流行的定量学生保持模式所建议的那样。我们成功实施LS-LAMP第三阶段并将其制度化的其他主要组成部分包括加强机构内部和机构间的合作，加强STEM单位的教学和研究基础设施，确保多样化的资金基础，以及伴随而来的校园文化转型。LS-LAMP的受赠人和受托代理人是路易斯安那州董事会。南方大学和A&amp；M学院是LS-LAMP的牵头机构，一系列合作的公共和私营部门实体的积极投入和建议，包括LS-LAMP管理委员会，由高等教育专员E·约瑟夫·萨沃伊博士担任主席。LS-LAMP由11所路易斯安那州高等教育机构和一个研究机构组成。这些合作伙伴是迪拉德大学、格拉姆林州立大学、路易斯安那州立大学、麦克尼斯州立大学、努涅斯社区学院、南方大学和农工学院、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、路易斯安那大学拉斐特分校和路易斯安那大学海洋协会。更重要的是，他们得到路易斯安那州董事会的支持，以及校园里资历卓著和敬业的校园协调员极大地增加了LS-LAMP示范实施的可能性。根据附上的一封信，董事们提供了与NSF请求的支持一对一的匹配。在过去五年中，校园及其校长/校长提供了额外的现金和实物支助，每年价值100万美元。他们准备在LS-LAMP第三阶段的资助下继续这样做。LS-LAMP第三阶段的内在优点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、研究人员既定的能力以及可用的广泛和最新的设施。调查员、校园协调员被证明的能力实际上保证了目标的实现。全面的评价融入了项目活动的结构，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学士学位毕业生的数量和质量的显著提高，以及这些获得STEM研究生学位并成功过渡到包括教授在内的研究职业的校友数量的显著增加。该项目的更广泛影响将部分归因于对国家STEM劳动力池的重大影响，以及适当实施一套连贯的传播活动。我们的系统指导模式预计将被全国和其他地方的其他四年制机构复制。由此产生的充满改革的增强LS-LAMP合作伙伴的教学、指导和研究基础设施及其最终制度化的影响预计将远远超出少数族裔教育、STEM学科和路易斯安那州。