LSAMP SUNY Phase III: Infrastructures and Processes for Student Achievement and Advancement

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SUNY LSAMP Phase IIIProcesses and Infrastructures for Student Achievement and AdvancementProposal AbstractSUNY LS AMP Alliance is a coalition of sixteen institutions within the State Universityof New York (SUNY) system, one of the largest public college-university systems in the nation. Thiscoalition works in collaboration with federal, state, local government agencies, funded programs andprofessional and community based organizations. The Alliance is broken up into five regions locatedthroughout New York State: Albany, Binghamton, Buffalo, Hudson Valley and Long Island. Otherparticipating campuses are: Broome, Ulster, Dutchess, Orange, Tompkins Cortland, Schenectady,Nassau, Suffolk community colleges, Buffalo State, Old Westbury, and Farmingdale four year colleges.Other alliance partners are SUNY Alliance for Graduate Education and the Professoriate and BrookhavenNational Laboratory.Building on our successes in Phase I and II, in Phase III we plan to continue to develop theprocesses and infrastructures that will build student achievement and advancement fromundergraduate to graduate study. We plan on accomplishing this by focusing on lessons learned andcharting the future. We have learned that advancement happens through interventions at critical transitionpoints, provision of comprehensive longitudinal services, and support of activities that lead to academicexcellence such as achieving excellence in introductory gatekeeper courses and a developmental seriesof research experiences.SUNY LSAMP students are academically strong students who receive a comprehensive networkof support services and who are majoring in STEM disciplines with a future goal of engineering orscientific research. Students are receiving financial support for participation in key program componentswith a priority for students that are engaged in research and internship placements. Each campus alsohas many outreach and educational activities that are open to all STEM students.The goals of SUNY LSAMP Phase III are:1. To continue to build and improve the processes that increase student achievement and advancementin order to significantly increase the completion of underrepresented minority (UREP) science,technology, engineering and mathematics ( STEM )bachelors degrees and progression to graduate studyby:Continuing to improve retention and performance of UREP students in STEM majors by providingcomprehensive academic and support services to between 400-500 students a year.Providing support at critical transition points: high school to college, lower division to upper division, 2year to 4 year, bachelors to graduate school and graduation to workforce.Building on existing efforts to put together a comprehensive series of interventions that increaseaggregate student progression of UREP students into graduate school in STEM disciplines.2. To take a leadership role in the infrastructure changes that will institutionalize LSAMP goals on thelocal, state and national level by:Continuing to increase direct financial support for SUNY LSAMP to reach program self-sufficiency.Building capacity in STEM research through local and national efforts to increase research andscholarship about UREP STEM issues and export the results of research to promote national bestpractices.Working as an agent of change in STEM curriculum and pedagogy.Intellectual Merit In Phase III, SUNY LSAMP will undertake a major project that will build researchcapacity in STEM with a research project that will have two main foci: 1.It will examine the barriers andsupport needed to implement key support activities in order to provide a model for the delivery andadministration of support services and 2. It will identify the various factors, attitudes and experiences thatlead UREP STEM students to graduate school and on to the professoriate in order to integrate thosepractices that help increase the number of students entering the pathway to graduate schoolBroader Impact The projects mission is to disseminate best practices from the program evaluation andthe research project on the state and national level through the National Center for Inclusive Educationhoused at Stony Brook, the program web site and through the production of scholarly articles andpresentations at relevant conferences about UREP STEM recruitment and retention issues. Theemphasis on the success of under-represented groups will help to produce an inclusive high technologyworkforce crucial to this country.