UT System LSAMP Phase IV

德克萨斯大学（UT）系统联盟要求为国家科学基金会路易斯·斯托克斯少数民族参与联盟（LSAMP）项目的第四阶段和最后阶段提供为期五年的资金。德克萨斯大学系统联盟的成员是德克萨斯大学阿灵顿分校、德克萨斯大学奥斯汀分校、德克萨斯大学布朗斯维尔分校、德克萨斯大学达拉斯分校、德克萨斯大学埃尔帕索分校、德克萨斯大学泛美分校、德克萨斯大学二叠纪盆地分校、德克萨斯大学圣安东尼奥分校、德克萨斯大学泰勒分校、塔兰特县社区学院、科林县社区学院、埃尔帕索社区学院、霍华德学院、米德兰学院、敖德萨学院和圣安东尼奥学院。该联盟在这一阶段的活动是继续支持现有的NSF LSAMP本科生研究人员；为科学、技术、工程和数学（STEM）学科的新本科生和教师导师提供研究支持；举办暑期学院，让学生到其他德州大学系统联盟合作学校做研究；引入富布赖特交流项目的国际研究部分；加强基础设施，丰富学生的经验和专业发展，为联盟合作伙伴、STEM教师、本科生、硕士和博士级学生之间的广泛互动和指导创造机会。以2000年德州大学系统数据为基准，该联盟为2015年设定了以下新的总体目标：1)至少将STEM招生人数增加一倍，并向代表性不足的少数民族学生颁发学士学位；2)至少双倍STEM招生和硕士学位授予代表性不足的少数民族学生。拟议的项目促进了对州范围内URM学生保留努力所涉及的动态的认识和理解。项目负责人、合作负责人和校园协调员有丰富的经验来开展项目。近年来，PI和联合PI共同努力制定了一项旨在提高STEM一年级学生的保留率和成功率的计划，并发表了他们的研究成果。PI还指导了一个本科生研究项目，支持了大量STEM专业的学生，并报告了很高的毕业率。PI和合作者团队调查的基本研究问题是：1)一个集中的全系统努力能在多大程度上影响具有共同背景的学生（通常是低收入的，大部分准备不足的，第一代大学生）的成功？2)改变高等教育学校系统的文化，使其接受本科研究并促进其复制所涉及的因素是什么？项目活动中的拟议活动通过直接促进和支持本科生和研究生的教师导师的培训来促进对STEM学科的发现和理解。拟议的活动明确扩大了代表性不足的群体（西班牙裔、非裔美国人、美洲原住民、妇女）的参与。结果将广泛传播，以提高对代表性不足的STEM学生保留和成功问题的理解。该项目最重要的好处是，它将使21世纪的STEM劳动力发生长期的系统性变化。

The University of Texas (UT) System Alliance requests a five-year continuation of funding for its fourth and final phase of the National Science Foundation Louis Stokes Alliance for Minority Participation (LSAMP) program. The members of the UT System Alliance are UT Arlington, UT Austin, UT Brownsville, UT Dallas, UT El Paso, UT Pan American, UT Permian Basin, UT San Antonio, UT Tyler, Tarrant County Community College, Collin County Community College, El Paso Community College, Howard College, Midland College, Odessa College and San Antonio College.The Alliance's activities for this phase are to continue support for current NSF LSAMP undergraduate researchers; provide research support for new undergraduates and faculty mentors in Science, Technology, Engineering, and Mathematics (STEM) disciplines; host a summer academy for students to do research at other UT System Alliance partnering schools; introduce an international research component with the Fulbright Exchange Program; and enhance an infrastructure that enriches students' experiences and professional development, creating opportunities for broad interaction and mentoring among Alliance partners, STEM faculty, undergraduate, master's, and doctoral-level students.Using 2000 UT System data as baseline, the Alliance is setting the following new overarching goals for 2015: 1) at least double STEM enrollment and baccalaureate degrees awarded to under-represented minority students; and 2) at least double STEM enrollment and master degrees awarded to under-represented minority students. The proposed project advances knowledge and understanding of the dynamics involved in a State-wide URM student retention effort. The PI, co-PI and campus coordinators have ample experience to conduct the project. In recent years, the PI and co-PI joined efforts in the development of a program aimed at increasing the retention and success of first year STEM student and have published their work. The PI also directed an undergraduate research program that supported a large number of STEM majors, and reported a high graduation rates. The fundamental research questions that the PI and team of collaborators investigate are: 1) to what extent can a focused system-wide effort influence the success of students that share a common profile (generally low income, largely under-prepared, first-generation college bound)? 2) What are the factors involved in changing the culture of a higher education school system so that it embraces undergraduate research and promotes its replication The proposed activities in the project activity promote discovery and understanding in STEM disciplines by directly promoting and supporting the training of undergraduate students and graduate students by their faculty mentors. The proposed activities explicitly broaden the participation of underrepresented groups (Hispanics, African-American, Native American, Women). Results will be disseminated broadly to enhance understanding of the issues of underrepresented STEM student retention and success. The most important benefit of this project is that it will enable long-term systemic change in the STEM workforce of the 21st century.