Building on Success: Indigenous Alliance Expansion

这个创新伙伴关系（PFI）项目将为土著联盟增加以下扩展学校：南达科他州矿业与技术学院、科罗拉多大学博尔德分校、爱达荷大学和北达科他州大学。在创始机构阿拉斯加安克雷奇大学的领导和指导下，这些联盟大学中的每一所都与高中和工业参与者建立了伙伴关系。该项目的目标是建立并增加现有的六个机构联盟——阿拉斯加安克雷奇大学、阿拉斯加费尔班克斯大学、夏威夷大学？马诺阿、华盛顿大学、卡皮奥拉尼社区学院和库斯科温社区学院？是通过增加在科学、技术、工程和数学（STEM）领域走上领导职业道路的个人数量，系统性地改变美国原住民的招聘模式。每个团队工作的基础是该模型的Pre-College部分。每个小组与高中和工业伙伴合作，以便在土著社区和/或有大量土著人口的学校建立计算机实验室。在实验室里，高中生组装计算机，接受特定工程和科学软件包的培训，并教其他人如何构建计算机。学生必须在毕业前成功完成化学、物理和三角学。符合所有程序要求的学生有权保留计算机。这项工作将促进对关键因素的认识和理解，这些因素有助于激励本地学生，并通过成功完成学位来保持他们的兴趣。虽然该项目主要侧重于复制阿拉斯加安克雷奇大学开发的大学预科模式，但它也将有助于加强STEM管道，包括夏季桥梁项目、大学保留项目和参与大学的研究生教育。拟议的大学预科项目有可能使在参与大学学习工程和其他STEM领域的美国原住民人数大幅增加。国家科学基金会的资金将通过与参与的大学及其工业学校系统合作伙伴的资金相匹配而大大增加。土著联盟活动的核心合作伙伴包括阿拉斯加安克雷奇大学（牵头机构）、大学：南达科他州矿业与技术学院、科罗拉多大学博尔德分校、爱达荷大学和北达科他州大学；高中：Lapwai Junior-Senior HS (Nez Perce)， Four Winds社区高中；博尔德山谷学校；领导力学院：博尔德山谷学校；非学术组织：福特基金会、斯隆基金会、3M公司和J.D.艾布拉姆斯印第安人支持基金；评估者（也是一个非学术组织）：城市研究所。

This Partnerships for Innovation (PFI) project will add the following expansion schools to the Indigenous Alliance: South Dakota School of Mines and Technology, University of Colorado Boulder, University of Idaho, and University of North Dakota. Under the leadership and guidance of the founding institution, the University of Alaska Anchorage, each of these Alliance Universities has formed a partnership with high schools and industrial participants. The goal of this project, which builds upon and adds to an existing alliance of six institutions--University of Alaska Anchorage, University of Alaska Fairbanks, University of Hawai?i Manoa, University of Washington, Kapiolani Community College, and Kuskokwim Community College?is to effect a systematic change in the hiring patterns of Indigenous Americans in the fields of science, technology, engineering, and mathematics (STEM) by increasing the number of individuals on a career path to leadership in STEM fields. Basic to the work of each of these teams is the Pre-College portion of the model. Each team works with high schools and industrial partners in order to establish computer labs in Native communities and/or in schools with substantial indigenous populations. In the labs, high school students assemble computers, train on specific engineering and science software packages, and teach others how to build computers. Students are required to successfully complete chemistry, physics, and trigonometry prior to graduation. Students who meet all of the programmatic requirements earn the right to keep the computer. The work will advance the knowledge and understanding of key elements that serve to motivate native students and to sustain their interest through successful degree completion.While the project focuses primarily on the replication of the pre-college model developed at the University of Alaska Anchorage, it will also contribute to the strengthening of the STEM pipeline including summer bridge programs, university retention programs, and graduate education at the participating universities. The proposed pre-college project has the potential to bring about a substantial increase in the number of Indigenous Americans studying engineering and other STEM fields at the participating universities. NSF funding will be substantially leveraged by matching funds from participating universities and their industry school system partners. Partners central to this Indigenous Alliance activity include University of Alaska Anchorage(lead institution), universities: South Dakota School of Mines and Technology, University of Colorado Boulder, University of Idaho, and University of North Dakota; high schools: Lapwai Junior-Senior HS (Nez Perce), Four Winds Community High School; Boulder Valley Schools; Leadership Institute: Boulder Valley Schools; non-academic organizations: Ford Foundation, Sloan Foundation, 3M, and J.D. Abrams Native American Support Fund; evaluator(also a non-academic organization): Urban Institute.