Building on Success: Indigenous Alliance Expansion

这一创新伙伴关系(PFI)项目将为土著联盟增加下列扩展学校：南达科他州矿业与技术学院、科罗拉多博尔德大学、爱达荷州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行业参与者形成了合作伙伴关系。这个项目建立在阿拉斯加大学安克雷奇大学、阿拉斯加大学费尔班克斯大学、夏威夷大学马诺阿大学、华盛顿大学、卡皮奥拉尼社区学院和库斯科维姆社区学院六个机构现有联盟的基础上，并对其进行补充，其目标是通过增加在STEM领域走上领导职业道路的个人数量，系统地改变土著美国人在科学、技术、工程和数学(STEM)领域的招聘模式。这些团队工作的基础是模型的大学预科部分。每个小组与高中和工业伙伴合作，以便在土著社区和/或土著人口众多的学校建立计算机实验室。在实验室里，高中生组装计算机，培训特定的工程和科学软件包，并教其他人如何制造计算机。学生被要求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将获得保留计算机的权利。这项工作将增进对关键要素的认识和理解，这些要素有助于激发本地学生的积极性，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大学安克雷奇大学开发的大学前模式，但它也将有助于加强STEM渠道，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。拟议的大学前项目有可能使在参与的大学学习工程学和其他STEM领域的土著美国人的人数大幅增加。NSF的资金将主要通过参与的大学及其行业学校系统合作伙伴的匹配资金进行杠杆利用。这项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：南达科他矿业与技术学院、科罗拉多大学博尔德大学、爱达荷大学和北达科他大学；高中：拉普瓦伊初级-高级HS(Nez Perce)、四风社区高中；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和J.D.艾布拉姆斯美洲原住民支持基金；评估者(也是非学术组织)：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.