LSAMP: Louis Stokes Alliance for Minority Participation Bridge to the Doctorate

在俄克拉荷马州州立大学的领导下，俄克拉荷马州路易斯·斯托克斯少数民族参与联盟（OK-LSAMP）将赞助俄克拉荷马州大学第五批博士学位（BD）学生。 该计划将侧重于招聘，保留，指导和从追求M的STEM领域的学生毕业。S.和博士科学，技术，工程和技术（STEM）领域的学位。该课程的目标是：（一）12 LSAMP毕业生的赠款期开始的BD程序的招聘，（二）由每个BD研究员在研究生学习的头两年完成课程，（三）在该计划的第二年开始的研究导师的识别，（iv）至少80%的研究员获得博士学位;学位，以及（v）每个BD研究员至少获得一个STEM领域的研究生学位。该计划还确定了四个关键的教育成果，每个BD研究员毕业前必须实现。这些成果是：（i）学习方法和有效教学策略的知识，（ii）有效沟通的能力，（iii）独立进行研究的能力，以及（iv）对终身学习重要性的理解。为了实现这些目标和成果，该计划制定了一个强大而雄心勃勃的计划，其中包括研讨会，研讨会，社交，会议，国际研究经验，BD研究员和研究导师的会议活动。第三批BD研究员将担任新研究员的导师。确定了俄亥俄州和俄克拉荷马州州立大学之间的互惠交流？的（俄勒冈州立大学）的BD计划将有利于所有BD学生在这两所大学。 对项目目标的评估和对教育成果实现情况的评估包括来自学生、外部项目评估员和BD理事会的意见。BD理事会由来自俄勒冈州立大学和俄勒冈州立大学的成员组成，包括俄克拉荷马州联盟的PI。拟议的活动涉及进一步研究什么是招聘的最佳实践，保留，并在STEM领域获得博士学位的少数民族学生毕业。有几个其他的研究举措在俄克拉荷马州的大学是针对女性和代表性不足的少数民族在干领域的成功，如先进，IGERT，GAANN程序和更快的工程教育（种子）研究中心。BD计划和大学其他计划之间的合作不仅有利于BD研究员，也有利于从事旨在促进STEM领域多样性研究的教师。拟议活动的潜在影响是多方面的。在机构层面，BD计划的成功将对最佳实践的制度化产生积极影响。研究生STEM课程的多样性将促进本科课程的多样性，反之亦然。多样化的学生群体证明了对多样性的机构承诺无疑将支持STEM教师多样化的努力。对于俄克拉荷马州来说，这将导致K-12学校之间的关系更加紧密，包括部落机构和STEM项目，STEM教育管道的多样化，并进一步刺激该州的经济发展。在国家一级，至少有10名BD研究员获得博士学位。谁已经实现了该计划所述的四个关键成果的学位将对学术界的STEM教师的性别和种族概况产生重大影响，以及行业和其他政府机构雇用博士。毕业生通过档案文件出版物和专业会议上的演讲传播最佳做法将扩大影响，因为更多的机构将实施最佳做法，这反过来将改变STEM劳动力的种族和性别分布，并增加STEM学科的毕业生人数。

The Oklahoma Louis Stokes Alliance for Miniority Participation (OK-LSAMP) under the leadeship of Oklahoma State University will sponsor as fifth cohort of Bridge to the Doctorate (BD) students at the University of Oklahoma. The program will focus on the recruitment, retention, mentoring, and graduation of the students from STEM fields pursuing M. S. and Ph.D. degrees in science, technology, engineering, and technology (STEM) fields.The program objectives for this cohort are: (i) recruitment of 12 LSAMP graduates to the BD program by the start of the grant period, (ii) completion of coursework by each BD Fellow within the first two years of the graduate study, (iii) identification of a research mentor by the start of the 2nd year in the program, (iv) at least 80% of the fellows earning Ph.D. degrees, and (v) each BD fellow earning at least one graduate degree in a STEM field. The program has also identified four key educational outcomes that each BD fellow must achieve prior to graduation. These outcomes are: (i) knowledge of learning methods and effective teaching strategies, (ii) ability to communicate effectively, (iii) ability to perform research independently, and (iv) an understanding of the importance of life-long learning. To achieve theseobjectives and outcomes, the program has developed a strong and ambitious plan which includes workshops, seminars, socials, meetings, international research experiences, conference activities for the BD fellows and research mentors.The BD Fellows of Cohort III will serve as mentors for the newfellows. Reciprocal exchanges identified between OU and Oklahoma State University?s (OSU) BD programs will benefit all BD students at both universities. The evaluation of the program objectives andthe assessment of the achievement of educational outcomes include input from students, external program evaluator, and the BD Council. BD Council consists of members from OU and OSU including the PI of the Oklahoma Alliance.The proposed activity involves the furthering the research on what constitutes best practices for the recruitment, retention, and graduation of underrepresented minority students with doctoral degrees in STEM fields. There are several other research initiatives at the University of Oklahoma which are targeted at the success of females and underrepresented minorities in STEM fields such as ADVANCE, IGERT, GAANN programs and Sooner Engineering Education (SEED) Research Center. Collaboration between the BD program and these other programs in the university will not only benefit the BD Fellows but also the faculty engaged in research targeted towards promoting diversity in STEM fields.The potential impacts of the proposed activity are multidimensional. At the institutional level, success of the BD program will positively impact institutionalization of the best practices. Diversity in the graduate STEM programs will promote diversity in the undergraduate programs and vice versa.Institutional commitment to diversity as evidenced by a diverse student population will undoubtedly support the efforts of diversifying STEM faculty. For Oklahoma, it will lead to stronger relationships between K-12 schools including tribal establishments and STEM programs, diversification of the pipeline for STEM education, and further stimulating economic development in the state. At the national level, graduation of at least 10 BD Fellows with Ph.D. degrees who have achieved the four key outcomes stated for the program will have a significant impact on the gender and ethnic profiles of STEM faculty in academia, as well as industry and other government agencies employing Ph.D. graduates. Dissemination of best practices through archival paper publications and presentations at professional conferences willbroaden the impact as more institutional will implement the best practices which will in turn transform the ethnic and gender distribution of the STEM workforce and also increase the number of graduates from STEM disciplines.