BPC-AE: Collaborative Research: Strengthening and Expanding the Empowering Leadership Alliance

莱斯大学领导了一项合作提案，通过与新的机构和区域合作伙伴关系，扩大“授权领导力：未来计算学者联盟”（ELA）的影响，这些机构和地区合作将采用和扩展ELA的成功参与模式。ELA的目标是增加在美国研究型大学主修计算机的未被充分代表的群体的学生数量。此外，ELA还支持这些学生在毕业后获得计算机领域的职位。ELA的前提是研究型大学的少数民族学生面临的挑战可以通过提供学术，社会和个人支持的支持性社区来缓解。在全国范围内，ELA正在开发一个由计算机教师和领导者组成的网络，致力于提供这种支持。除了莱斯大学，ELA最初还包括波士顿大学、加州大学伯克利分校和德克萨斯大学奥斯汀分校。根据该提案，ELA将增加佐治亚大学、克莱姆森大学、塔夫茨大学和石溪大学作为新的领导机构，以及几个新的合作伙伴，包括MentorNet、计算机科学教师协会（CSTA）和新英格兰计算机科学主席（NECSC）。ELA采用三种相互交叉的参与模式，包括国家模式、地区模式和地方模式。国家模式寻找并支持全国各地的个人，建立一个虚拟的（有时是面对面的）网络；区域模式构建了区域内多所高校之间的支持网络；本地模式在一所大学内建立了一个本地支持社区。这三种模式有助于将ELA学生彼此联系起来，并为他们提供量身定制的机会，包括实习、指导、会议参与和暑期研究项目。拟议的扩展将加强现有地点的三种模式，并测试它们的可扩展性和转移到新的领导机构。它还将在BPC示范项目下开发的程序添加到ELA产品套件中，并测试其可扩展性。

Rice University leads a collaborative proposal to extend the impact of the Empowering Leadership: Computing Scholars of Tomorrow Alliance (ELA) through partnerships with new institutions and regional collaboratives that will adopt and expand ELA's successful models of engagement. The goal of ELA is to increase the number of students from underrepresented groups who major in computing at the nation's research universities. Additionally, ELA supports these students in securing positions in computing following graduation. The premise of the ELA is that minority students at research universities face challenges that can be mitigated by a supportive community that provides academic, social, and personal support. National in scope, the ELA is developing a network of computing faculty and leaders dedicated to providing this support. In addition to Rice University, ELA originally included Boston University, the University of California, Berkeley, and the University of Texas, Austin. With this proposal, the ELA will add the University of Georgia, Clemson University, Tufts University, and Stony Brook University as new lead institutions, along with several new partners including MentorNet, the Computer Science Teachers Association (CSTA), and the New England Computer Science Chairs (NECSC). The ELA uses three intersecting models of engagement, including the National, Regional and Local Models. The National Model seeks out and supports individuals across the country, building a virtual (and sometimes in-person) network; the Regional Model builds a support network among multiple universities within a region; and the Local Model builds a local support community within a single university. These three models serve to connect ELA students with each other and with tailored opportunities including internships, mentoring, conference participation, and summer research programs. The proposed extension will strengthen the three models at their current sites and test their scalability and transfer to the new lead institutions. It will also add programs developed under BPC demonstration projects to the suite of ELA offerings and test their scalability.