A Comprehensive Regional Center for Minorities for the Greater Philadelphia Region

PATHS/PRISM是费城教育伙伴关系的一个项目，代表学院和大学、基金会和企业与费城学区合作。PATHES代表费城学校人文学科教学联盟；PRISM代表费城科学和数学文艺复兴。该项目由PRISM作为大费城地区联合会的代表提交，涉及以下机构和组织的合作努力：四个大城市学区；13所大学、学院和社区学院；博物馆；公司；以及少数族裔社区组织。该联盟的主要高等教育合作伙伴包括林肯大学、坦普尔大学和德雷克塞尔大学，以及宾夕法尼亚大学。它包括一系列协调一致的活动，目标是整个费城，旨在显著增加少数族裔在科学、工程和技术职业中的代表性。已经存在的正式联合体的成立是为了促进这些努力。该联盟中的学院和大学的少数民族招生数据显示，林肯大学(1,245人，90%)、费城社区学院(6.642人，45%)和坦普尔大学(4,898人，16%)。费城学区的少数民族入学人数为141,351人(73%)。该中心的中心方案战略是，从一年级到本科阶段，重点介绍和留住科学、数学和工程专业的少数民族学生。这是通过整合三个主要组成部分来实现的：大学前教师科学和数学专业发展方案；大学预科学生方案；以及大学水平方案。在大学预科课程中，第一类包括五个将以教师、辅导员和家长为重点实施的项目：中小学项目(教师)；中学项目(教师)；数学项目(小学和中学教师)；教师/私营部门项目；以及顾问和家长项目。第二类大学前活动是为学生(9-12年级)设计的，包括一系列最初由PRIME(费城少数民族工程学地区介绍)制定和实施的项目，这些项目正在中心的支持下扩大。该地区的学院和大学也在支持其他类似的学生暑期项目。在大学一级，正在实施研究经验、实习、奖学金支助、辅导、辅导和少数族裔学生支助小组以及职业意识。该项目是少数民族综合区域中心的一个很好的例子。它以相当大的少数群体为对象，在关注不同教育水平和年龄段、涵盖学科范围、学校系统、学院和大学和社区组织之间的协调与合作以及注重培养、鼓励和激励少数群体学生方面是全面的。各参与组织和团体正在为该项目提供大量额外的财政支助。

PATHS/PRISM is a program of The Philadelphia Partnership for Education, representing colleges and universities, foundations, and corporations in partnership with the School District of Philadelphia. The acronym PATHS stands for the Philadelphia Alliance for Teaching Humanities in the Schools; PRISM stands for the Philadelphia Renaissance in Science and Mathematics. This project, submitted by PRISM as a representative of the Greater Philadelphia Regional Consortium, involves a cooperative effort among the following institutions and organizations: four metropolitan school districts; thirteen universities, colleges and community colleges; museums; corporations; and minority community organizations. Leading higher education partners in the Consortium include Lincoln, Temple, and Drexel Universities, and the University of Pennsylvania. It consists of a set of coordinated activities, targeted throughout Metropolitan Philadelphia, designed to significantly increase the representation of minorities in careers in science, engineering and technology. The formal consortium, already in existence, was established to further these efforts. Figures on minority enrollments in the colleges and universities in the Consortium show Lincoln University (1,245, 90%), the Community College of Philadelphia (6.642, 45%) and Temple University (4,898, 16%). Minority enrollment in the School District of Philadelphia is 141,351 (73%). The central programmatic strategy of the Center is to focus on the introduction to and retention of minority students in the science, mathematics and engineering pipeline from the first grade through the undergraduate years. This is being accomplished through the integration of three principal components: Precollege professional development programs in science and mathematics for teachers; Precollege student programs; and College level programs. Under the precollege rubric, the first category includes five programs which will be implemented with a focus on teachers, counselors and parents: The Elementary and Middle School Project (teachers); The Secondary School Project (teachers); The Mathematics Project (elementary and middle school teachers); The Teacher/Private Sector Project; and, Counselor & Parent Programs. The second category of precollege activities, designed for students (Grades 9-12), includes a set of projects originally developed and implemented by PRIME (Philadelphia Regional Introduction of Minorities to Engineering) which are being expanded with Center support. Other similar summer programs for students are being supported at colleges and universities in the region. At the college level, research experiences, internships, scholarship support, mentoring, tutoring and minority student support groups, and career awareness are being implemented. This project is an excellent example of a Comprehensive Regional Center for Minorities. It is targeted at a minority population of substantial size , and it is comprehensive in terms of attention to the various educational levels and age groups, in disciplinary coverage, in coordination and cooperation among school systems, colleges and universities and community organizations, and in its focus on nurturing, encouraging and motivating minority students. Significant additional financial support is being contributed to the project by the participating organizations and groups.