City University of New York LSAMP Phase III

纽约城市大学LSAMP第三阶段纽约市路易斯·斯托克斯少数民族参与科学、工程和数学联盟（LSAMP）于1992年在纽约城市大学内发起，以促进代表性不足的少数民族学生对科学、工程和数学的兴趣。LSAMP第三阶段的主要目标是通过提高我们在第一阶段和第二阶段建立的生产能力和产量，为参与者提供夏季和学年研究，教学和服务机会的协调计划，建立一个永久性的城市基础设施。纽约市LSAMP第三阶段将继续致力于系统性变革，以确保少数民族SMET毕业生的增加，并解决NSF作为国家优先事项划定的领域。这些领域是：（1）教育的连续性; 2）制度化和最佳实践; 3）本科生/研究生过渡;四是导师制。自1992年以来，少数民族大学生在学科学、数学、工程和相关技术课程的人数从4,216人增加到2001年的6,976人，增长了65%。同期，获得学士学位的人数从每年404人增加到755人。增长86%。自1992年以来，少数民族毕业生总数为5，800人。LSAMP课程现在每年为超过14，000名CUNY本科生提供服务。显然，LSAMP在纽约市立大学的总体入学人数（包括少数族裔和非少数族裔）从约230，000人减少到200，000人的时期内对大学产生了积极的影响，这证明了LSAMP计划的成功。纽约市LSAMP第三阶段将加强并永久化以下系统性变化和改革：调整微积分、化学和物理课程的结构。纽约市立大学校园的科学和数学学习中心。从高中到研究生院，在所有关键点上实现无缝的学术过渡。大学对本科生研究的投资是本科生经历的一部分。一个跨越大学边界的本科生和教师研究计划。可持续的机构和行业合作。与其他系统性举措联合规划和资源承诺。跟踪个别学生坚持到学士学位和研究生水平。第一阶段和第二阶段的联盟活动集中在课程改革（第一阶段）和将研究纳入本科教育（第二阶段）。在第一阶段，通过课程改革增加SMET学科的入学人数，这一战略系统地引导学生利用第二阶段增加的研究机会。联盟课程调整的看门人微积分，化学，和物理课程包括强调协作学习，一个非竞争性的解决问题的方法，和研讨会进行了专门培训的同行导师和教员。1997年至2001年期间，纽约市立大学招收了超过46，000名学生参加纽约市LSAMP制度化或重组的课程。正是在这一背景下，5 800多名学生毕业，获得了SMET学士学位，越来越多的学生作为研究助理参加了LSAMP活动。第三阶段的活动将涉及一种系统性的办法，以增加继续攻读研究生院或研究生一级师范教育的参与者人数。

City University of New York LSAMP Phase IIIThe New York City Louis Stokes Alliance for Minority Participation in Science, Engineeringand Mathematics (LSAMP) was initiated within CUNY in 1992 to promote interest in science engineering and mathematics among underrepresented minority students. The main goal ofLSAMP Phase III is to build a permanent CUNY infrastructure through augmentation of ourdemonstrated productive capacity and output built in Phase I and Phase II, with acoordinated program of summer and academic year research, teaching and serviceopportunities for participants. The NYC LSAMP Phase III will continue to work for systemicchanges that will ensure the increased production of minority SMET graduates, and addressthe areas delineated by the NSF as national priorities. The areas are: 1) The EducationalContinuum; 2) Institutionalization and Best Practices; 3) Undergraduate/GraduateTransition; and 4) Mentoring.Since 1992, minority undergraduate enrollment in science, mathematics, engineering andrelated technology courses has increased from 4,216 to 6,976 in 2001, an increase of 65 %.In that same period, those earning baccalaureate degrees increased from 404 to 755 peryear, an increase of 86 %. The total number of minority graduates since 1992 exceeds5,800. LSAMP programs now serve more than 14,000 CUNY undergraduates annually. Clearly,the LSAMP has had a positive impact in the University during a period when CUNYs overalltotal enrollment, both minority and non-minority, decreased from about 230,000 to 200,000,and is testimony to the success of the LSAMP initiative.NYC LSAMP Phase III will augment and make permanent the following systemic changes andreforms:- A hierarchical organizational structure to foster delivery on its goal.- Restructuring of gatekeeper calculus, chemistry and physics courses.- Science and mathematics learning centers on CUNY campuses.- Seamless academic transitions at all critical points, from high school to graduateschool.- The universitys investment in undergraduate research as integral to theundergraduate experience.- An undergraduate student and faculty research program across college boundaries.- Sustainable agency and industry collaborations.- Joint planning and resource commitment with other systemic initiatives.- Tracking individual student persistence to the baccalaureate and graduate level.- Producing a steady stream of high school students entering SMET curricula.Alliance activities in Phase I and Phase II centered on curriculum reform (Phase I), andintegrating research into undergraduate education (Phase II). The strategy of increasingthe enrollment in the SMET disciplines via curriculum reform in Phase I, led in a systemicmanner to positioning students to take advantage of the increased research opportunitiesin Phase II. The Alliance Course Restructuring for gatekeeper calculus, chemistry, andphysics courses included an emphasis on collaborative learning, a non-competitive approachto problem solving, and workshops conducted by specially trained peer tutors and facultymembers. For the period 1997-2001, CUNY enrolled over 46,000 students in NYC LSAMPinstitutionalized or restructured courses. It was in this context that over 5,800 studentsgraduated with SMET degrees at the BS level, with increased numbers of students participating in LSAMP activities as research assistants. Phase III activities will involve a systemic approach to increase the number of participants that continue on to graduate school or teacher education at the graduate level.