CSU Louis Stokes Alliance for Minority Participation, Phase III

加州州立大学路易斯·斯托克斯少数民族参与联盟计划（CSU- lsamp）于1994年启动，是一项综合性的全州范围内的计划，致力于增加来自未被充分代表的少数民族（URM）的学生从加州州立大学（CSU）的校园毕业，获得科学、技术、工程、科学和科学等专业的学士学位。和数学（STEM）学科。CSU- amp联盟包括47所公立高等教育机构：19所CSU校区和28所加州社区学院（CCC）。在过去的NSF支持下，CSU-LSAMP为扩大STEM学科中代表性不足的群体的参与做出了重大贡献。如果每年颁发给港大学生的STEM学位数目保持在1993年港大前的750个，则1994-95至2001-02年度颁发的学位总数应为6000个。相反，在过去的八年里，总共颁发了11,601个学位，增加了5,601个URM-STEM学位。对于加州公立高中毕业的加州大学洛杉矶分校学生数量和比例变化的预测，进一步加强了加州大学洛杉矶分校学生参与STEM的潜力。在第三阶段，科罗拉多州立大学lsamp计划每年让大约2000名URM学生参与活动，以维持或进一步提高第一阶段和第二阶段的个人学生保留率和升学率，并建议将URM- stem学位的授予数量从2001-2002年的1485个增加到2007-2008年的2528个。因此，科罗拉多州立大学lsamp的目标是在项目结束时向URM学生颁发超过1000个STEM学士学位。由于加州社区学院招收了大约63%的加州大学生，因此提高转学率的合作活动对于实现学位生产目标至关重要。因此，在第三阶段，CSU-LSAMP将完成桥梁的建设。CSU和CCC合作伙伴之间的合作，通过这一关键决策点促进学生的进步。由于在第一阶段和第二阶段为低年级学生发起的许多策略已经制度化，科罗拉多州立大学lsamp还将在第三阶段引入旨在提高高年级学生研究生院准备的活动，目标是提高学生进入STEM研究生课程的总体进展。CSU各校区提供的第三阶段活动将集中在四个共同目标上：(1)提高URM学生从社区学院转到CSU STEM专业的比率；(2)提高港大理科专业学生第一年和第二年的留校率和整体学习成绩，使其与非港大理科专业学生的水平相当；(3)提高市区大学学生在数学和科学课程上的成绩；(4)增加有兴趣在STEM学科攻读研究生的URM学生人数，并加强高年级URM-STEM学生的研究生入学准备。为支持每个目标而提供的活动类型一直被证明有助于URM学生在STEM方面的保留和进步，并代表了一套行之有效的。最佳实践。为了实现目标。这些活动包括：科罗拉多州立大学与社区学院之间的课程衔接；与社区大学生的个人转学协议；建议/定位程序;同伴指导;教师指导;密集的夏季或学年课程，旨在帮助学生在微积分课程中脱颖而出；补充学年研讨会，旨在提高特定数学和科学课程的表现；毕业生信息讲习班；全年或暑期实习和研究经历；GRE备考工作坊；参加科学和专业会议；与其他URM-STEM服务项目的互动；以及与URM-STEM博士学位授予机构服务项目的互动。

California State University Louis Stokes Alliance for Minority Participation Program, Phase III nitiated in 1994, the California State University-Louis Stokes Alliance for Minority Participation Program (CSU-LSAMP) is a comprehensive, statewide program dedicated to increasing the number of students from underrepresented minority groups (URM) graduating from campuses of the California State University (CSU) with baccalaureate degrees in science, technology, engineering, and mathematics (STEM) disciplines. The CSU-AMP Alliance includes 47 public postsecondary institutions: 19 CSU campuses plus 28 California Community Colleges (CCC). With past NSF support, CSU-LSAMP contributed substantially to broadening participation of underrepresented groups in STEM disciplines. If the annual number of STEM degrees awarded to URM students had remained at the 1993 pre-CSU-LSAMP baseline of 750, the total number of degrees awarded between 1994-95 and 2001-02 would have been 6000. Instead, a total of 11,601 degrees were awarded over the past eight-year period, an increase of 5,601 URM-STEM degrees. The potential for CSU-LSAMP to further increase overall participation of URM students in STEM is strengthened by projections for changes in the number and proportion of URM students graduating from California public high schools. In Phase III, CSU-LSAMP proposes to engage approximately 2,000 URM students/year in activities that sustain or further improve individual student retention and progression rates achieved during Phase I and Phase II, and proposes to increase the number of URM-STEM degrees awarded from the 2001-2002 level of 1,485 to 2,528 in 2007-2008. Hence, the CSU-LSAMP goal is to award over 1,000 more STEM baccalaureate degrees to URM students by the end of the project period. Since California Community Colleges enroll approximately 63% of college-going students in California, partnership activities that improve transfer rates are critical to achieving the degree production goal. Therefore, during Phase III, CSU-LSAMP will complete construction of .bridges. between CSU and CCC partners that facilitate student advancement through this critical decision point. Since many of the strategies initiated in Phase I and Phase II for lower division students have already been institutionalized, CSU-LSAMP will also introduce activities in Phase III that are designed to enhance graduate school preparedness of upper division students with the goal of improving aggregate student progression to STEM graduate programs. Phase III activities provided by each CSU campus will focus on four common objectives: (1) increasing transfer rates of URM students from the community colleges to STEM majors in the CSU; (2) enhancing first and second year retention rates and overall academic performance of URM students in STEM majors to levels comparable to levels for non-URM students; (3) enhancing performance of URM students in math and science courses; and (4) increasing the number of URM students interested in pursuing graduate study in STEM disciplines, and enhancing graduate school preparedness of upper division URM-STEM students. The types of activities that will be offered to support each objective have consistently been shown to facilitate retention and progression of URM students in STEM, and represent a set of well-established .best practices. for accomplishing the objectives. These activities include: course articulation between CSU and community colleges; individual transfer agreements with community college students; advising/orientation programs; peer mentoring; faculty mentoring; intensive summer or academic year programs designed to prepare students to excel in calculus courses; supplemental academic year workshops designed to enhance performance in specific math and science courses; graduate information workshops; AY or summer internships and research experiences; GRE preparation workshops; participation in scientific and professional conferences; interactions with other URM-STEM serving programs; and Interactions with URM-STEM serving prog ms at Ph.D. granting institutions.