LSAMP: Texas A&M System Louis Stokes Alliance for Minority Participation, Phase III Program: Cultivating the Future

德克萨斯A M系统路易斯斯托克斯少数民族参与联盟第三阶段（TAMUS LSAMP III）计划提出了培育未来的建议。该计划将奋进维持和扩大在保留和学习成果来之不易的学术收益为代表性不足的少数民族（URM）学生在科学，技术，工程和数学（STEM）学科，这已经在合作机构在TX LSAMP第一和第二阶段实现。 然而，拟议计划的首要目标将是，推进科学，技术，工程和数学（STEM）领域代表性不足的少数民族（URM）学生的准备，以便进入STEM研究生学位课程和K-12 STEM科目的教学。由三个经验丰富的TX LSAMP合作伙伴，和副校长的学术和学生事务德州A M大学系统（TAMU系统）的办公室的领导下，拟议的德州LSAMP第三阶段计划将扩大其中心活动的参与，以六个额外的TAMU系统大学的学生。 拟议的TAMUS LSAMP III将是一个为期五年的三管齐下的计划。 该计划的第一个方面是最初的两年试点战略，用于进行和模拟新的和可制度化的。策略，这是为了帮助恢复濒危的URM STEM招生的新生在TAMU和草原视图，因为这些机构招收和毕业的URM STEM本科生在TAMU系统的最大人口。 TAMUS LSAMP III计划的第二个方面将包括核心。本科生发展。 战略，将开放给所有联盟机构的学生。这一战略将贯穿TAMUS LSAMP III计划的五年。这一部分的目标首先是通过提高STEM URM学生的自我指导（自我效能）来提高保留率和学术成就，然后通过本科研究和教学经验提高URM STEM学生的学习质量，从而提高他们对毕业和进步的坚持。 第三个方面可以被描述为。研究生院和教学衔接。 它将包括主动谈判TAMUS LSAMP学生向STEM研究生课程过渡的策略，最好是那些具有强大系统的学生，以支持URM学生的成功，以及鼓励和帮助URM STEM学生追求专业的K-12教学。这一部分的这些战略将在第三至第五年实施，并将提供给所有TAMU系统LSAMP校区的目标人群学生。所有三个项目的共同点是致力于为URM STEM学生提供面向终身学习的前瞻性，雄心勃勃的观点。

The Texas A&M System Louis Stokes Alliance for Minority Participation Phase III (TAMUS LSAMP III) program proposes to nurture the future. The program will endeavor to sustain and extend hard-won academic gains in retention and learning outcomes for under-represented minority (URM) students in science, technology, engineering and math (STEM) disciplines, which have been achieved in partner institutions during TX LSAMP Phase I and II. However, the foremost aim of the proposed program will be, to advance the preparation of under-represented minority (URM) students in science, technology, engineering and math (STEM) fields for progression to STEM graduate degree programs and to K-12 teaching in STEM subjects. Led by three veteran TX LSAMP partners, and the Office of the Vice Chancellor for Academic and Student Affairs Texas A&M University System (TAMU System) the proposed Texas LSAMP Phase III program will extend participation in its central activities to the students of six additional TAMU System universities. The proposed TAMUS LSAMP III will be a five-year, three-pronged program. The first prong of the program features initial two-year pilot strategies for conducting and modeling new, and institutionalizable .Pipeline Repair. tactics, which are intended to help renew endangered URM STEM enrollment of new students at TAMU and Prairie View, because these institutions enroll and graduate the largest populations of URM STEM undergraduates in the TAMU system. The second prong of the TAMUS LSAMP III program will include the core .Undergraduate Student Development. strategies, which will be open to students of all Alliance institutions. The strategies of this prong will operate throughout the five years of the TAMUS LSAMP III program. This prong will aim first, to advance retention, and academic attainment by improving the self-direction (self efficacy) of STEM URM students, and then, to improve the quality of learning for URM STEM students, and hence their persistence toward graduation, and progression, through undergraduate research and teaching experiences. The third prong may be characterized as .Graduate School and Teaching Articulation.. It will consist of strategies for proactively negotiating an assisted transition of TAMUS LSAMP students to STEM graduate programs, and preferably those with strong systems to support URM student success, as well as encouraging and assisting URM STEM students pursue professional K-12 teaching. These strategies of this prong will be implemented in years three through five and will be made available to target population students from all TAMU System LSAMP campuses. What all three-program prongs will have in common is the commitment to seeding URM STEM students with forward-looking, ambitious perspectives toward life-long learning.