LSAMP SUNY Phase III: Infrastructures and Processes for Student Achievement and Advancement

SUNY LSAMP第三阶段学生成就和进步的流程和基础设施提案摘要SUNY LSAMP联盟是由美国最大的公立学院-大学系统之一的纽约州立大学（SUNY）系统内的16个机构组成的联盟。该联盟与联邦、州、地方政府机构、资助项目以及专业和社区组织合作。该联盟在纽约州分为五个地区：奥尔巴尼、宾厄姆顿、布法罗、哈德逊河谷和长岛。其他参与的校园有：布鲁姆、阿尔斯特、达奇斯、奥兰治、汤普金斯科特兰、斯克内克塔迪、拿骚、萨福克社区学院、布法罗州立大学、老韦斯特伯里和法明代尔四年制大学。其他联盟伙伴包括纽约州立大学研究生教育和教授联盟以及布鲁克海文国家实验室。在第一阶段和第二阶段成功的基础上，我们计划在第三阶段继续开发有助于学生从本科到研究生学习的流程和基础设施。我们计划通过总结经验教训和规划未来来实现这一目标。我们已经了解到，通过在关键的过渡点进行干预，提供全面的纵向服务，以及支持导致学术卓越的活动，如在介绍性看门人课程和一系列发展研究经验中取得卓越成就，进步就会发生。SUNY LSAMP的学生是学术实力强的学生，他们接受全面的支持服务网络，主修STEM学科，未来的目标是工程或科学研究。参与关键项目的学生将获得财政支持，参与研究和实习的学生将获得优先考虑。每个校区都有许多向所有STEM学生开放的拓展和教育活动。SUNY LSAMP第三阶段的目标是：1。继续建立和改进提高学生成绩和进步的过程，以显著提高未被充分代表的少数民族（UREP）科学、技术、工程和数学（STEM）学士学位的完成率和研究生学习的进展：通过每年为400-500名学生提供全面的学术和支持服务，继续提高UREP学生在STEM专业的保留率和表现。在关键的过渡阶段提供支持：高中到大学，低年级到高年级，二年级到四年级，本科到研究生，毕业到工作。在现有努力的基础上，制定一系列全面的干预措施，提高uep学生进入STEM学科研究生院的总体学生进步。在基础设施改革中发挥领导作用，使LSAMP的目标在地方、州和国家层面制度化：继续增加对纽约州立大学LSAMP的直接财政支持，以实现项目自给自足。通过地方和国家努力建设STEM研究能力，增加关于uep STEM问题的研究和奖学金，并输出研究成果，以促进国家最佳实践。作为STEM课程和教学法变革的推动者。在第三阶段，SUNY LSAMP将承担一个重大项目，该项目将通过一个研究项目建立STEM的研究能力，该研究项目将有两个主要重点：1。它将审查实施关键支助活动所需的障碍和支助，以便为支助服务的提供和管理提供一个模式。它将确定导致UREP STEM学生进入研究生院并成为教授的各种因素、态度和经历，以便整合那些有助于增加进入研究生院之路的学生数量的实践。更广泛的影响项目的使命是通过位于石溪的国家包容性教育中心在州和国家层面传播项目评估和研究项目的最佳实践。通过在相关会议上发表关于uep STEM招聘和保留问题的学术文章和演讲。强调弱势群体的成功将有助于培养对这个国家至关重要的包容性高技术劳动力。

SUNY LSAMP Phase IIIProcesses and Infrastructures for Student Achievement and AdvancementProposal AbstractSUNY LS AMP Alliance is a coalition of sixteen institutions within the State Universityof New York (SUNY) system, one of the largest public college-university systems in the nation. Thiscoalition works in collaboration with federal, state, local government agencies, funded programs andprofessional and community based organizations. The Alliance is broken up into five regions locatedthroughout New York State: Albany, Binghamton, Buffalo, Hudson Valley and Long Island. Otherparticipating campuses are: Broome, Ulster, Dutchess, Orange, Tompkins Cortland, Schenectady,Nassau, Suffolk community colleges, Buffalo State, Old Westbury, and Farmingdale four year colleges.Other alliance partners are SUNY Alliance for Graduate Education and the Professoriate and BrookhavenNational Laboratory.Building on our successes in Phase I and II, in Phase III we plan to continue to develop theprocesses and infrastructures that will build student achievement and advancement fromundergraduate to graduate study. We plan on accomplishing this by focusing on lessons learned andcharting the future. We have learned that advancement happens through interventions at critical transitionpoints, provision of comprehensive longitudinal services, and support of activities that lead to academicexcellence such as achieving excellence in introductory gatekeeper courses and a developmental seriesof research experiences.SUNY LSAMP students are academically strong students who receive a comprehensive networkof support services and who are majoring in STEM disciplines with a future goal of engineering orscientific research. Students are receiving financial support for participation in key program componentswith a priority for students that are engaged in research and internship placements. Each campus alsohas many outreach and educational activities that are open to all STEM students.The goals of SUNY LSAMP Phase III are:1. To continue to build and improve the processes that increase student achievement and advancementin order to significantly increase the completion of underrepresented minority (UREP) science,technology, engineering and mathematics ( STEM )bachelors degrees and progression to graduate studyby:Continuing to improve retention and performance of UREP students in STEM majors by providingcomprehensive academic and support services to between 400-500 students a year.Providing support at critical transition points: high school to college, lower division to upper division, 2year to 4 year, bachelors to graduate school and graduation to workforce.Building on existing efforts to put together a comprehensive series of interventions that increaseaggregate student progression of UREP students into graduate school in STEM disciplines.2. To take a leadership role in the infrastructure changes that will institutionalize LSAMP goals on thelocal, state and national level by:Continuing to increase direct financial support for SUNY LSAMP to reach program self-sufficiency.Building capacity in STEM research through local and national efforts to increase research andscholarship about UREP STEM issues and export the results of research to promote national bestpractices.Working as an agent of change in STEM curriculum and pedagogy.Intellectual Merit In Phase III, SUNY LSAMP will undertake a major project that will build researchcapacity in STEM with a research project that will have two main foci: 1.It will examine the barriers andsupport needed to implement key support activities in order to provide a model for the delivery andadministration of support services and 2. It will identify the various factors, attitudes and experiences thatlead UREP STEM students to graduate school and on to the professoriate in order to integrate thosepractices that help increase the number of students entering the pathway to graduate schoolBroader Impact The projects mission is to disseminate best practices from the program evaluation andthe research project on the state and national level through the National Center for Inclusive Educationhoused at Stony Brook, the program web site and through the production of scholarly articles andpresentations at relevant conferences about UREP STEM recruitment and retention issues. Theemphasis on the success of under-represented groups will help to produce an inclusive high technologyworkforce crucial to this country.