Iowa-Illinois-Nebraska LSAMP: IINSPIRE: A STEM Partnership for Innovation in Research and Education

爱荷华州-伊利诺伊州-内布拉斯加州LSAMP（IINSPIRE LSAMP）联盟成立于2011年，旨在扩大中西部STEM教育中代表性不足的少数民族的参与。IINSPIRE LSAMP由16所两年制和四年制学院和大学组成：奥古斯塔纳学院（伊利诺伊州），得梅因地区社区学院，多恩大学，东爱荷华州社区学院区，格林内尔学院，豪克耶社区学院，爱荷华州州立大学，爱荷华州山谷社区学院区，柯克伍德社区学院，小牧师部落学院，路德学院，内布拉斯加卫斯理大学，爱荷华州大学，北方爱荷华州大学、上爱荷华州大学和瓦特堡学院。这些机构差异很大，面临着相似和不同的挑战，并联合起来，以产生一个多样化的STEM劳动力准备满足社会需求。该联盟专注于在每个校园扩展和维持创新的学生体验，以招募和留住STEM学生。在这些学生的经验，IINSPIRE学生通过本科研究项目和实习，专业会议和学生组织成为领导者。他们通过培训，指导，支持和过渡计划获得科学家，工程师和数学家的信心。该联盟还专注于扩大包容性的指导和教学实践;校园内和跨校园合作，为学生和教师提供机会;研究，评估和改善学生的体验和成果。该联盟的另一个重点是学生通过过渡点取得成功，包括学习前两年的数学，从两年制转到四年制院校，以及进入STEM研究生课程。联盟成员共同努力，为STEM学生的成功改善教育途径和合作伙伴关系。IINSPIRE LSAMP的目标不仅仅是将联盟中代表性不足的少数民族（URM）STEM学士学位毕业生的数量增加一倍，从350名毕业生增加到525名毕业生，并追求一系列项目成果，以扩大代表性不足的少数民族在爱荷华州所有16个联盟机构的STEM教育中的参与，伊利诺斯和内布拉斯加。 这是通过实施，扩展和维持全面，循证和创新的战略，导致准备充分，高素质的学生从代表性不足的群体谁追求研究生学习或职业生涯在干毕业来实现。这些战略包括：支持学生学术，社会和专业发展的实践和STEM专业的进步; IINSPIRE特定的学生经验和指导，在每个机构，利用服务于URM STEM学生的计划和资源;本科研究经验和培训导致研究证书;和STEM 2年制和4年制机构之间的转移伙伴关系。一个关键的战略是校园特定的学生体验模式，它交织IINSPIRE驱动的机构活动，联盟范围内的活动，以及其他机构/合作伙伴的活动和资源，以支持从预科到毕业的学生体验。校园特定的学生体验模型以及机构之间的关系建设是通过联盟范围内的规划设计的，以实现机构承诺并促进计划的可持续性。由社会认知职业理论指导的研究正在研究微观和宏观层面的影响，以了解IINSPIRE学生如何在STEM学科中茁壮成长并坚持下去。IINSPIRE LSAMP联盟产生了各种更广泛的影响，包括扩大URM学生在本科和研究生培训以及STEM专业准备中的机会;以及促进与社区学院、行业、多元化项目和研究人员的合作伙伴关系;从而为STEM领域多元化劳动力的发展做出贡献。从长远来看，联盟活动正在建设STEM研究的能力，并将研究付诸实践，以改善STEM的教学和学习。

The Iowa-Illinois-Nebraska LSAMP (IINSPIRE LSAMP) alliance was formed in 2011 to broaden the participation of underrepresented minorities in STEM education in the Midwest. IINSPIRE LSAMP consists of sixteen two-year and four-year colleges and universities: Augustana College (Illinois), Des Moines Area Community College, Doane University, Eastern Iowa Community College District, Grinnell College, Hawkeye Community College, Iowa State University, Iowa Valley Community College District, Kirkwood Community College, Little Priest Tribal College, Luther College, Nebraska Wesleyan University, University of Iowa, University of Northern Iowa, Upper Iowa University, and Wartburg College. These institutions vary widely, face both similar and distinct challenges, and have joined together to produce a diverse STEM workforce prepared to address societal needs. The alliance is focusing on extending and sustaining innovative student experiences on every campus to recruit and retain students in STEM. In these student experiences, IINSPIRE students become leaders through undergraduate research projects and internships, professional meetings, and student organizations. They gain confidence as scientists, engineers, and mathematicians through training, mentoring, support and transition programs. The alliance is also focusing on expanding inclusive mentoring and teaching practices; collaborating within and across campuses to provide opportunities for students and faculty; and studying, evaluating and improving student experiences and outcomes. Another emphasis of the alliance is student success through transition points, including math during the first two years of study, transfer from two-year to four-year institutions, and entry into STEM graduate programs. A collective and committed effort by alliance members is improving educational pathways and partnerships for STEM student success.The IINSPIRE LSAMP goal is to go beyond doubling the number of underrepresented minority (URM) STEM baccalaureate graduates in the alliance by 50%, from 350 to 525 graduates, and to pursue an array of project outcomes to broaden the participation of underrepresented minorities in STEM education across all sixteen alliance institutions in Iowa, Illinois and Nebraska. This is being accomplished by implementing, extending and sustaining comprehensive, evidence-based, and innovative strategies resulting in the graduation of well-prepared, highly-qualified students from underrepresented groups who pursue graduate studies or careers in STEM. The strategies include: practices that support student academic, social and professional development and progress in STEM majors; IINSPIRE-specific student experiences and mentoring at each institution, leveraging programs and resources that serve URM STEM students; undergraduate research experiences and training leading to a research certificate; and STEM transfer partnerships between 2-year and 4-year institutions. A key strategy is the campus-specific student experience model, which interweaves IINSPIRE-driven institutional activities, alliance-wide activities, and other institutional/partner activities and resources leveraged to support the student experience from pre-matriculation through graduation. The campus-specific student experience models as well as relationship-building among institutions have been designed through alliance-wide planning to entail institutional commitments and foster program sustainability. Research studies guided by Social Cognitive Career Theory are studying both micro- and macro-level influences to understand how IINSPIRE students thrive and persist in STEM disciplines. There are various broader impacts of the IINSPIRE LSAMP alliance, including expanding opportunities for URM students in undergraduate and graduate training and preparation for STEM professions; and promoting partnerships with community colleges, industry, diversity programs, and researchers; thus contributing to the development of a diverse workforce in STEM fields. In the longer term, alliance activities are building capacity in STEM research and bringing research into practice to improve STEM teaching and learning.