Michigan Louis Stokes Alliances for Minority Participation (MI-LSAMP)

路易斯·斯托克斯少数民族参与联盟（LSAMP）计划协助大学和学院努力显著增加学生入学人数并成功完成科学，技术，工程和数学（STEM）学科的高质量学位课程，以使STEM劳动力多样化。特别强调通过创新的，基于证据的招聘和保留策略，以及相关的教育经验，以支持历史上在STEM学科中代表性不足的种族和族裔群体，如非洲裔美国人，西班牙裔美国人，美洲印第安人，阿拉斯加原住民，夏威夷原住民和太平洋岛民，来改变本科STEM教育。这些策略促进了准备充分的学生的生产高素质和积极性，以追求研究生教育或在STEM的职业生涯。为了保持全球竞争力，它必须利用所有公民的才能，并在支撑知识经济的STEM领域提供卓越的教育准备。密歇根州路易斯·斯托克斯少数族裔参与联盟（MI-LSAMP）成立于2005年，以应对对更多样化和熟练的技术劳动力的需求。这种需求仍然存在，在密歇根州尤为严重。MI-LSAMP目前由四所四年制学院（密歇根大学，牵头机构;密歇根州立大学;韦恩州立大学;西密歇根大学）和两所社区学院（莫特社区学院和华盛顿社区学院）组成。MI-LSAMP的目标是显着增加：1）通过全面的支持计划和指导研究，在STEM学士学位课程中代表性不足的学生的保留和毕业; 2）从代表性不足的种族/民族群体转移到STEM学士学位课程的学生人数;以及3）来自代表性不足的种族/族裔群体的学生在STEM领域攻读研究生学位的人数。这些目标支持NSF的战略目标，即“培养世界一流的，广泛包容的科学和工程劳动力，并扩大所有公民的科学素养。“这些目标将通过活动来实现，如一年级前的暑期课程，教师指导的研究，学生对学生的指导，以及一个全面的为期2年的STEM重点转移计划，该计划将包括一个专门的课程，并建立一个完整的环绕式学术和社会支持在社区学院合作机构。此外，社区学院的学生将有机会参加高中和社区学院第一年之间的夏桥课程，然后再参加社区学院和转学到4年制大学之间的夏季课程。增加与社区学院的接触，增加来自不同STEM学科的教师导师的参与，以及加强对代表性不足的学生的福祉和成功的机构承诺，将提高保留率和毕业率;而且，导致一个更有才华和多样化的干劳动力。知识生成研究的重点是调查社区学院的途径，以干学士学位的学生从在STEM中代表性不足的种族/族裔群体。 总体假设是，为代表性不足的学生提供明确和畅通无阻的途径，通过社区学院的大学水平STEM课程进入四年制机构的STEM课程，将导致增加STEM学士学位的产生。

The Louis Stokes Alliances for Minority Participation (LSAMP) program assists universities and colleges in their efforts to significantly increase the numbers of students matriculating into and successfully completing high quality degree programs in science, technology, engineering and mathematics (STEM) disciplines in order to diversify the STEM workforce. Particular emphasis is placed on transforming undergraduate STEM education through innovative, evidence-based recruitment and retention strategies, and relevant educational experiences in support of racial and ethnic groups historically underrepresented in STEM disciplines: African Americans, Hispanic Americans, American Indians, Alaska Natives, Native Hawaiians, and Native Pacific Islanders. These strategies facilitate the production of well-prepared students highly-qualified and motivated to pursue graduate education or careers in STEM.For the United States (U.S.) to remain globally competitive, it is vital that it taps into the talent of all its citizens and provides exceptional educational preparedness in STEM areas that underpin the knowledge-based economy. The Michigan Louis Stokes Alliance for Minority Participation (MI-LSAMP) was established in 2005 in response to the need for a more diverse and skilled technical workforce. That need still exists and is particularly acute in the State of Michigan. The MI-LSAMP currently consists of four, 4-year institutions (University of Michigan, lead institution; Michigan State University; Wayne State University; Western Michigan University) and two community colleges (Mott Community College and Washtenaw Community College). The goals of MI-LSAMP are to significantly increase the:1) Retention and graduation of underrepresented students in STEM bachelor's degree programs via comprehensive support programs and mentored research; 2) Number of students from underrepresented racial/ethnic groups transferring to STEM bachelor's degree programs; and 3) Number of students from underrepresented racial/ethnic groups pursuing graduate degrees in STEM fields.These goals support NSF's strategic goal to "cultivate a world-class, broadly inclusive science and engineering workforce, and expand the scientific literacy of all citizens." The goals will be accomplished through activities such as pre-first year summer programs, faculty mentored research, student-to-student mentoring, and a comprehensive 2-year STEM-emphasis transfer program that will include a specialized curriculum and the establishment of a complete wrap-around academic and social support at the community college partner institutions. In addition, the community college students would be afforded the opportunity to participate in a summer bridge program between high school and their first year in community college and then again the summer between community college and transfer to a 4-year institution. The increased engagement with community colleges, greater involvement of faculty mentors from diverse STEM disciplines, and heightened institutional commitment to underrepresented students' well-being and success will produce higher rates of retention and graduation; and moreover, lead to a more talented and diverse STEM workforce.The knowledge generating research study is focused investigating the community college pathways to STEM Baccalaureate degrees for students from underrepresented racial/ethnic groups in STEM. The overall supposition is that providing to underrepresented students clear and unobstructed pathways through the college-level STEM curriculum of community colleges into STEM programs at four-year institutions would result in increased STEM baccalaureate degree production.