STEM Pathways and Research Alliances: New Mexico Alliance for Minority Participation

新墨西哥州少数民族参与联盟(NM AMP)是全国范围内的路易斯·斯托克斯少数民族参与联盟的一部分，是由七所公立大学和七所公立两年制学院组成的成熟联盟。合作者包括行业合作伙伴；两个国家科学基金会(NSF)工程研究中心(ERC)项目；NSF资助的新墨西哥州EPSCoR项目；新墨西哥州数学、工程、科学成就计划(新墨西哥州梅萨公司)；以及总部设在亚利桑那州的LSAMP，即扩大学生机会西部联盟(WAESO)。NMAMP为在新墨西哥州STEM领域寻求职业生涯的代表不足的少数族裔(URM)学生提供支持服务和资助机会。在该计划的第六阶段，即该计划的第26至30年，NM AMP将包括一个社会科学/教育研究部分，旨在更好地了解学生和教师导师在科学家和工程师发展中的角色和互动，并更好地为此类计划的设计、执行和评估提供信息。在NM AMP的一生中，新墨西哥州每年授予URM的STEM理科学士学位数量从1992-93年的253个增加到2015-16年的858个。在同一时期，授予URM学生的工商管理硕士学位比例从24%增加到48%。NM AMP第六阶段将实现以下目标：1)保持行之有效的战略和活动，2)实施改进措施，进一步改善学生的教育体验，为他们进入STEM劳动力和/或研究生学习做好准备；3)通过创新的新教师发展研讨会，为支持URM学生取得成就的机构环境做出贡献；以及4)开展社会科学研究，进一步了解和传播URM学生在STEM面临的挑战。NM AMP路径支持URM学生与两年制和四年制院校合作，为他们提供多种机会探索STEM项目和职业，参与本科研究，并参与其他项目和机会，支持早期职业探索，发展STEM认同感，并培养自我效能和对学术和职业目标的自我导向追求。Path拒绝基于缺陷的思维，这种思维假设学生缺乏取得成就的品质或能力，而是采用基于优势的方法，承认每个学生的独特贡献和兴趣，并为他们提供指导和经验，使每个学生能够充分发挥自己的潜力。该途径沿线的循证活动包括本科生(国内和国际)研究经历、专业发展活动和技能建设研讨会。该联盟还将支持机构环境的变化，以增加STEM中URM学生的学习和留存。新的活动和优先事项包括：1)实施严格的、混合方法的社会科学研究项目，重点是更好地了解影响学生科学认同和STEM保留的因素，包括在快速扭转迷你研究和同行评议文章中传播结果；2)通过增加入门水平的津贴，为学生提供机会探索大学生涯早期的研究选择，加强学生支持活动，专业发展网络研讨会系列，以及电子档案袋选项；以及3)试行一个新的背景多样性学院发展研讨会，以促进学习环境的有效变化，以更好地支持URM学生的成就。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

The New Mexico Alliance for Minority Participation (NM AMP), part of the nation-wide Louis Stokes Alliance for Minority Participation, is a mature Alliance of seven public universities and seven public 2-year colleges. Collaborators include industry partners; two National Science Foundation (NSF) Engineering Research Center (ERC) projects; the NSF-funded New Mexico EPSCoR project; the New Mexico Math, Engineering, Science Achievement program (New Mexico MESA, Inc.); and the Arizona-based LSAMP, the Western Alliance to Expand Student Opportunities (WAESO). The NMAMP provides support services and funding opportunities for Under Represented Minority (URM) students pursuing careers in STEM fields in the state of New Mexico. In Phase VI of the program, which will be years 26 through 30 of the program, NM AMP will include a social science/educational research component will seek to better understand the roles and interactions of students and faculty mentors in the development of scientists and engineers, and to better inform the design, execution, and assessment of such programs. Over the lifetime of NM AMP, the number of STEM B.S. degrees awarded annually to URMs in New Mexico has increased from 253 in 1992-93 to 858 in 2015-16. During the same time period, the percentage of B.S. STEM degrees awarded to URM students increased from 24% to 48%.Phase VI on NM AMP will accomplish the following: 1) Sustain proven strategies and activities, 2) Implement enhancements to further improve students' educational experiences and prepare them for the STEM workforce and/or graduate studies; 3) Contribute to the development of institutional contexts that support URM student achievement through an innovative new faculty development workshop, and 4) Conduct social science research to further understand and disseminate findings on the challenges for URM students in STEM. The NM AMP Pathway supports URM students at partnering two- and four-year institutions and provides them with multiple opportunities to explore STEM programs and careers, engage in undergraduate research, and participate in additional programs and opportunities that support early career exploration, the development of STEM identity, and foster self-efficacy and the self-directed pursuit of academic and career goals. The Pathway rejects deficit-based thinking that assumes students lack either qualities or abilities for achievement and, instead, embraces a strengths-based approach that recognizes the unique contributions and interests of individual students and provides them with guidance and experiences that enable each student to achieve his or her full potential. Evidence-based activities along the Pathway include undergraduate research experiences (domestic and international), professional development events, and skills-building workshops. The alliance will also support changes in institutional climate to increase learning and retention of URM students in STEM. New activities and priorities include the following: 1) Implement a rigorous, mixed methods social science research project focused on better understanding the factors that shape students' scientific identity and STEM retention, including dissemination of outcomes in quick turnaround mini-studies and peer-review articles; 2) Enhance student support activities with the addition of entry level stipends that provide opportunities for students to explore research options early in their college careers, a Professional Development Webinar Series, and an E-Portfolio option; and 3) Pilot a new Context Diversity Faculty Development Workshop to promote effective change in learning environments to better support URM student achievement.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.