LSAMP: Puerto Rico-Louis Stokes Alliance for Minority Participation, Phase III: Constructing Permanent Pathways to Graduate Studies

LSAMP：波多黎各-路易斯·斯托克斯少数族裔参与联盟，第三阶段：构建研究生学习的永久途径

• 批准号: 0114586
• 负责人: Manuel Gomez
• 金额: --
• 依托单位: University of Puerto Rico
• 依托单位国家: 美国
• 项目类别: Cooperative Agreement
• 财政年份: 2001
• 资助国家: 美国
• 起止时间: 2001-11-01 至 2007-10-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0114586&HistoricalAwards=false
• 关键词: LSAMP; Puerto; Rico; Louis; Stokes

The Puerto Rico Louis Stokes Alliance for Minority Participation (PR-LSAMP) is an alliance of the Resource Center for Science and Engineering of the University of Puerto Rico, the University of Puerto Rico System, the Inter American University System, Pontifical Catholic University of Puerto Rico, and Polytechnic University of Puerto Rico.During the academic year 1999-00, these institutions had a SMET enrollment of 27,441,or 90% of the SMET undergraduate population on the Island. Ninety-nine percent of the student population is Hispanic and 80% are low-income students. The goal of thePR-LSAMP is to increase the quantity and quality of minority college students who successfully complete a BS/BE degree and enter and complete a graduate degree ina SMET field. During Phase I and II (1991-92 to 1999-00), PR-LSAMP institutionsawarded 21,878 BS degrees in SMET, with a 62% annual increment from baseline year,from 1,709 annual degrees in 1991 to 2,771 in 1999-2000. This was achievedfollowing a two-prong approach: (1) increasing enrollment in SMET disciplines, and(2) improving retention and graduation rates by implementing a series of strategies to improve the effectiveness and efficiency of SMET programs. In Phase III, PR-LSAMPwill build upon these achievements to: (1) further increase the SMET production curve from 2,771 to 3,600, which more than doubles the Phase I baseline figure of 1,709; (2) increase to 50% the percent of BS SMET graduates from UPR institutions who entergraduate school, and to 25% for those graduating from the private institutions, and (3) increase the number of BS graduates from PR-LSAMP institutions that complete a PhDdegree in SMET, either locally or nationally, from 239 to 300 by the end of year 5.During Phase I and Phase II the core of PR-LSAMP was the revision of the SMETcurriculum to emphasize for depth of understanding with a "less is more approach",to promote active learning based on inquiry and the use of interactive demonstrations, to incorporate technology to the learning process, and the development of broad-based mathematics skills. Teaching strategies such as cooperative learning and thedevelopment of Study/Learning Skills within the Context of a Course were alsoimplemented across SMET disciplines. Jointly with this curriculum revision,PR-LSAMP offered undergraduate SMET students mentoring and research opportunitiesto increase their motivation to remain in SMET careers and enhance their qualificationfor pursuing graduate studies. During Phase I and II a total of 2,363 research stipends were awarded, for an average of 262 stipends per year. As a result of these sustainedefforts, the Index of Course Efficiency (the average number of times students have to take a SMET course to satisfactorily pass it), was reduced from an average of 2.5 to 1.7. The average graduation rate at UPR institutions increased from 48% to 62% in science, while the average graduation rate for engineering at UPR increased from 53% to 81%. At private institutions the average graduation rate increased to 49%.Also the weighted average for satisfactory grades in science and mathematics courses increased from 47.5% to 59.3%. In the case of Engineering courses, the weighted average increased from 74% to 83%.For Phase III PR-LSAMP proposes the following additional strategies to completethe construction of permanent pathways to graduate studies in SMET: 1) thedevelopment of interactive web-based learning to master hard to teach concepts in science and mathematics; (2) the development of electronic modules to expand theinterdisciplinary capabilities of undergraduate SMET students to further enhancetheir preparation for graduate studies; 3) the scaling-up of the teaching/learning strategies that have proven successful in improving student performance inSMET courses, through ongoing academic and technical assistance to faculty and an Annual Best Practices Conference; and 4) the development of Information Technology skills in SMET students so they are capable of making effective and more critical use ofaccurate and valid information in their professional lives. To increase the number ofstudents pursuing undergraduate degrees in SMET, PR-LSAMP will develop a Pre-Collegeto College Bridging Component that will induct students into research experiences, and to further enhance the number of students entering graduate school and completing a PhD in SMET, PR-LSAMP will expand its research and mentoring program toprovide a larger number of students with key skills and guidance to improve their preparation and motivation for graduate studies, in coordination with the Alliancefor Graduate Education and the Professoriate (AGEP) Program. The results of theproject will be disseminated widely in the professional community through presentationsat regional and national scientific meetings. Curricular materials developedwill be available to other institutions through CD format and the WWW. The generalpublic will have access to updated information on the PR-LSAMP through its website.

波多黎各路易斯斯托克斯少数民族参与联盟（PR-LSAMP）是波多黎各大学科学与工程资源中心、波多黎各大学系统、美洲大学系统、波多黎各天主教大学系统的联盟波多黎各理工大学和波多黎各理工大学。在 1999-00 学年，这些机构的 SMET 入学人数为27,441 人，占岛上 SMET 本科生人数的 90%。 99% 的学生是西班牙裔，80% 是低收入学生。 PR-LSAMP 的目标是提高少数族裔大学生成功完成 BS/BE 学位并进入并完成 SMET 领域研究生学位的数量和质量。在第一阶段和第二阶段（1991-92年至1999-00年），PR-LSAMP机构授予了21,878个SMET学士学位，比基准年每年增加62%，从1991年的1,709个每年增加到1999-2000年的2,771个。这是通过双管齐下的方法实现的：(1) 增加 SMET 学科的入学人数，(2) 通过实施一系列提高 SMET 项目有效性和效率的策略来提高保留率和毕业率。在第三阶段，PR-LSAMP将在这些成就的基础上：（1）将SMET产量曲线从2,771进一步提高到3,600，比第一阶段1,709的基线数字增加一倍以上； (2) 将 UPR 院校的 BS SMET 毕业生进入研究生院的比例提高到 50%，将私立院校的毕业生比例提高到 25%，以及 (3) 增加 PR-LSAMP 院校完成学业的 BS 毕业生数量SMET 博士学位，无论是本地还是全国，到第 5 年底从 239 人增加到 300 人。在第一阶段和第二阶段，PR-LSAMP 的核心是修订SMET课程强调以“少即是多”的方式加深理解，促进基于探究和互动演示的主动学习，将技术融入学习过程，并发展广泛的数学技能。合作学习和课程背景下学习/学习技能的发展等教学策略也在 SMET 学科中得到实施。结合此次课程修订，PR-LSAMP为SMET本科生提供了指导和研究机会，以增加他们继续从事SMET职业的动力，并提高他们攻读研究生的资格。第一阶段和第二阶段共发放了 2,363 份研究津贴，平均每年 262 份。由于这些持续的努力，课程效率指数（学生必须参加 SMET 课程才能顺利通过的平均次数）从平均 2.5 降至 1.7。 UPR院校理科平均毕业率从48%增加到62%，而UPR工程平均毕业率从53%增加到81%。在私立院校，平均毕业率增加到 49%。科学和数学课程的加权平均成绩也从 47.5% 增加到 59.3%。以工程课程为例，加权平均从 74% 增加到 83%。 对于第三阶段 PR-LSAMP 提出以下额外策略，以完成 SMET 研究生学习永久途径的构建： 1）开发交互式网络学习努力掌握科学和数学中的教学概念； （2）开发电子模块，拓展SMET本科生的跨学科能力，进一步加强他们研究生学习的准备； 3) 通过对教师持续的学术和技术援助以及年度最佳实践会议，扩大教学/学习策略，这些策略已被证明可以成功地提高学生在 SMET 课程中的表现； 4) 发展 SMET 学生的信息技术技能，使他们能够在职业生涯中有效且更批判性地使用准确有效的信息。为了增加攻读 SMET 本科学位的学生数量，PR-LSAMP 将开发大学预科大学衔接课程，引导学生获得研究经验，并进一步增加进入研究生院并完成 SMET、PR 博士学位的学生数量-LSAMP 将与研究生教育和教授联盟 (AGEP) 项目协调，扩大其研究和指导计划，为更多学生提供关键技能和指导，以提高他们研究生学习的准备和动力。该项目的结果将通过在区域和国家科学会议上的演讲在专业界广泛传播。开发的课程材料将通过 CD 格式和 WWW 提供给其他机构。公众将可以通过其网站获取 PR-LSAMP 的最新信息。