City University of New York LSAMP Phase III

纽约城市大学LSAMP第三期

• 批准号: 0217542
• 负责人: Neville Parker
• 金额: --
• 依托单位: CUNY City College
• 依托单位国家: 美国
• 项目类别: Cooperative Agreement
• 财政年份: 2002
• 资助国家: 美国
• 起止时间: 2002-11-01 至 2009-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0217542&HistoricalAwards=false
• 关键词: City; University; New; York; LSAMP

City University of New York LSAMP Phase IIIThe New York City Louis Stokes Alliance for Minority Participation in Science, Engineeringand Mathematics (LSAMP) was initiated within CUNY in 1992 to promote interest in science engineering and mathematics among underrepresented minority students. The main goal ofLSAMP Phase III is to build a permanent CUNY infrastructure through augmentation of ourdemonstrated productive capacity and output built in Phase I and Phase II, with acoordinated program of summer and academic year research, teaching and serviceopportunities for participants. The NYC LSAMP Phase III will continue to work for systemicchanges that will ensure the increased production of minority SMET graduates, and addressthe areas delineated by the NSF as national priorities. The areas are: 1) The EducationalContinuum; 2) Institutionalization and Best Practices; 3) Undergraduate/GraduateTransition; and 4) Mentoring.Since 1992, minority undergraduate enrollment in science, mathematics, engineering andrelated technology courses has increased from 4,216 to 6,976 in 2001, an increase of 65 %.In that same period, those earning baccalaureate degrees increased from 404 to 755 peryear, an increase of 86 %. The total number of minority graduates since 1992 exceeds5,800. LSAMP programs now serve more than 14,000 CUNY undergraduates annually. Clearly,the LSAMP has had a positive impact in the University during a period when CUNYs overalltotal enrollment, both minority and non-minority, decreased from about 230,000 to 200,000,and is testimony to the success of the LSAMP initiative.NYC LSAMP Phase III will augment and make permanent the following systemic changes andreforms:- A hierarchical organizational structure to foster delivery on its goal.- Restructuring of gatekeeper calculus, chemistry and physics courses.- Science and mathematics learning centers on CUNY campuses.- Seamless academic transitions at all critical points, from high school to graduateschool.- The universitys investment in undergraduate research as integral to theundergraduate experience.- An undergraduate student and faculty research program across college boundaries.- Sustainable agency and industry collaborations.- Joint planning and resource commitment with other systemic initiatives.- Tracking individual student persistence to the baccalaureate and graduate level.- Producing a steady stream of high school students entering SMET curricula.Alliance activities in Phase I and Phase II centered on curriculum reform (Phase I), andintegrating research into undergraduate education (Phase II). The strategy of increasingthe enrollment in the SMET disciplines via curriculum reform in Phase I, led in a systemicmanner to positioning students to take advantage of the increased research opportunitiesin Phase II. The Alliance Course Restructuring for gatekeeper calculus, chemistry, andphysics courses included an emphasis on collaborative learning, a non-competitive approachto problem solving, and workshops conducted by specially trained peer tutors and facultymembers. For the period 1997-2001, CUNY enrolled over 46,000 students in NYC LSAMPinstitutionalized or restructured courses. It was in this context that over 5,800 studentsgraduated with SMET degrees at the BS level, with increased numbers of students participating in LSAMP activities as research assistants. Phase III activities will involve a systemic approach to increase the number of participants that continue on to graduate school or teacher education at the graduate level.

纽约市城市大学LSAMP IIITH纽约市路易斯·斯托克斯（Louis Stokes）少数群体参与科学，工程学和数学联盟（LSAMP）于1992年在CUNY内启动，以促进代表性不足的少数派学生对科学工程和数学的兴趣。 LSAMP第三阶段的主要目标是通过增强我们在第一阶段和第二阶段内建立的生产能力和产量来建立永久的CUNY基础设施，并通过夏季和学年的研究年度研究，教学和服务机会为参与者。 NYC LSAMP III阶段将继续为系统款项工作，以确保增加少数民族SMET毕业生的产量，并解决由NSF划分为国家优先事项的地区。这些区域是：1）教育界； 2）制度化和最佳实践； 3）本科/毕业生；和4）指导。1992年，在1992年，科学，数学，工程学和与技术课程的少数族裔本科入学率从2001年的4,216个增加到6,976，同一时期增加了65％。 ，增加了86％。自1992年以来的少数毕业生总数超过5,800。 LSAMP计划现在每年为14,000多名CUNY本科生提供服务。显然，LSAMP在CUNYS全面招生（少数族裔和非终点）的时期对大学产生了积极影响，从约230,000降至200,000，并且证明了LSAMP Initiative的成功。增强并使以下系统性更改和改革： - 促进其目标交付的层次结构结构。积分，从高中到毕业生。-大学对本科研究的投资是跨大学界限的本科生和教师研究计划。-可持续的代理机构和行业合作。 。 ii）。通过第一阶段的课程改革增加SMET学科入学的策略，导致系统管理员将学生定位，以利用II阶段的研究机会增加。守门者演算，化学和物理课程的联盟课程重组包括着重于协作学习，一种非竞争力的方法解决问题的方法以及由经过特殊培训的同伴教师和教职员工进行的讲习班。在1997 - 2001年期间，CUNY招募了46,000多名NYC LSAMPINTICY或重组课程的学生。正是在这种情况下，超过5,800名学生在BS级别上获得了SMET学位的研究，并且有更多的学生参加LSAMP活动作为研究助理。第三阶段的活动将涉及一种系统的方法，以增加继续研究生院或教师教育的参与者的数量。