4 Schools for WIE

4 Schools for WIE是由马萨诸塞州的四所工程学院组成的联盟，致力于STEM（科学、技术、工程和数学）领域的性别平等。每个合作机构东北大学（NU），波士顿大学（BU），塔夫茨大学（Tufts）和伍斯特理工学院（WPI）在K-12推广和计划交付，K-12教师培训和STEM相关领域的女孩和妇女编程方面都有很好的记录。每个合作机构都为合作带来了不同的优势和成功。通过联合力量，将开发模型来展示工程概念如何成为中学课程的一部分，从而鼓励女孩和男孩继续沿着工程之路。作为实现这一使命的重要一步，将开发和实施一个独特的干预系统，该系统以训练有素的STEM团队为中心，由全女性工程系教职员工、学生、教师和从业人员组成。包括中学教师在内的STEM团队将一起接受培训，然后利用他们的独特优势，在波士顿地区的八个不同公立学区最好地实施课程。STEM团队除了在中学课堂上充当榜样之外，还将向中学教师传授工程和性别包容性做法，MA目前的情况是发展这种有益干预系统的时机，因为MA教育部最近通过了科学和技术/工程课程框架。 从2001年9月开始，MA成为全国第一个将工程学引入强制性PreK-12教育框架的州。这些框架反映了与年龄相适应的学习标准，将为学生提供强大的背景知识。在中学，测试工程框架的问题将于2002年纳入马萨诸塞州综合评估系统（MCAS）。STEM团队将帮助中学实施马萨诸塞州框架的新工程部分。STEM团队将帮助中学教师为学生准备工程strandMCAS考试。与此同时，STEM团队将有助于在中学生中建立工程学是女性合适的职业选择的信念，STEM团队概念的一个重要特征是每个团队将仅由女性组成，但这一属性不会在团队到达之前向学生宣布。STEM团队的工程悟性的妇女在参与中学的参与，其中团队成员将担任教练，导师和榜样的中学教师和他们的学生，将有一个深刻的影响性别对工程作为一种职业的态度。简而言之，由女性组成的STEM团队将向女孩和男孩展示女性从事工程学。一些预期的项目成果是：* 实施课堂上的女孩和男孩将对工程学有不同的看法，并将理解工程学不仅仅是男孩的专利。*他们在MCAS的工程链项目上的得分将高于实施STEM团队支持之前同一所学校的孩子。* 参与的教师将对这些材料感到满意，并期待着与他们合作。在三年的计划中，干预系统将进行微调，以便在全国范围内传播。STEM团队的方法是高度可复制的，成本低。然而，成员们需要接受教育，了解国家科学标准、适合年龄和性别包容性的课程活动、作为积极的榜样，以及与鼓励中学女生进入STEM领域有关的其他问题。这种培训将通过硬拷贝手册、网络和录像带提供，因为许多中学没有方便的互联网接入。全国范围内的STEM团队有可能显著增加在中学期间继续对STEM领域感兴趣的女孩人数，以及进入STEM职业生涯。

4 Schools for WIE is a consortium of four engineering colleges in Massachusetts (MA) united incommitment to gender equity in STEM (science, technology, engineering and mathematics). Eachpartner institution Northeastern University (NU), Boston University (BU), Tufts University (Tufts) andWorcester Polytechnic Institute (WPI) has a strong record of K-12 outreach and program delivery, K-12teacher training and programming for girls and women in STEM related areas. Each partner institutionsbrings varied strengths and successes to the collaboration. By joining forces will be developed modelto demonstrate how engineering concepts become part of the middle school curriculum in ways thatencourage girls as well as boys to continue along the engineering pathway.As an important step toward achieving this mission, a unique intervention system centered around highly-trained STEM Teams consisting of all-female engineering faculty, students, teachers and practitioners will be developed and implementated. STEM Teams including middle school teachers will be trained together and then utilize their unique strengths to best implement the curriculum in eight different public school districts in the greater-Boston area. The STEM Teams will educate middle school teachers about engineering and gender-inclusive practices in addition to serving as role models in the middle school classrooms.The present situation in MA is opportune for developing this beneficial intervention system since the MADepartment of Education recently adopted the Science and Technology/Engineering CurriculumFrameworks. Beginning in September 2001, MA became the first state in the nation to introduceengineering as part of mandated PreK-12 education frameworks. These frameworks reflect achievableand age appropriate learning standards that will provide strong background knowledge for students. In themiddle schools, questions testing the engineering frameworks will be incorporated into the compulsoryMassachusetts Comprehensive Assessment System (MCAS) in 2002.STEM Teams will help middle schools implement the new engineering strand of the MassachusettsFrameworks. STEM Teams will help middle school teachers prepare students for the engineering strandMCAS exams. Simultaneously, STEM Teams will serve to build the conviction among the middle schoolstudents that engineering is an appropriate career choice for females.An important feature of the STEM Team concept is that each team will be composed of women only, yetthis attribute will not be announced to the students prior the team's arrival. The participation of STEMTeams of engineering savvy women at participating middle schools, where team members will serve ascoaches, mentors, and role models for middle school teachers and their students, will have a profoundimpact on gender attitudes toward engineering as a career. Simply put, STEM Teams composed solely offemales will demonstrate to girls and boys that women do engineering.Some anticipated project outcomes are: * Girls and boys in implementation classrooms will thinkdifferently about engineering and will understand that engineering is not just for boys.* They will score higher on the engineering strand items in the MCAS, than children in the same schoolbefore the implementation of STEM Team support. * Participating teachers will feel comfortable withthese materials and will look forward to working with them.Over the three-year program, the intervention systems will be finely tuned for national dissemination. TheSTEM Teams approach is highly replicable at low cost. However, members need to be educated aboutnational science standards, age-appropriate and gender-inclusive curriculum activities, serving as positiverole models, and other issues pertaining to encouraging middle school girls in the STEM fields. Thistraining will be available through a hard copy manual, the web, and because so many middle schools donot have convenient access to the Internet, on videotape. STEM Teams nationwide has the potential forsignificantly increasing the number of girls who continue interest in STEM areas during the middleschool period as well as into STEM careers.