4 Schools for WIE

4 Schools for WIE是由马萨诸塞州（MA）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外展和项目交付、K-12教师培训和STEM相关领域的女孩和妇女规划方面都有良好的记录。每个合作伙伴都为合作带来了不同的优势和成功。通过合作，我们将开发一种模式来展示工程概念如何成为中学课程的一部分，以鼓励女孩和男孩继续沿着工程道路前进。作为实现这一使命的重要一步，将开发和实施一个以训练有素的STEM团队为中心的独特干预系统，该团队由全女性工程教师、学生、教师和从业者组成。包括中学教师在内的STEM团队将一起接受培训，然后利用他们独特的优势，在大波士顿地区的八个不同的公立学区最好地实施课程。STEM团队将教育中学教师关于工程和性别包容的做法，并在中学课堂上发挥榜样作用。由于MA教育部最近采用了科学与技术/工程课程框架，因此MA的现状适合开发这种有益的干预系统。从2001年9月开始，马萨诸塞州成为美国第一个将工程学作为强制性PreK-12教育框架的一部分的州。这些框架反映了可实现的和适合年龄的学习标准，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年被纳入强制性的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链。STEM团队将帮助中学教师为学生准备工程类mcas考试。与此同时，STEM团队将在中学生中建立一种信念，即工程是女性合适的职业选择。STEM团队概念的一个重要特征是每个团队将仅由女性组成，但在团队到来之前不会向学生宣布这一属性。stem团队由精通工程的女性组成，在参与的中学中，团队成员将担任中学教师和学生的教练、导师和榜样，这将对性别对工程职业的态度产生深远的影响。简而言之，由女性组成的STEM团队将向女孩和男孩证明，女性是从事工程的。一些预期的项目成果是：*在实施教室里，女孩和男孩对工程的看法会有所不同，他们会明白工程不仅仅是男孩的事。*在实施STEM团队支持之前，他们在MCAS的工程项目上的得分将高于同一所学校的孩子。*参与的教师会对这些材料感到舒适，并期待与他们一起工作。在为期三年的项目中，这些干预系统将被精心调整，以便在全国推广。stem团队方法以低成本高度可复制。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，以及其他与鼓励中学女生进入STEM领域有关的问题。这将通过纸质手册和网络提供，由于许多中学没有方便的上网途径，还可以通过录像带提供。全国范围内的STEM团队有潜力显著增加在中学期间继续对STEM领域感兴趣的女孩数量，并进入STEM职业。

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.