4 Schools for WIE

4所WIE学校

• 批准号: 0217110
• 负责人: Katherine Ziemer
• 金额: $ 89.98万
• 依托单位: Northeastern University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2002
• 资助国家: 美国
• 起止时间: 2002-12-15 至 2006-11-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0217110&HistoricalAwards=false
• 关键词: Schools; WIE

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.

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 教师培训以及针对 STEM 相关领域的女孩和妇女的规划方面都拥有良好的记录。每个合作机构都为合作带来了不同的优势和成功。通过共同努力，我们将开发一个模型，展示工程概念如何成为中学课程的一部分，鼓励男孩和女孩继续沿着工程道路前进。作为实现这一使命的重要一步，将开发和实施一个独特的干预系统，该系统以训练有素的 STEM 团队为中心，该团队由全女性工程教师、学生、教师和从业人员组成。包括中学教师在内的 STEM 团队将共同接受培训，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 团队除了在中学课堂上充当榜样之外，还将对中学教师进行工程和性别包容实践方面的教育。自从 MA 教育部最近采用了科学技术/工程课程框架以来，MA 的现状非常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引入强制性 PreK-12 教育框架的州。这些框架反映了可实现且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年纳入必修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部分。 STEM 团队将帮助中学教师帮助学生准备 Engineering StrandMCAS 考试。同时，STEM团队将帮助中学生树立这样的信念：工程是女性合适的职业选择。STEM团队概念的一个重要特点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。参与中学的 STEM 工程女性团队的参与，团队成员将担任中学教师及其学生的教练、导师和榜样，这将对性别对工程学职业的态度产生深远的影响。简而言之，仅由女性组成的 STEM 团队将向女孩和男孩展示女性从事工程工作。一些预期的项目成果是： * 实施课堂上的女孩和男孩会对工程有不同的看法，并且会明白工程不仅仅是男孩的专利。* 在实施 STEM 团队支持之前，他们在 MCAS 工程领域项目上的得分将高于同一学校的儿童。 * 参与的教师会对这些材料感到满意，并期待与他们合作。在为期三年的计划中，将对干预系统进行微调，以便在全国范围内传播。 STEM Teams 方法具有高度可复制性且成本低廉。然而，成员需要接受有关国家科学标准、适合年龄和性别包容的课程活动、充当积极榜样以及与鼓励中学生进入 STEM 领域相关的其他问题的教育。该培训将通过硬拷贝手册和网络提供，并且由于许多中学无法方便地访问互联网，因此将通过录像带提供。全国范围内的 STEM 团队有可能显着增加在中学期间继续对 STEM 领域以及 STEM 职业感兴趣的女孩数量。