Individual: Fueling the STEM Pipeline by Mentoring Across the Age Span

玛雅·马塔里奇博士于1994年在麻省理工学院获得计算机科学和人工智能博士学位。她是计算机科学和神经科学教授，机器人和嵌入式系统中心儿科主任，机器人研究实验室联席主任，南加州大学维特比工程学院高级副院长。马塔里奇博士建立了一种指导哲学，其中包括需要在学生的教育进步过程中不断鼓励他们。她提出的理念是，辅导必须被视为一个管道过程，在这个过程中，尽可能早地提供榜样和培训机会，并不断为管道提供燃料。流水线辅导计划是基于关于吸引兴趣和招募女性和代表性不足的学生进入STEM领域的关键时刻的既定文献。为了建立渠道，迄今开展的全面辅导活动范围广泛：K-12 STEM拓展和教师培训、本科生研究生入学辅导、研究生和博士后导师辅导和学术职位安置、女性教员同行辅导、工程学初级教员辅导，以及在南加州大学发展导师文化。马塔里奇博士的辅导计划已经在K-12级别产生了新的课程和计划，培训了一代又一代的教师和学生，并继续招募一代又一代的市中心高危学生进入STEM主题。从在州一级赢得机器人竞赛的全女生小学团队，到出色地安排博士生和博士后研究员担任学术职位，到在女性教职员工指导方面取得优异成绩，从而获得具有全国竞争力的研究资助，再到开发对整个大学产生影响的新颖指导项目，各种方法都导致了各级代表不足的群体的招聘。这些计划导致博士生被安置在少数族裔服务的大学，以及来自代表性不足的群体(女性和非裔美国人)的博士生被安置在美国和世界各地的顶尖研究型大学。这些项目还在K-12市中心的机构、南加州大学本科生、博士生和教职员工之间建立了榜样和网络渠道。马塔里奇博士的指导计划有效地帮助了南加州大学工程学女教师的招聘和留住，并对整个机构的文化变革产生了重大影响。

Dr. Maja Mataric received her Ph.D. in Computer Science and Artificial Intelligence from MIT in 1994. She is Professor of Computer Science and Neuroscience, and Pediatrics Director of the Center for Robotics and Embedded Systems, Co-Director of the Robotics Research Lab, and Senior Associate Dean for Research at the Viterbi School of Engineering at the University of Southern California. Dr. Mataric has established a mentoring philosophy that encompasses the need to encourage students continuously as they progress in their educations. Her stated philosophy is that mentoring must be viewed as a pipeline process, in which role models and training opportunities are provided from as early as possible and the pipeline is continually fueled. The pipeline mentoring program is based on the established literature about critical times for capturing interest and recruiting women and underrepresented students into STEM areas. To build the pipeline, the comprehensive spectrum of mentoring activities performed to date span: K-12 STEM outreach and teacher training, undergraduate student mentoring toward placement in graduate programs, graduate and postdoctoral student mentoring and placement in academic positions, peer mentoring of female faculty, mentoring of junior faculty in engineering, and developing a culture of mentoring at USC. Dr. Mataric's mentoring programs have resulted in new courses and programs at the K-12 level that have trained generations of teachers and students and continue to recruit generations of inner-city at-risk students into STEM topics. Approaches have yielded the recruitment of underrepresented groups at each level, from all-girls elementary school teams winning robotics contests at the state level, to outstanding placement of Ph.D. students and postdoctoral fellows in academic positions, to outstanding outcomes in female faculty mentoring leading toward nationally competitive research grants, to developing novel mentoring programs with impact across the entire university. The programs have resulted in the placement of Ph.D. students in minority serving universities and of Ph.D. students from underrepresented groups (women and African Americans) in top research universities in the US and world-wide. The programs have also established a role-modeling and networking pipeline between the K-12 inner city institutions, USC undergraduates, Ph.D. students, and faculty. Dr. Mataric's mentoring programs have effectively aided in the recruitment and retention of women faculty in engineering at USC and have had a significant impact on institutional-wide cultural change.