ITEST (Scale-Up) COMPUGIRLS SCALE-UP

ITEST（放大）COMUGIRLS 放大

• 批准号: 1139426
• 负责人: Kimberly Scott
• 金额: $ 175.09万
• 依托单位: Arizona State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-05-15 至 2018-04-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1139426&HistoricalAwards=false
• 关键词: ITEST; Scale; Up; COMPUGIRLS; SCALE

The COMPUGIRLS Scale-Up project utilizes a culturally relevant technology (CRT) program to prepare girls ages 13-18 from the Phoenix high needs district to enter the STEM workforce. This project builds on the successful NSF-funded COMPUGIRLS award (DRL 08-33773), which uses social justice-based multimedia projects to engage young women in activities that increase knowledge, understanding, and awareness of careers in STEM and information and communications technology (ICT). Arizona State University, will implement this project in partnership with Colorado's Mathematics, Engineering, and Science Achievement (CMESA) program, Education Development Center, YMCA Boulder, Phoenix Union High School District, Gila River Indian Community, and Whiteriver Junction Apache Indian Community. The objectives of the COMPUGIRLS Scale-Up are to increase the number of girls from under-resourced areas exposed to a CRT program; to sustain and replicate the best practices from the ITEST Strategies project; to develop a sustainable and replicable online professional development community; and to create community and academic presentations based on research findings. COMPUGIRLS uses a theoretical framework that includes Culturally Responsive Practices and Future Time Perspectives which complement the career focus of the project. The project design includes both a research and evaluation component. The mixed-methods, participatory research design seeks to increase understanding of how a problem-based multimedia curriculum that incorporates evidenced-based culturally relevant pedagogy affects underserved and underrepresented girls' dispositions to enter the STEM/ICT workforce; how the scale-up process of a girl-centered culturally relevant program operates across learning contexts; and how technology operationalizes professional development and peer networking in different contexts that adopt the COMPUGIRLS program model. The evaluation plan will assess the impact on students' science and STEM learning dispositions, intent to pursue STEM careers, and sustainability.Project deliverables include dissemination to six sites (YMCA-Boulder, Colorado MESA, Whiteriver Unified School District, and ASU Polytechnic and Mercado), four revised courses, an 80-hour professional development course, an online learning community, and an annual cross-site event. The young women participate in four technology courses over a one-year period (e.g. Introduction to Social Justice; SCRATCH, Introduction to Second Life, Second Life Capstone), ending with a 4-8 week summer internship at a local business site. Professional development for teachers utilizes a hybrid approach that incorporates an 8-hour face-to-face course and 100 self-paced online activities. The COMPUGIRLS Learning Community (CLC) is an online learning platform designed to support both students and teachers with social networking, training webinars, and opportunities to showcase completed projects.This project will support nearly 700 students and teachers. It is anticipated that the research studies will help increase understanding of the effect of the COMPUGIRLS program on self concept in technology, academic possible selves, and self regulation in girls of color, in addition to the affects of the model on indigenous girls' cultural selves as expressed in understanding and commitment to cultural traditions. Research findings will be disseminated through the National Center for Women and Information Technology, peer reviewed journals, conferences and meetings, and the COMPUGIRLS Learning Community.

该项目利用文化相关技术（CRT）计划，帮助凤凰城高需求地区13-18岁的女孩进入STEM劳动力市场。该项目建立在成功的NSF资助的女青年奖（DRL 08-33773）的基础上，该奖项使用基于社会正义的多媒体项目，让年轻女性参与增加知识，理解和对STEM和信息通信技术（ICT）职业的认识的活动。亚利桑那州立大学将与科罗拉多的数学、工程和科学成就（CMESA）计划、教育发展中心、基督教青年会博尔德分校、凤凰城联合高中区、吉拉河印第安社区和怀特里弗交界处阿帕奇印第安社区合作实施这一项目。扩大女童教育项目的目标是增加资源不足地区接受CRT方案的女童人数;维持和推广ITEST战略项目的最佳做法;发展可持续和可推广的在线专业发展社区;并根据研究结果创建社区和学术介绍。女童子军使用的理论框架，其中包括文化响应的做法和未来的时间观点，补充了该项目的职业重点。项目设计包括研究和评价两部分。混合方法、参与式研究设计力求加深理解：一个以问题为基础的多媒体课程，其中纳入了循证的文化相关教学法，如何影响服务不足和代表性不足的女孩进入STEM/信通技术劳动力队伍的意向;一个以女孩为中心的文化相关方案的扩大进程如何在各种学习环境中运作;以及技术如何在不同的环境中实施专业发展和同行网络，采用了ESTGIRLS计划模型。评估计划将评估对学生科学和STEM学习倾向的影响，追求STEM职业的意图和可持续性。项目交付成果包括向六个地点（YMCA博尔德，科罗拉多梅萨，Whiteriver联合学区，亚利桑那州立大学理工学院和梅尔卡多）传播，四个修订课程，一个80小时的专业发展课程，一个在线学习社区和一个年度跨地点活动。这些年轻妇女在一年的时间里参加四个技术课程（例如，社会正义入门; SCRATCH、第二人生入门、第二人生顶点），最后在当地商业场所进行为期4-8周的暑期实习。教师专业发展采用混合方法，包括8小时的面对面课程和100个自定进度的在线活动。该项目是一个在线学习平台，旨在为学生和教师提供社交网络，培训网络研讨会和展示已完成项目的机会。该项目将支持近700名学生和教师。预计，研究将有助于增加的影响，在技术，学术可能的自我和自我调节的颜色的女孩，除了对土著女孩的文化自我的模型的影响，在理解和承诺文化传统的理解和表达的女孩子的方案的理解。 研究结果将通过国家妇女和信息技术中心、同行评审期刊、大会和会议以及女青年学习社区传播。