Techbridge Broad Implementation: An Innovative Model to Inspire Girls in STEM Careers

Techbridge提出了一个广泛的实施项目，该项目将扩大一个经过测试的多方面模式，提高女孩对STEM职业的兴趣。该项目的目标是提高女孩的工程、技术和科学技能和职业兴趣；在社区中建设STEM能力和可持续性；加强STEM和对未被充分代表的女孩及其家庭的职业探索；并通过职业探索推动对该模式的扩大、可持续性和影响的研究。Techbridge的方法以埃克尔斯的预期价值模型为基础，有助于弥合女孩从小学到中学和中学到高中的关键时刻，让参与者沉浸在同龄人和相互支持的成年人的网络中。Techbridge以5-12年级的女孩为目标，该模式包括五个组成部分：先前经过测试和评估的课程、职业探索、员工和教师的专业发展、家庭参与和传播。以探究为基础的课程通过与汽车和发动机、绿色设计和电气工程相关的实践单元，介绍电气工程和计算机科学。Techbridge模式将得到改进，包括一个中央课程和支助材料储存库、以女孩为主导的电子职业探索资源、一个在线学习社区和工作人员视频工具，以及定制的家庭指南。项目成果包括向三个城市、24个学校站点和教师、2000名女孩和600多名榜样传播增强模式。一个补充研究部分将通过审查实施的保真度和该方案对女孩STEM参与和学习的影响，研究Techbridge模式的广泛实施情况。研究问题如下：1.新项目站点在多大程度上以及如何表现出对Techbridge项目模式的遵守？2.在科学学习成果、职业意识、态度和对工程的兴趣方面，新项目站点的参与者对Techbridge项目的反应是否相似或增加？3.女孩们在一段时间内如何经历变化？4.新项目站点在多大程度上以及如何平衡技术桥要素的灌输，以及Techbridge认为对成功至关重要的关键组成部分与本地适应和项目所有权的需要？5.考虑到当地社区的定制潜力，新站点是否保持在原始站点体验的程序化交付质量？如果是这样的话，关于质量交付的成功要素是什么？这项混合方法研究将包括文件分析、嵌入式评估、参与者调查量表和观察。定性数据方法包括与教师、榜样、工作人员和女孩焦点小组的访谈。还将进行一次项目评估，调查参与者(女童、教师、榜样和家庭)的项目成果，以及采用准试验性方法在扩展地点实施和加强项目的情况。女孩的职业和学习成果将使用嵌入式评估、档案袋、调查、学校数据和以前经过验证的工具，如职业兴趣问卷和修改后的科学态度清单来确定。管理复杂变化模型被用作项目评价的框架，目的是审查与规模效益有关的因素。研究和评估结果的传播将通过使用出版物、博客、社交媒体和会议来实现。预计该项目将扩大西班牙裔、非裔美国人和英语学习者女孩的参与，在传播地点建设STEM规划和可持续性的能力，并向100多万名教育工作者、研究人员和社区成员传播研究结果。更广泛的影响包括帮助外地了解虚拟榜样和实地考察如何能够吸引年轻妇女，增加企业宣传，并使参与者参与研究和传播工作。

Techbridge has proposed a broad implementation project that will scale up a tested multi-faceted model that increases girls' interest in STEM careers. The objectives of this project are to increase girls' engineering, technology, and science skills and career interests; build STEM capacity and sustainability across communities; enhance STEM and career exploration for underrepresented girls and their families; and advance research on the scale-up, sustainability, and impact of the model with career exploration. The Techbridge approach is grounded in Eccles' expectancy value model, and helps bridge critical junctures as girls transition from elementary to middle school and middle school to high school, immersing participants in a network of peers and supportive adults. Techbridge targets girls in grades 5-12 with a model that includes five components: a previously tested and evaluated curriculum, career exploration, professional development for staff and teachers, family engagement, and dissemination. The inquiry-based curriculum introduces electrical engineering and computer science through engaging, hands-on units on Cars and Engines, Green Design, and Electrical Engineering. The Techbridge model will be enhanced to include a central repository for curriculum and support materials, electronic girl-driven career exploration resources, an online learning community and video tools for staff, and customized family guides. Project deliverables include the dissemination of the enhanced model to three cities, 24 school sites and teachers, 2,000 girls, and over 600 role models. A supplementary research component will study the broad implementation of the Techbridge model by examining the fidelity of implementation and the program's impact on girls' STEM engagement and learning. The research questions are as follows: 1. To what extent and how do new program sites demonstrate adherence to the Techbridge program model?2. Do new sites experience similar or increased participant responsiveness to Techbridge programming with regard to scientific learning outcomes, career awareness, attitude and interest in engineering? 3. How are changes experienced by girls sustained over time, if at all?4. To what extent and how do new sites balance instilling the Techbridge essentials, those critical components Techbridge identifies as essential for success, with the need for local adaptation and ownership of the program?5. Given the potential for customization in local communities, do new sites maintain programmatic quality of delivery experienced at the original site? If so, what are elements essential to success regarding quality delivery?The mixed-methods study will include document analysis, embedded assessments, participant survey scales, and observations. Qualitative data methods include interviews with teachers, role models, staff and focus groups with girls. A project evaluation will also be conducted which investigates project outcomes for participants (girls, teachers, role models, and families) and fidelity of the implementation and enhancements at expansion sites, using a quasi-experimental approach. Career and learning outcomes for girls will be determined using embedded assessments, portfolios, surveys, school data, and previously validated instruments such as the Career Interest Questionnaire and the Modified Attitudes towards Science Inventory. The Managing Complex Change model is used as a framework for the project evaluation for the purpose of examining factors related to the effectiveness of scaling. The dissemination of research and evaluation findings will be achieved through the use of publications, blogs, social media, and conferences.It is anticipated that this project will broaden the participation of Hispanic, African-American, and English language learner girls, build capacity for STEM programming and sustainability at the dissemination sites, and disseminate findings to over 1 million educators, researchers, and community members. Broader impacts include contributing to the field's understanding of how virtual role models and field trips can engage young women, increase corporate advocacy, and engage participants in research and dissemination efforts.