EPWG: Sisters in Science: Intergenerational Partnerships in Science, Engineering and Mathematics Education

小行星9619021 拟议的多方面倡议旨在提高四年级和五年级女孩的科学/数学素养，促进现任和未来教师的专业成长，并增加志愿者和家庭对费城儿童教育的参与。 在学校、家长、社区成员和中小企业相关组织之间建立联系是一项基本战略，最终将影响该项目的长期可持续性。 通过提高当前和未来教师、家庭和志愿者的能力，促进女孩的科学和数学素养，该项目将补充坦普尔大学和费城学区最近开始的其他系统性举措。 "科学中的姐妹篇"建立在国家科学基金会资助的一个成功的多代模式项目的基础上。 拟议项目的总体目标是提高费城六所城市学校的非洲裔美国人、亚洲人和西班牙裔女孩对科学和数学的兴趣和识字率。 具体目标包括提高女孩对科学和数学的兴趣，提高她们对科学和数学的态度。 该项目涉及目标学校的女孩、她们的家庭和教师以及小学本科生。 目前受雇于SEM领域的退休人员和少数民族妇女将担任志愿者。 男孩将参与该项目的课堂部分。 该项目是在形成女孩对科学和数学的态度和成绩的关键时刻进行为期两年的干预。 在第一年，该计划涉及学生，家长和教师在两个四年级班在每个六所小学。 在今年2，这些学生（现在5年级学生）继续从事节目活动，而一组新的4年级学生进入程序。 同样的过程发生在第三年。 预计这第三届第四年级组将继续该计划后，赠款期已经结束。 该项目有五个组成部分：（1）教师培训。 教师将参加为期一周的强化专业发展方案和每月的课程规划会议，使他们熟悉两性平等问题和促进女孩学习科学和数学的教学战略。 PI、小学本科生和志愿者将与课堂教师合作，开展对性别问题有敏感认识并以城市环境为重点的活动。 (3)每所学校每周都为四年级女生提供课后方案，让女生参与环境服务学习项目。 五年级女生的课外活动方案每月在每所学校举行两次，时间是星期六。 (4)为期两周的暑期项目关注"城市河流"。"（5）家庭教育。 特别的家庭活动将每季度举行一次，家长将定期收到"提示表"和家庭活动的想法。

9619021 Hammrich The proposed multi-faceted initiative is designed to increase science/math literacy of fourth and fifth grade girls, contribute to the professional growth of current and future teachers, and increase the involvement of volunteers and families in the education of Philadelphia's children. Building linkages among schools, parents, community members, and SEM-related organizations is an underlying strategy that ultimately will impact on the long term sustainability of this project. By enhancing the capacity of current and future teachers, families, and volunteers, to promote science and math literacy among girls, the project will supplement other systemic initiatives recently begun by Temple University and the Philadelphia School District. "Sisters in Science" builds upon a successful multi-generational model project funded by National Science Foundation. The overall goal of the proposed project is to increase interest and literacy in science and mathematics among grade school African American, Asian, and Hispanic girls in six Philadelphia urban schools. Specific objectives include increasing girls' interest in science and mathematics and enhancing their attitudes toward science and mathematics. The project involves the girls, their families, and their teachers in the targeted schools, and undergraduate elementary education students. Retirees and minority women currently employed in SEM fields will serve as volunteers. Boys will be involved in the classroom component of the project. The project is to provide a two-year intervention at a crucial juncture in the formation of girls' attitudes toward and achievement in science and mathematics. In Year 1, the program involves students, parents, and teachers in two 4th grade classes in each of the six elementary schools. In Year 2, these students (now 5th graders) continue to engage in program activities, while a new group of 4th graders enters the program. The same process occurs in Year 3. It is anticipated that this th ird 4th grade group will continue the program after the grant period has ended. The project has five components: (1) Teacher training. Teachers will participate in a one-week intensive professional development program and monthly curriculum planning meetings that familiarize them with gender equity issues and teaching strategies that facilitate girls' learning of science and math. (2) The classroom activities take place once a week for one hour in each of the designated classrooms. The PI, undergraduate elementary education students, and volunteers will work with classroom teachers to implement activities that are gender-sensitive and focused on the urban environment. (3) The after-school program for the fourth grade girls is weekly at each of the schools and involves girls in environmental service learning projects. The after-school program for the fifth grade girls meets twice monthly on Saturdays at each school. (4) A two-week summer program focuses on "city rivers." (5) Family education. Special family events will be held on a quarterly basis and parents will be sent "Tip Sheets" and home activity ideas on a regular basis.