WISE Investments

WISE投资项目是多方面的，旨在鼓励初中、高中和社区大学的女性从事工程和相关职业：1)教初中和高中的数学和科学教师，帮助学生理解工程是一种帮助性职业；2)教初高中辅导员支持和鼓励大学预科的年轻女性从事工程和相关职业；3)向社区学院的数学和科学教师讲授数学和科学的性别包容性工程应用，以及工程职业信息，在他们的课堂上；4)教授社区学院的顾问和辅导员，以支持和鼓励社区学院的女性从事工程和相关领域的工作；5)教育初高中年轻女性的父母（或其他重要的成年人）关于工程方面的教育和职业机会，并帮助父母鼓励女儿继续参加更高水平的大学预科数学和科学课程；6)为初高中的年轻女性提供一个单一性别的环境来探索工程，为她们提供工程导师，让她们接触到高等教育和与工程相关的行业。初中和高中的数学和科学教师，以及六个参与学区中的每个学区的一名地区代表，将参加为期两周的夏季讲习班。初中和高中辅导员将与他们学校的老师组成小组，参加一个简短的研讨会。社区学院的教师和顾问也将被安排在同一学校的团队中，他们将参加自己为期两周的暑期讲习班。参与培训的教育者和辅导员还将在一家工程相关公司进行为期两周的实习。教育工作者和辅导员/顾问研讨会将包括动手工程实验室，通过参观和演讲接触工程相关行业，为教室/校园开发工程应用和推广活动的机会，以及性别平等培训。为期两周的实习将使参与者在现实环境中获得对工程的理解。参与者将在整个项目期间参与电子论坛，并将参与后续活动，包括传播活动。由一名工程教师、一名行业代表和一名工程学生组成的导师团队将与每个教育/顾问团队配对。初高中女生将参与教师团队开发的实际工程应用程序，通过参观和演讲了解工程师和工程相关行业，并与训练有素的工科本科女学生导师配对，后者将有自己的导师。家长们将获得有关工程的信息，以及如何鼓励女儿学习数学和科学，并将接触到工程师和与工程相关的行业。年终宴会将把各个组成部分聚集在一起，庆祝参与者的成就。将展示教育工作者团队的工作海报，并选出一个团队在区域或国家教育会议上介绍他们的参与情况。这些项目组成部分将使妇女和女孩更多地了解工程，并对工程产生积极的情感反应。该项目还将为他们在工程和相关领域的追求建立一个支持网络。这些干预措施最终将有助于增加攻读工程及相关领域学位的女性人数。项目的成果将包括：1)六个目标群体（如上所列）对工程职业和活动的了解有所增加，2)大学预科生和社区学院学生参与者对工程和相关领域的兴趣有所增加，3)大学预科生和社区学院学生参与者对从事工程和相关领域的计划有所增加，4)与对照组的学生相比，参加更高水平的大学预科数学和科学课程的可能性更大；5)教师在创造性别包容的课堂氛围方面做出了更大的努力；6)将工程信息和活动整合到教师参与者的课堂中；7)为对工程和相关领域感兴趣的初高中女生提供了更多的外展项目；8)参与教师课堂的学生和参与辅导员外展计划的学生对工程的兴趣和知识的增加。该项目是亚利桑那州立大学工程与应用科学学院和教育学院的合作项目；北亚利桑那大学未来劳动力发展研究所；钱德勒-吉尔伯特、南山和格伦代尔社区学院；菲尼克斯联合高中区、坦佩联合高中区、钱德勒联合学区、凯里、克莱顿和罗斯福学区；英特尔公司、摩托罗拉、洛克希德马丁安德森咨询公司、霍尼韦尔、波音、美敦力Micro-Rel和盐河项目；凤凰城城市系统倡议，亚利桑那州公共信息网络（ASPIN），以及其他现有的项目，这些项目将大大增强WISE投资项目在招募优质参与者，为项目开发提供信息和提供传播渠道方面的影响。这种合作的性质允许加强培养女工程师的渠道。每年这个综合项目将包括24名教师、6名区级代表、12名辅导员、20名社区学院教师、10名社区学院顾问、40名初高中女生和40-80名家长。除了那些直接参与WISE投资项目的个人之外，通过教师和社区学院教师为他们的课堂开发的工程应用程序，以及辅导员和社区学院顾问开发的扩展项目，随着时间的推移，项目的影响将被成千上万的学生感受到。

The WISE Investments project is multifaceted and is designed to encourage females in middle, high school and community colleges to pursue engineering and related careers by: 1) teaching middle and high school math and science teachers to help students understand engineering as a helping profession; 2) teaching middle and high school guidance counselors to support and encourage pre-college young women to pursue engineering and related careers; 3) teaching community college math and science faculty to include gender-inclusive engineering applications of math and science, along with engineering career information, in their classrooms; 4) teaching community college advisors and counselors to support and encourage community college women to pursue engineering and related fields; 5) educating parents (or another significant adult) of young women in middle and high school about educational and career opportunities in engineering, and by assisting parents to encourage their daughters' continued enrollment in higher-level precollege math and science courses; and 6) giving young women in middle and high school a single sex environment to explore engineering, providing them with engineering mentors, and giving them exposure to higher education and engineering-related industries. Middle and high school math and science teachers, along with a district representative from each of the six participating school districts, will participate in a two-week summer workshop. Middle and high school counselors will be teamed with teachers from their school and will participate in an abbreviated workshop. Community college faculty and advisors, who will also be placed in same-school teams, will participate in their own two-week summer workshop. Educator and counselor participants will also participate in a two-week internship with an engineering-related company. Educators and counselor/advisors workshops will include hands-on engineering labs, exposure to engineering-related industry through tours and speakers, opportunity to develop engineering applications and outreach activities for their classrooms/campuses, and gender-equity training. The two-week internship will allow participants to gain an understanding of engineering in a real-world setting. Participants will be involved in an electronic forum throughout the duration of the project and will participate in follow-up activities, including dissemination activities. A mentor team consisting of an engineering faculty member, an industry representative, and an engineering student will be paired with each educator/counselor team. Middle and high school girls will participate in hands-on engineering applications developed by the teacher teams, gain exposure to engineers and engineering-related industry through tours and speakers, and be paired with a trained female undergraduate engineering student mentor, who in turn will have her own mentor. Parents will receive information about engineering and how to encourage their daughters in math and science, and will gain exposure to engineers and engineering-related industry. An end-of-the-year banquet will pull the various components together and celebrate the participant's accomplishments. A poster session of the educators teams' efforts will be displayed, and one team will be selected to present on their involvement at a regional or national education conference. These project components will give women and girls more information about, and create a positive affective response to, engineering. The project will also develop a support network for their pursuit of engineering and related fields. The interventions will serve to ultimately increase the number of women pursuing degrees in engineering and related fields. Outcomes for the project will include: 1) an increased knowledge of engineering careers and activities by each of the six target groups (listed above), 2) an increased interest in engineering and related fields by precollege and community college student participants, 3) an increase in plans to pursue engineering and related fields by precollege and community college student participants, 4) a greater likelihood for precollege student participants to enroll in higher-level precollege math and science courses than members of a control group, 5) improved teacher's efforts to create a gender-inclusive classroom atmosphere, 6) an integration of engineering information and activities into teacher participants' classrooms, 7) an increased number of outreach programs for middle and high school girls interested in engineering and related fields, and 8) an increase in interest and knowledge of engineering for students in participating teachers' classrooms and students participating in counselors' outreach programs. The project is a collaboration of the Arizona State University College of Engineering and Applied Sciences and College of Education; Northern Arizona University's Institute for Future Workforce Development; Chandler-Gilbert, South Mountain and Glendale Community Colleges; Phoenix Union High School District, Tempe Union High School District, Chandler Unified School District, Kyrene, Creighton and Roosevelt School Districts; Intel Corporation, Motorola, Lockheed Martin-Andersen Consulting, Honeywell, Boeing, Medtronic Micro-Rel, and Salt River Project; the Phoenix Urban Systemic Initiative, Arizona State Public Information Network (ASPIN), and other existing programs which will greatly enhance the impact of the WISE Investments project in terms of recruiting quality participants, informing project development, and providing dissemination outlets. The nature of this collaboration allows for the enhancement of the pipeline that creates women engineers. Each year this comprehensive project will include 24 teachers, 6 district-level representatives, 12 counselors, 20 community college faculty, 10 community college advisors, 40 middle and high school girls and 40-80 parents. Aside from those individuals directly participating in the WISE Investments project, through the engineering applications developed by teachers and community college faculty for their classrooms, and outreach projects developed by counselors and community college advisors, the impact of the project will be felt by thousands of students over time.