4 Schools for WIE

4 WIE学校是由马萨诸塞州(MA)的四所工程学院组成的联盟，致力于STEM(科学、技术、工程和数学)的性别平等。每个伙伴机构东北大学(NU)、波士顿大学(BU)、塔夫茨大学(Tuft)和伍斯特理工学院(WPI)在K-12外展和项目交付、K-12教师培训和STEM相关领域的女孩和妇女规划方面都有着良好的记录。每个伙伴机构都为合作带来了不同的优势和成功。通过联合起来，将开发一种模式，以展示工程概念如何以鼓励男孩和女孩沿着工程道路继续前进的方式成为中学课程的一部分。作为实现这一使命的重要一步，将开发和实施以训练有素的STEM团队为中心的独特干预系统，该团队由全女性工程学教师、学生、教师和从业者组成。包括中学教师在内的STEM团队将一起接受培训，然后利用他们独特的优势，在大波士顿地区的八个不同的公立学校学区最好地实施课程。STEM团队除了在中学课堂上充当榜样外，还将对中学教师进行工程和性别包容实践的教育。由于MA教育部最近采用了科学与技术/工程课程框架，MA的现状是开发这一有益干预系统的时机。从2001年9月开始，马萨诸塞州成为全国第一个将工程学作为强制学前教育框架的一部分引入的州。这些框架反映了可实现的、与年龄相适应的学习标准，将为学生提供强大的背景知识。在中学，测试工程框架的问题将于2002年纳入马萨诸塞州强制综合评估系统(MCAS)。STEM团队将帮助中学实施马萨诸塞州框架的新工程链。STEM团队将帮助中学教师为学生参加MCAS考试做好准备。同时，STEM团队将在中学生中建立这样的信念，即工程是女性合适的职业选择。STEM团队概念的一个重要特征是，每个团队将仅由女性组成，但这一属性不会在团队到来之前向学生宣布。STEM团队由精通工程的女性组成，他们将在参与的中学担任中学教师和学生的教练、导师和榜样，这将对性别对工程职业的态度产生深远的影响。简而言之，完全由女性组成的STEM团队将向女孩和男孩展示女性从事工程。一些预期的项目成果是：*实施教室中的女孩和男孩将对工程学有不同的思考，并将理解工程学不仅仅是男孩的。*在实施STEM团队支持之前，他们在MCAS的工程学部分项目上的得分将高于同一所学校的孩子。*参与的教师将对这些材料感到满意，并期待着与它们合作。在三年的计划中，干预系统将进行微调，以便在全国范围内传播。STEM团队的方法具有高度可复制性，成本低。然而，成员需要接受关于国家科学标准、适合年龄和性别包容的课程活动、作为积极榜样的课程活动以及与鼓励中学女生在STEM领域的其他问题的教育。培训将通过硬拷贝手册和网络提供，因为许多中学没有方便的互联网接入，通过录像带。全国STEM团队有可能显著增加在中学阶段继续对STEM领域感兴趣的女孩的数量，以及进入STEM职业生涯的女孩数量。

4 Schools for WIE is a consortium of four engineering colleges in Massachusetts (MA) united incommitment to gender equity in STEM (science, technology, engineering and mathematics). Eachpartner institution Northeastern University (NU), Boston University (BU), Tufts University (Tufts) andWorcester Polytechnic Institute (WPI) has a strong record of K-12 outreach and program delivery, K-12teacher training and programming for girls and women in STEM related areas. Each partner institutionsbrings varied strengths and successes to the collaboration. By joining forces will be developed modelto demonstrate how engineering concepts become part of the middle school curriculum in ways thatencourage girls as well as boys to continue along the engineering pathway.As an important step toward achieving this mission, a unique intervention system centered around highly-trained STEM Teams consisting of all-female engineering faculty, students, teachers and practitioners will be developed and implementated. STEM Teams including middle school teachers will be trained together and then utilize their unique strengths to best implement the curriculum in eight different public school districts in the greater-Boston area. The STEM Teams will educate middle school teachers about engineering and gender-inclusive practices in addition to serving as role models in the middle school classrooms.The present situation in MA is opportune for developing this beneficial intervention system since the MADepartment of Education recently adopted the Science and Technology/Engineering CurriculumFrameworks. Beginning in September 2001, MA became the first state in the nation to introduceengineering as part of mandated PreK-12 education frameworks. These frameworks reflect achievableand age appropriate learning standards that will provide strong background knowledge for students. In themiddle schools, questions testing the engineering frameworks will be incorporated into the compulsoryMassachusetts Comprehensive Assessment System (MCAS) in 2002.STEM Teams will help middle schools implement the new engineering strand of the MassachusettsFrameworks. STEM Teams will help middle school teachers prepare students for the engineering strandMCAS exams. Simultaneously, STEM Teams will serve to build the conviction among the middle schoolstudents that engineering is an appropriate career choice for females.An important feature of the STEM Team concept is that each team will be composed of women only, yetthis attribute will not be announced to the students prior the team's arrival. The participation of STEMTeams of engineering savvy women at participating middle schools, where team members will serve ascoaches, mentors, and role models for middle school teachers and their students, will have a profoundimpact on gender attitudes toward engineering as a career. Simply put, STEM Teams composed solely offemales will demonstrate to girls and boys that women do engineering.Some anticipated project outcomes are: * Girls and boys in implementation classrooms will thinkdifferently about engineering and will understand that engineering is not just for boys.* They will score higher on the engineering strand items in the MCAS, than children in the same schoolbefore the implementation of STEM Team support. * Participating teachers will feel comfortable withthese materials and will look forward to working with them.Over the three-year program, the intervention systems will be finely tuned for national dissemination. TheSTEM Teams approach is highly replicable at low cost. However, members need to be educated aboutnational science standards, age-appropriate and gender-inclusive curriculum activities, serving as positiverole models, and other issues pertaining to encouraging middle school girls in the STEM fields. Thistraining will be available through a hard copy manual, the web, and because so many middle schools donot have convenient access to the Internet, on videotape. STEM Teams nationwide has the potential forsignificantly increasing the number of girls who continue interest in STEM areas during the middleschool period as well as into STEM careers.