Individual: Fueling the STEM Pipeline by Mentoring Across the Age Span

Maja Mataric博士获得了博士学位。1994年麻省理工学院计算机科学与人工智能专业毕业。她是计算机科学和神经科学教授，机器人和嵌入式系统中心的儿科主任，机器人研究实验室的联合主任，以及南加州大学维特比工程学院的高级副院长。Mataric博士建立了一种指导理念，包括在学生的教育进步中不断鼓励学生的需要。她的理念是，辅导必须被视为一个管道过程，其中角色模型和培训机会，从尽早提供和管道不断加油。管道辅导计划是基于有关关键时刻捕捉兴趣和招募妇女和代表性不足的学生进入STEM领域的既定文献。为了建立管道，迄今为止开展的全面的指导活动包括：K-12 STEM推广和教师培训，本科生指导，研究生课程的安置，研究生和博士后学生指导和学术职位的安置，女性教师的同行指导，工程初级教师的指导，以及在南加州大学发展指导文化。Mataric博士的辅导计划已经在K-12水平产生了新的课程和计划，这些课程和计划已经培训了几代教师和学生，并继续招募几代市中心有风险的学生进入STEM主题。这些方法已经在各个层面上招募了代表性不足的群体，从在州一级赢得机器人比赛的全女生小学团队，到博士学位的优秀安排。学生和博士后研究员在学术职位，在女教师指导导致国家竞争力的研究赠款金的杰出成果，开发新的指导计划，在整个大学的影响。这些方案已导致博士学位的安置。少数民族大学在校生和博士生。来自美国和世界各地顶尖研究型大学中代表性不足的群体（女性和非洲裔美国人）的学生。这些项目还在K-12内城机构、南加州大学本科生、博士生和研究生之间建立了一个角色建模和网络管道。学生和教师。Mataric的指导计划有效地帮助南加州大学工程系的女性教师的招聘和保留，并对整个机构的文化变革产生了重大影响。

Dr. Maja Mataric received her Ph.D. in Computer Science and Artificial Intelligence from MIT in 1994. She is Professor of Computer Science and Neuroscience, and Pediatrics Director of the Center for Robotics and Embedded Systems, Co-Director of the Robotics Research Lab, and Senior Associate Dean for Research at the Viterbi School of Engineering at the University of Southern California. Dr. Mataric has established a mentoring philosophy that encompasses the need to encourage students continuously as they progress in their educations. Her stated philosophy is that mentoring must be viewed as a pipeline process, in which role models and training opportunities are provided from as early as possible and the pipeline is continually fueled. The pipeline mentoring program is based on the established literature about critical times for capturing interest and recruiting women and underrepresented students into STEM areas. To build the pipeline, the comprehensive spectrum of mentoring activities performed to date span: K-12 STEM outreach and teacher training, undergraduate student mentoring toward placement in graduate programs, graduate and postdoctoral student mentoring and placement in academic positions, peer mentoring of female faculty, mentoring of junior faculty in engineering, and developing a culture of mentoring at USC. Dr. Mataric's mentoring programs have resulted in new courses and programs at the K-12 level that have trained generations of teachers and students and continue to recruit generations of inner-city at-risk students into STEM topics. Approaches have yielded the recruitment of underrepresented groups at each level, from all-girls elementary school teams winning robotics contests at the state level, to outstanding placement of Ph.D. students and postdoctoral fellows in academic positions, to outstanding outcomes in female faculty mentoring leading toward nationally competitive research grants, to developing novel mentoring programs with impact across the entire university. The programs have resulted in the placement of Ph.D. students in minority serving universities and of Ph.D. students from underrepresented groups (women and African Americans) in top research universities in the US and world-wide. The programs have also established a role-modeling and networking pipeline between the K-12 inner city institutions, USC undergraduates, Ph.D. students, and faculty. Dr. Mataric's mentoring programs have effectively aided in the recruitment and retention of women faculty in engineering at USC and have had a significant impact on institutional-wide cultural change.