Strategies: Smart Clothing, Smart Girls: Engineering via Apparel Design

Smart Clothing，Smart Girls是一项战略提案，利用服装设计作为吸引中学女生从事STEM学习和工程职业的工具。基于一个支持年轻女性参与STEM的机制的理论框架，项目团队精心设计了一个动手，协作和相关的干预措施-所有组合都表明可以改善女孩如何发展STEM身份，建立自我效能，并有动力追求STEM相关活动。该项目正在开发两种类型的课程模型，一种是康奈尔大学和明尼苏达大学双城分校的校园体验，另一种是与4-H和Girls Inc.合作的夏令营体验。每个模块都介绍了相关的STEM主题，重点是可穿戴技术的基本组成部分，其中包括了解材料特性（热特性，冲击保护等），电路和电子，2D到3D可视化，以及工程设计过程。在该项目的第一年，课程模块正在设计和评估40小时的夏季经验，在每个校园。第二年，营地的经验是完善和重复，通过第一年的评估通知。4-H和女孩公司教育工作者深入参与课程单元的开发，以便熟悉内容和如何促进单元。在第三年，项目团队将模块调整为4-H和Girls Inc.将使用的格式。in off-site场外interactive互动experiences经验.该项目的传播材料包括一个详细的网站、互动视频剪辑和教学工具包（材料和课程）。在三年内，共有200名女孩将测试这些内容模块。八位来自4-H和女孩公司的领导人。该项目将为该领域做出重大贡献，为来自城市和农村环境的代表性不足的人群，特别是中学女性，进一步了解有效参与战略，从而改变他们对STEM和STEM职业的看法。它还提供了充分的机会，加强新兴技术纳入非正式学习环境的方式。

Smart Clothing, Smart Girls is a strategy proposal using apparel design as a vehicle to attract middle school girls to STEM learning and engineering careers. Based on a theoretical framework that supports mechanisms for engaging young, female participants in STEM, the project team has thoughtfully designed an intervention that is hands-on, collaborative, and relevant - all combinations that have shown to improve how girls develop STEM identities, build self efficacy, and become motivated to pursue STEM-related activities. The project is developing two types of curricular models, one for on-campus experiences at Cornell and University of Minnesota-Twin Cities, and one for summer camp experiences with partners at 4-H and Girls Inc.The project applies iterative design research to develop and test the construction of four modules. Relevant STEM topics are introduced each module focusing on the essential components of wearable technologies, which includes understanding material properties (thermal properties, impact protection, etc.), electrical circuits and electronics, 2D to 3D visualization, and the engineering design process. During the first year of the project, curricular modules are being designed and evaluated for a 40 hour summer experience on each campus. The second year, the camp experiences are refined and repeated, informed by evaluation of the first year. 4-H and Girls Inc. educators are deeply involved in the curricular module development so as to become familiar with the content and how to facilitate the modules. And in year three, the project team adapts the modules to formats which will be used by 4-H and Girls Inc. in off-site interactive experiences. Dissemination materials for this project include a detailed website, interactive video clips, and teaching kits (materials and curriculum). A total of 200 girls will test the content modules over three years. Eight leaders from 4-H and Girls Inc. will also be trained in project content delivery.This project will make significant contributions to the field by furthering what is known about effective engagement strategies for underrepresented populations from urban and rural environments, particularly middle school females, thus changing the way they perceive STEM and STEM careers. It also provides ample opportunity for enhancing the way emerging technologies are incorporated into informal learning environments.