Techbridge Broad Implementation: An Innovative Model to Inspire Girls in STEM Careers

Techbridge提出了一个广泛的实施项目，该项目将扩大一个经过测试的多方面模式，提高女孩对STEM职业的兴趣。该项目的目标是提高女孩的工程、技术和科学技能和职业兴趣；在整个社区建立STEM能力和可持续性；加强对代表性不足的女孩及其家庭的STEM和职业探索；并通过职业探索推进模型的规模、可持续性和影响研究。Techbridge的方法以埃克尔斯的期望值模型为基础，帮助女孩度过从小学到初中、从初中到高中的关键时刻，让参与者沉浸在同龄人和支持他们的成年人的网络中。Techbridge以5-12年级的女孩为目标，其模式包括五个组成部分：先前经过测试和评估的课程、职业探索、教职员工和教师的专业发展、家庭参与和传播。探究式课程通过汽车与发动机、绿色设计和电气工程等实践性单元介绍电气工程和计算机科学。“科技桥”模式将得到加强，包括课程和辅助材料的中央存储库、电子女孩职业探索资源、员工在线学习社区和视频工具，以及定制的家庭指南。项目成果包括向三个城市、24所学校和教师、2000名女孩和600多名榜样推广改进后的模式。一个补充研究部分将通过检查实施的保真度和项目对女孩STEM参与和学习的影响来研究Techbridge模式的广泛实施。研究问题如下：1。新的项目站点在多大程度上以及如何证明对Techbridge项目模型的遵守？在科学学习成果、职业意识、态度和对工程的兴趣方面，新站点是否经历了类似或增加的参与者对Techbridge编程的响应？3. 女孩所经历的变化是如何随着时间的推移而持续的，如果有的话？新站点在多大程度上以及如何平衡灌输Techbridge要素（Techbridge确定为成功的关键组成部分）与当地适应和项目所有权的需要？考虑到当地社区的定制潜力，新站点是否能保持原站点的交付质量？如果是的话，关于高质量交付的成功要素是什么？混合方法研究将包括文献分析、嵌入式评估、参与者调查量表和观察。定性数据方法包括对教师、榜样、工作人员和女孩焦点小组进行访谈。还将进行项目评估，使用准实验方法调查参与者（女孩、教师、榜样和家庭）的项目成果以及在扩展地点实施和改进的保真度。女童的职业和学习成果将通过嵌入式评估、作品集、调查、学校数据以及先前经过验证的工具（如职业兴趣问卷和对科学的改进态度清单）来确定。管理复杂变化模型被用作项目评估的框架，目的是检查与规模有效性相关的因素。将通过使用出版物、博客、社会媒体和会议来传播研究和评价结果。预计该项目将扩大西班牙裔、非洲裔和英语学习女孩的参与，在传播站点建立STEM编程和可持续性的能力，并将研究结果传播给100多万教育工作者、研究人员和社区成员。更广泛的影响包括促进该领域了解虚拟角色模型和实地考察如何吸引年轻女性，增加企业宣传，并吸引参与者参与研究和传播工作。

Techbridge has proposed a broad implementation project that will scale up a tested multi-faceted model that increases girls' interest in STEM careers. The objectives of this project are to increase girls' engineering, technology, and science skills and career interests; build STEM capacity and sustainability across communities; enhance STEM and career exploration for underrepresented girls and their families; and advance research on the scale-up, sustainability, and impact of the model with career exploration. The Techbridge approach is grounded in Eccles' expectancy value model, and helps bridge critical junctures as girls transition from elementary to middle school and middle school to high school, immersing participants in a network of peers and supportive adults. Techbridge targets girls in grades 5-12 with a model that includes five components: a previously tested and evaluated curriculum, career exploration, professional development for staff and teachers, family engagement, and dissemination. The inquiry-based curriculum introduces electrical engineering and computer science through engaging, hands-on units on Cars and Engines, Green Design, and Electrical Engineering. The Techbridge model will be enhanced to include a central repository for curriculum and support materials, electronic girl-driven career exploration resources, an online learning community and video tools for staff, and customized family guides. Project deliverables include the dissemination of the enhanced model to three cities, 24 school sites and teachers, 2,000 girls, and over 600 role models. A supplementary research component will study the broad implementation of the Techbridge model by examining the fidelity of implementation and the program's impact on girls' STEM engagement and learning. The research questions are as follows: 1. To what extent and how do new program sites demonstrate adherence to the Techbridge program model?2. Do new sites experience similar or increased participant responsiveness to Techbridge programming with regard to scientific learning outcomes, career awareness, attitude and interest in engineering? 3. How are changes experienced by girls sustained over time, if at all?4. To what extent and how do new sites balance instilling the Techbridge essentials, those critical components Techbridge identifies as essential for success, with the need for local adaptation and ownership of the program?5. Given the potential for customization in local communities, do new sites maintain programmatic quality of delivery experienced at the original site? If so, what are elements essential to success regarding quality delivery?The mixed-methods study will include document analysis, embedded assessments, participant survey scales, and observations. Qualitative data methods include interviews with teachers, role models, staff and focus groups with girls. A project evaluation will also be conducted which investigates project outcomes for participants (girls, teachers, role models, and families) and fidelity of the implementation and enhancements at expansion sites, using a quasi-experimental approach. Career and learning outcomes for girls will be determined using embedded assessments, portfolios, surveys, school data, and previously validated instruments such as the Career Interest Questionnaire and the Modified Attitudes towards Science Inventory. The Managing Complex Change model is used as a framework for the project evaluation for the purpose of examining factors related to the effectiveness of scaling. The dissemination of research and evaluation findings will be achieved through the use of publications, blogs, social media, and conferences.It is anticipated that this project will broaden the participation of Hispanic, African-American, and English language learner girls, build capacity for STEM programming and sustainability at the dissemination sites, and disseminate findings to over 1 million educators, researchers, and community members. Broader impacts include contributing to the field's understanding of how virtual role models and field trips can engage young women, increase corporate advocacy, and engage participants in research and dissemination efforts.