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Overview and Goals
EEES Annual Workshop Materials
Overview and Goals
EEES is a five-year project supported by the National Science Foundation (grant HRD-0533520), with the goal of increasing the number of women attaining baccalaureate degrees in engineering. The project supports the efforts of professional associations (designated as Collaborating Organizations) through (1) provision of technical assistance via cadre of Experts, (2) training programs for Extension Agents (professional development leaders within the Collaborating Organizations), and (3) a Virtual Support Network that serves as an electronic clearinghouse. By bringing together expertise in gender studies, the research base on science and engineering education, and project management, seeks to impact the following influences on girls and women:
a) Academic preparation for engineering study for students at the middle school (grade 6) through collegiate sophomore levels
b) The out-of-class social environment
c) The in-class social environment
d) Curricular content, curricular scope and sequence design
e) Curriculum delivery and instructional style
Through use of the extension agent model, we place particular emphasis on reaching those teachers and faculty who may not be actively engaged in gender equity activities and are not actively pursuing such activities. We will do this by influencing the core professional activities of those teachers and faculty responsible for the development of formal and informal curricula as well as those influencing the social environment through mentoring and programmatic activities. Our objectives are to increase teacher and faculty familiarity with the current and emerging knowledge bases on gender equity, engineering education, and project management in such a manner they are inextricably linked in the minds of our target audiences.
EEES offers information resources not only to its Collaborating Organizations, but to the public at large. We invite your making us aware of additional resources that might productively be included.
- EEES Premier Resources for teachers, faculty, and administrators: Resources and materials created by EEES and CASEE staff as well as collaborators include the following--
- Practical guides to recruit, retain, and advance women in engineering (New Directions in Engineering Excellence series of booklets, presentation slides, and videos),
- Research summaries and overviews with practical guidance for engineering faculty on enhancing the success of women in engineering (CHANGE and ARP Suites),
- Summaries and distillations of current literature in educational psychology, sociology, and behavioral science into single page briefs targeted for use by engineering faculty (TIPS and DEEP series) and administrators, and
- A 71-page guidebook to on proposing and managing education-focused projects (especially those submitted to NSF's education directorate) is targed to engineering faculty with a strong interest in educational innovation and vigorous responses to the NSF Broader Impacts Criterion (PWPM guide).
- Other EEES Resources (by audience)
- IEEE web module provides K-12 classroom visitors with (a) tips and strategies to work more effectively with primary and secondary teachers and students, and (b) information about how engineers can make a difference and be resources for educators in their local schools.
- Non-EEES resources: A vast array of materials developed outside of the EEES project.
Collaborating Organizations have established national networks linked to classrooms and educational professionals from middle school through college as well as a vested interest in enhancing gender equity in engineering education. These organizations already engage in professional development activities for their members. A subset of those who lead such professional development activities are designated as EEES Extension Agents. We shall engage these networks in competitions and allocate the most technical assistance to those that offer the greatest leverage in terms of impact on Clients (teachers, faculty, and professionals engaged in outreach) and their populations of students. Across the set of collaborating organizations, EEES seeks to enhance awareness of engineering as a career field by pre-college girls, enhance the preparation for engineering study by pre-college girls, and increase enrollment and retention within engineering programs by undergraduate women.
American Society of Mechanical Engineers:
ASME's strategy for EEES is to target the retention of undergraduate women in engineering programs through enhancement of the instructional skills of engineering faculty and refinement of self-study modules within its Professional Practice Curriculum to better reflect gender equity principles.
Institute for Electrical and Electronic Engineers
IEEE's strategy for EEES is to develop pre-college girls’ awareness of engineering through outreach programs.
Project Lead the Way/NAPE
PLTW's strategy for EEES is to introduce pre-college girls to the scope, rigor, and discipline of engineering study prior to college.
EEES Annual Workshop Materials
February 2007 Workshop Materials
March 2008 Workshop Materials