9453106 Thorsen This project is a collaboration between Georgia Tech, the Georgia Initiative in Mathematics and Science (GIMS), Clark Atlanta University, Georgia Southern University, Georgia State University, and the University of Georgia. It focuses upon changing the structure of educational programs which prepare mathematics and science teachers, which should lead to significant changes in the ways girls are taught mathematics and science. The goal is for quality mathematics and science education to be equally accessible to both boys and girls in the state of Georgia, i.e., that all students are encouraged to explore and discover mathematics and science, are challenged, are successful in their explorations, and have opportunities to develop awareness of career opportunities in these fields. In order for access and equity to become realities, permanent changes must be made in the structure of science, education, engineering and mathematics departments. These changes include incorporating the current understanding of social, learning, and teaching factors which facilitate the interest, motivation, and achievement of girls and women in science, engineering, and mathematics. This goal is consistent with the vision and goals of Georgia's Statewide Systemic Initiative, the Georgia Initiative in Mathematics and Science (GIMS). This project furthers and enhances the work of GIMS, and is structured so that collaboration with GIMS is intrinsic. The projects's specific objectives are: (1) to initiate and implement the redesign of teacher-preparation programs, including instruction in science, engineering, and mathematics courses, so that they address issues that impact girls and women; and (2) to provide professional development opportunities for faculty and graduate/undergraduate teaching assistants of pre-service students emphasizing positive interventions strategies on gender issues. To achieve the goals, project strands have been developed. These are: (1) a framew ork for institutional self-study (colleges/universities); (2) a tool kit of materials for teacher-preparation courses; (3) professional development of faculty and teaching assistants; and (4) a prototype teacher-preparation program. Concurrent project-wide evaluation will occur on an ongoing basis and will be used to assess and refine the strands. To develop equitable learning environments in science, engineering, education, and mathematics, and to create permanent changes, strategies are being developed to address factors that have traditionally discouraged girls and women from pursuing science, mathematics, and engineering. As these strategies are tested by the participating institutions, they are to be promulgated and incorporated throughout Georgia's Statewide Systemic Initiative. ***
