Projects may replicate existing successful projects, adapt components of such projects, or be innovative. Possible projects, all of which have a strong mathematical component, are to:

• Organize a club for women interested in mathematics or mathematics and science;
• Create a network of women professional mentors who will direct mathematics projects for girls;
• Hold a conference for counselors to prepare them to encourage women and girls to continue to study mathematics;
• Conduct a summer mathematics program for high school women;
• Bring high school women onto a college campus for a Math Day with substantive follow-up;
• Structure a program for high school and/or college women to mentor younger female mathematics students with math projects or math clubs;
• Form partnerships with industry to acquaint women students with real-life applications of mathematics;
• Provide funds toward release time to allow a faculty member to prepare a course on women and mathematics, provided the host institution agrees to offer such a course.

While differences occur among highly successful projects, there are some characteristics that effective projects targeting women and girls appear to have:

• Clearly articulated goals and measurable objectives;
• Strong academic component, with a focus on enrichment, not remediation;
• Information on careers that use mathematics extensively;
• Teaching strategies that take into account the needs and cognitive development of women and girls;
• Teachers highly competent in the subject matter who believe that women can learn the material;
• Use of appropriate role models;
• Strong directors and committed and stable staff;
• Ability to respond to the participants' needs and interests before, during, and after the program
• Development of a peer support system;
• Institutional commitment;
• Programs that last longer than one-day events.

• Others (see text field entitled "Additional Eligibility Criteria" for clarification)