Recruiting Girls Practitioners Perspectives Welcome were glad you - - PowerPoint PPT Presentation
Recruiting Girls Practitioners Perspectives Welcome were glad you could join us today Lets begin by finding out about your students... Poll #1 What level of students are you most involved with? a. Elementary School b. Middle
Poll #1
What level of students are you most involved with?
Let’s begin by finding out about your students...
Poll #2
In which areas are your challenges for girls in STEM programs mainly found?
Women are underrepresented in STEM careers Girls are typically underrepresented in STEM/technology type elective coursework
and co-ed extracurricular technology oriented camps, clubs, etc.
All schools may not even offer “STEM-centric” curriculum options and if they do… School curriculum is centered around science and math rather than technology and
engineering Did you know? Women fill over half of all jobs in the U.S. economy, but have less than 25 percent of STEM jobs.
Female mentoring and role models Special events targeted toward recruiting girls such as lunch with
mentors, female speakers, and “all girl” clubs and camps
Starting earlier with STEM programs in school
Posters, DVDs, websites and scholarships designed “just for girls” Effective outreach programs which provide girls with opportunities
to learn about high tech careers, visit high tech facilities, and a strong online presence
Strategies such as mentoring and role models are solid, and gains are being made, but so far it just hasn’t been enough to equalize numbers of girls and boys engaged in STEM curriculum and embarking on STEM careers.
Male/female equality in STEM college and career pathways, especially in the technology and engineering (T & E) side of sTEm, is not growing fast enough to support the needs of a highly technical workforce.
In this webinar, we are going to hear from STEM education practitioners from elementary to college level, examining some new, successful ideas that are in practice for engaging girls in sTEm. Let’s meet our practitioners and hear about their programs …
Christine Angel Danger, M. Ed. K-12 STEM Curriculum and Instruction Coordinator of Math/Science Partnership
MSP Promotes STEM education and gets math and science teachers working together to show students the connections between STEM and careers
christine.danger@sdhc.k12.fl.us
Problem: Our middle school girls were struggling in math but they were not coming to free on-campus tutoring. The tutorials were full of boys. Solution: We addressed it as a social issue and started a club for girls
Math” club.
We hypothesized that the cause of our girls math skills slipping and the girls not being interested in tutorials to improve was caused by mainly social
The girls only club meets during lunch one day a week. The girls started by reading and discussing the book “Math Doesn’t Suck” by Danika McKellar. Now girls meet to share their struggles and victories in math and to help each
August 2014 – 1 or 2 girls would attend each math tutorial session. (Some days no girls were present) March 2015 – 28 girls are regularly attending girls
Hillsborough County uses an adopted version of several models
This is an opportune place to link studies to the real world.
this is a perfect time to allow them to voice that interest.
Robin Murphy: Roboticist to the Rescue Her intelligent robots help search for victims of disaster
http://spectrum.ieee.org/robotics/artificial-intelligence/robin-murphy-roboticist-to-the-rescue
Provide explicit time and space for students to think. We want students to contemplate a situation and be creative thinkers, not “guessers”—very important step! They need to think about more than one possible solution; what if plan A doesn’t work? They need to brainstorm a plan B, C, D…
Plan/Design: Time to draft a blueprint, students pick one design to try. Build/Test: Hands-on building and testing (multiple trials). Students need to take good notes, then have time to think deeply about the data they collected. Time and space must be set aside for students to truly look at their data for trends and come to generalizations.
Reflect/Improve: Time to reflect and record what went well, what needs to be changed to improve their design/plan based on their collected data Evaluate/Justify: Students discuss their findings, their conclusions and generalizations. They communicate with
their explanations/ideas
Solution: Did the design/plan solve the problem? Were the needs outlined in the challenged met? How can the design/plan be improved? Time to try again by repeating the design process. Opportunity: Compare the methods and results of investigations done by
made, carefully distinguishing actual observations from ideas and inferences about the observations.
Engineering Design Challenge Centers Using Legos, build the setting of the story. Explain how George’s problem would have been different if you had been the civil engineer who designed the road.
Visits by female engineers and scientists bring STEM careers to life. Studies show that girls are especially interested in helping professions, and visits by female engineers and scientists bring these careers to life. For example – an environmental engineer explains how their job is to protect the water supply from pollution.
Robotics Math and Science Replacement Lessons These students are learning about numbers that are less than one, but more than zero.
Lead Teacher Greco Pre-Engineering STEM Academy Technology Education Instructor Twitter: @GrecoSTEM Greco Middle School, Tampa, FL elizabethe.simpson@sdhc.k12.fl.us
Personalization Relationships Rigor and Relevance
Goal of STEM/Career Academy Model:
interest
with shared vision and goals
46.8 % of Students are Female 2015 - 2016
Not Your Ordinary, Typical Middle School STEM Program
Lego experts or go home and spend hours building models or playing video games, they actually do share many qualities of a good engineer
and on average are more organized in their study habits
students have continued their STEM education as engineering students in high school and college
Recruiting girls for STEM programs: District of Hillsborough County, FL T .R. Robinson High SCHOOL
Mr. Jeff Kaloostian Colonel, USAF retired; 10 years teaching Career & Technical Education Department Chair Aerospace Technology Teacher jeffrey.kaloostian@sdhc.k12.fl.us
http://www.sdhc.k12.fl.us/doc/167/career-and-technical-education/about/cte-about/
Hillsborough County Public Schools have over 400 unique middle
and high school courses in Career and Technical Education
Range across 17 career clusters Courses take place in a wide variety of environments, from
the agricultural field to the computer lab to the welder1
Robinson’s Aerospace Technology is the District’s ONLY high school
level course of its kind
Three feeder middle schools; all teach the first year of
Aerospace
Some females continue on to Robinson’s program Yes, that IS a jet engine!
Traditional Career and Technical elective covering four years
(Aero I – IV)
Program was developed between the school district, school, and
MacDill AFB in 2002
MacDill AFB provides military aerospace
experiences and school uses the MacDill AFB name
Follows Florida’s State curriculum framework for subject matter Covers spectrum of aviation and space
Maximum number of all students/year = 125 Average = 100/year Presently changing to Embry-Riddle University curriculum
framework (aerospace and UAVs) for dual-enrollment
Should increase number of females to receive dual-enrollment
credit
Course Challenges
Get girls into high school STEM Keep them for the whole program Develop enthusiasm for STEM elective
Connect them with the subject matter Help them realize real-life application
Challenge - Female Growth in the Program
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2 4 6 8 10 12 14 16 18 20 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 Number…
Total number over 10 years = 72 *TRENDING UPWARD!
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Present student in flight training Present and past students passed SOLIDWORKS CAD
certification Past students have:
Entered astro-physics at Rice University Entered USAF and now in training as medic Earned FAA Airframe and PowerPlant license - accepted
to work at Lockheed-Martin
Accepted summer internships at National Oceanic and
Atmospheric Administration (NOAA)
5/28/2015 36 5/28/2015
Meet two current female students; both in
Megan Binette Sophomore Prior Middle School STEM student Jackie Peate Sophomore Not a prior Middle School STEM student
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Associate Director FLATE – Florida Advanced Technological Education Center www.fl-ate.org www.madeinflorida.org boyette@fl-ate.org
technology and related programs are female
A.S. degree programs are female
completions, 17% are female
Source: Florida Dept. of Education (FLDOE)
Executive Director/PI FLATE – Florida Advanced Technological Education Center www.fl-ate.org www.madeinflorida.org barger@fl-ate.org
career path for girls.
harder than a man just to be taken seriously.
difference in the world.
say it is their first choice.
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06/21/2013 41
Hillsborough County – 2012-13 Industrial Technology
Program % Female MHS Eng. 13% Automotive 6% Construction 3% Drafting 27% Computers 10% Welding 6% USF College of Engineering 2012 incoming freshmen
Hillsborough County Schools – 2012-13 STEM Academies
MS Program % Female Buchanan (E) 49% Greco (E) 32% Tomlin (En) 59% Smith (H) 56% Stewart (M) 44% HS Program % Female Gaither (E) 42% King (E) 14% Strawberry (En) 52% Steinbrenner (H) 54% Blake (M) 25%
E=Engineering; En=Environmental Science; H=Health Science; M=Maritime
Our topic today discussed successful STEM programs for girls from
practitioner perspectives at different educational levels.
We reviewed ideas and few challenges from successful programs
which includes a good percentage of girls.
Please use the chat box
Weblinks and Resources
FLATE
www.fl-ate.org “Made in Florida” www.madeinflorida.org Recruiting & Retaining Girls in STEM - a FLATE Best Practices Guide http://fl-ate.org/best-practices/ FLATE’s Resources for Educators http://flate.pbworks.com Deloitte 2015 Women in Manufacturing Study/Exploring the Gender Gap http://themanufacturinginstitute.org