These women are the innovators, problem-solvers and dreamers who live right next door. They’re passionate about their work, hobbies, families and helping to make the world a better place. They share their strategies for overcoming challenges and finding success and joy in jobs where women are underrepresented, and inspire girls to pursue all kinds of interests and career paths. Watch the videos! SciGirls Profiles: Women in STEM After watching, complete this short survey to unlock video extras: tcptv.polldaddy.com/s/scigirls-profiles-women-in-stem
Becoming Technosocial Change Agents: Intersectionality and Culturally Responsive Pedagogies as Vital Resources for Increasing Girls’ Participation in ComputingPublications
Drawing from our two‐year ethnography, we juxtapose the experiences of two cohorts in one culturally responsive computing program, examining how the program fostered girls’ emerging identities as technosocial change agents. In presenting this in‐depth and up‐close exploration, we simultaneously identify conditions that both facilitated and limited the program's potential. Ultimately, we illustrate how these findings can enhance anthropological research and practice in youth identity, culturally responsive pedagogies, and computing education.
Theme for Ninth Issue (to be published in winter 2019): Encouraging Youth to Pursue STEM Careers
Contributions are due August 15, 2018
The CPS/ CWIC Employability Assessment (EA) is conducted twice a year in year in the first and third quarters. EA is an observed assessment of 16 core 21st century college and career skills. Employability Assessments measure behavioral skills required for college and career success. This CPS custom tool was created by the Chicago Workforce Investment Council after extensively researching industry, education and academic reports on career readiness. Assessment tool includes Online Assessment Scoring and Rubric.
The Synergies Project: Preliminary Results and Insights from Two Years of Longitudinal Survey ResearchPublications
Our study seeks to improve understanding of how STEM interest develops during adolescence, and how a variety of community resources and out-of-school activities support that development. Our 4-year, Synergies project is a longitudinal study that documents STEM interest and participation trajectories of a cohort of middle school-aged youth as they progress from 5th through 8th grade. The premise of the project is that if one more fully understood how and why people, in particular early adolescent youth, develop STEM-related interests through the utilization of STEM resources, it should be
This paper, describes Synergies, an on-going longitudinal study and design effort, being conducted in a diverse, under-resourced community in Portland, Oregon, with the goal of measurably improving STEM learning, interest and participation by early adolescents, both in school and out of school. Authors examine how the work of this particular research-practice partnership is attempting to accommodate the six principles outlined in this issue: (1) to more accurately reflect learning as a lifelong process occurring across settings, situations and time frames; (2) to consider what STEM content is
MATHEMATICS SCALE: The purpose of this study was to develop and validate items with which to assess A. Bandura’s (1997) theorized sources of self-efficacy among middle school mathematics students. Results from Phase 1 (N = 1111) were used to develop and refine items for subsequent use. In Phase 2 of the study (N = 824), a 39-item, four-factor exploratory model fit best. Items were revised to strengthen psychometric properties. In Phase 3 (N = 803), a 24-item, four-factor confirmatory factor model fit best. This final model was invariant across gender and ethnicity. Subscales correlated with
Background Self‐efficacy has been shown to be positively related to undergraduate engineering students' achievement. Designing self‐efficacy measures to assess the multifaceted skills required of engineers could improve the predictive relationship between efficacy beliefs and performance. Purpose This study evaluates the factor structure, validity, and reliability of general and skill‐specific engineering self‐efficacy measures created for use with undergraduate engineering students. Design/Method Self‐efficacy items used for the measures were created and adapted from those used previously
This work in progress describes the development of an instrument to measure the entrepreneurial mindset of engineering students. The need for developing an entrepreneurial mindset in engineering students is being recognized by many universities. However, very few comprehensive, generalized and well-validated instruments are available for assessment purpose. Most research and educational efforts focus on the design and implementation of engineering entrepreneurship programs, but assessment practices have not kept up. There are several reasons for the shortfall in assessment practices: 1)
The OECD Programme for International Student Assessment (PISA) is a collaborative effort among OECD member countries to measure how well 15-year-old students approaching the end of compulsory schooling are prepared to meet the challenges of today’s knowledge societies. The assessment is forward-looking: rather than focusing on the extent to which these students have mastered a specific school curriculum, it looks at their ability to use their knowledge and skills to meet real-life challenges. This orientation reflects a change in curricular goals and objectives, which are increasingly