Transforming Girls’ STEM Education

1. Transforming Girls’ STEM Education Stacy S. Klein, Ph.D. Associate Dean for Outreach Associate Professor of the Practice of Biomedical Engineering Associate Professor of Radiology and Radiological Sciences Research Assistant Professor of Teaching & Learning Vanderbilt University School of Engineering

2. A note about me… • Duke Talent Identification Program (TIP) TA & Instructor • Taught Biology and Algebra II here at Harpeth Hall for two years • Taught Physics, Precalculus, AP Physics and Biomedical Engineering at University School full or part time for eight years • Teach BME courses at Vanderbilt for eight years • Associate Dean for Outreach for 7 months!

3. A General Call • Rising Above the Gathering Storm • Without high-quality, knowledge-intensive jobs and the innovative enterprises that lead to discovery and new technology, our economy will suffer and our people will face a lower standard of living. Economic studies conducted even before the information-technology revolution have shown that as much as 85% of measured growth in US income per capita was due to technological change • We need to recruit, educate, and retain excellent K–12 teachers who fundamentally understand biology, chemistry, physics, engineering, and mathematics. The critical lack of technically trained people in the United States can be traced directly to poor K–12 mathematics and science instruction.

4. J O B G R O W T H S&E D E G R E E S The number of science and engineering degrees awarded to US citizens is decreasing at a time when job growth in these areas is predicted to increase. A General Call Source: A Commitment to America’s Future: Responding to the Crisis in Mathematics and Science Education by the Business and Higher Education Forum (BHEF). Feb 2005.

5. 2nd Performance trends of American students on comparative international assessments in math and science chart a course of decline 16th from near the top (2nd) in elementary school to near the bottom (16th) by the end of high school. A General Call Source: 1995 Third International Mathematics and Science Study (TIMSS).

6. National Science Foundation IdentifiesDiversity as a National Need If our 21st Century science and engineering workforce is not representative of our citizenry, we as a nation will miss the most promising opportunity for continued U.S. success. The loss will cut two ways – it will rob worthy individuals of the chance to enrich their lives and to contribute to the engine of our economy and culture, and it will undermine the ability of our nation to prosper within an increasingly competitive world. – Joseph Bordogna, former Deputy Director, NSF, September 17, 2003, Engineering Societies Diversity Summit II.

7. Call for women in STEM fields • S & E workforce impacts our ability to compete in the global marketplace. All talent is needed. • Quality of Education – “diversity of viewpoints and experiences provides a richer educational environment for students and faculty alike.” • Diverse teams are more effective problem solvers. • Without this diversity, solutions may range from inadequate to potentially dangerous

8. Current Data – Life Sciences

9. Current Data - Mathematics

10. Current Data – Physical Sciences

11. Current Data – Computer Science

12. Current Data - Engineering Unfortunately, this number has peaked and has fallen since then to 19.3% in 2006

13. Current Data - Psychology But women do go to graduate school and earn doctorates!

14. What the research says works for girls in STEM education • Curriculum clearly links mathematics, science, and technology to the real world and integrates these topics as well. • Coursework is collaborative and utilizes girls’ verbal skills. • Hands-on investigations are used while encouraging girls to be experts and technology controllers. • Curriculum should stress creativity while ensuring that basic skills are mastered.

15. Coursework should include information on women scientists, women’s health issues and should work to develop spatial ability skills and relate science to everyday life. • Many young women choose science because they want to help people, animals and the earth and they want to be connected to the objects of study. It is important that science curriculum allow girls to make these connections. • Teachers emphasize students’ ideas as a starting point for investigations and discussions and when their participation is valued.

16. Vanderbilt Instruction in Biomedical Engineering for Secondary Science (VIBES) • Funded by the National Science Foundation (NSF-09876363) • Challenge-based approach anchored in biomedical engineering • Meets numerous national science standards • Highlighted in the NSTA Publication: Exemplary Science in Grades 9-12: Standards Based Success Stories, edited by Robert Yager. • http://www.vanth.org/vibes

17. Vanderbilt Instruction in Biomedical Engineering for Secondary Science (VIBES) • Curriculum is more effective in teaching basic science facts and concepts as tested on traditional chapter tests • Curriculum is more effective in creating students who can transfer their knowledge in new situations. • The modules demonstrate medium to large effect sizes showing the HPL VIBES curriculum to be more effective than traditional teaching methods. • This research shows initial indication of gender neutrality within HPL frameworks of STEM instruction.

18. Research Experiences for Teachers (RET) • NSF-funded program • All programs must involve • Research experience • Pathway to return knowledge to classroom • Designed to create partnerships between schools & universities

19. Pre-AP Engineering • A new initiative that comes out of a grass-roots effort over the last 4+ years • In the process of applying for an NSF grant to develop further • Certificate program geared towards grades 8-10 • Involve both curricular and co-curricular activities for credit in a portfolio based assessment

20. Combating some assumptions • Education in STEM fields is geared towards men and always will be. • Discrimination against women in STEM careers is rampant. • Having a family and a STEM career is impossible.

21. Tasks for the Think Tank • What are the socially projected stereotypes and cultural factors that are keeping girls out of STEM? • Why don’t girls like STEM subjects as much as boys do? • How can we better educate teachers, administrators, and guidance counselors to recognize the skills in girls that would make them good at STEM in college? This is especially a concern for engineering, a subject not often taught at HS or understood there.

22. How we better match our STEM courses to the needs of female learners? • How do we encourage girls in STEM all the way from K through 12 so that they don’t lose interest? • What professional development is required on our parts? What curricular changes are needed?

23. GOOD LUCK! • I look forward to spending the day with you and will be happy to engage in conversation. • Please feel free to contact me in the future stacy.klein@vanderbilt.edu