The Girls RISEnet resource catalog is a dynamic listing of crowd-sourced research and resources on engaging girls in engineering. Registered members of girlsrisenet.org can contribute resources through the "My Account" link above. If you are not a member of the site, please contact us to submit or suggest an addition.
The report Rebooting the Pathway to Success: Preparing Students for Computing Workforce Needs in the United States calls on education and business leaders and public policy officials in every state to take immediate action aimed at filling the pipeline of qualified students pursuing computing and related degrees, and to prepare them for the 21st century workforce. The report provides recommendations to help these leaders join together to create a comprehensive plan that addresses K-12 computer science education and that aligns state policy, programs, and resources to implement these efforts. "By 2020, one of every two jobs in science, technology, engineering, and mathematics (STEM) will be in computing," said Bobby Schnabel, Chair of the ACM Education Policy Committee. "This concentration of computing positions in STEM makes it imperative for K-12 students in academic and career technical education programs to gain more opportunities to learn computer science." ACM CEO and Executive Director John White said that despite national calls for improved STEM education, computer science is largely omitted from these reforms. "A key factor in the limited access to K-12 computer science programs is the notion that computer science is not considered part of the 'core' subjects that students are expected to learn. We need to expose all students to computer science so they learn the vital skills that are increasingly relevant to a broad range of well-paying occupations," he said. The report presents the results of a study conducted by the ACM Education Policy Committee. The study, based on data gathered from all 50 states and the District of Columbia, was designed to assess the national computing workforce landscape, and to determine how well states are preparing K-12 students with the computing skills necessary for their future careers. 2014View External Website237_ACM_pathways_report.pdf
Governments, schools and companies keep track of your race. The statistics are used to track the proportion of blacks and whites who graduate from school. They tell us how many people identify themselves as Native American or Asian. They help us measure health disparities. But there's a problem with all those statistics — and the deeper way we think about race. by NPRView External Website
This overview of the National Science Board’s Science and Engineering Indicators 2014 highlights some major developments in international and U.S. science and engineering (S&E). The international component of the overview is focused primarily on relatively recent changes affecting patterns in the ways science and engineering are translated into innovations with commercial and economic value. It pays particular attention to describing how the global map of science and technology (S&T)-related economic activity in the wake of the severe economic downturn in 2008–09 is different from the patterns present in data from before the downturn. The domestic component of the overview has a significantly different focus in two respects. First, it takes a much more long-term view than the international component, counted mostly in decades rather than in years. Second, it focuses primarily on the institutions that are or have been centrally involved in producing research outputs such as publications and patents. It summarizes continuities and changes in the kinds of people who staff those institutions, the practices that characterize them, and the products they make. Especially over the long term, the international and domestic S&E trends that Science and Engineering Indicators describes can be understood in light of the worldwide trend toward more knowledge-intensive economies. In this type of economy, research, its commercial exploitation, and other intellectual work are of growing importance. Such economies rely on sustained investment in research and development that produces useful innovations. They also rely on higher education that prepares students to use S&E knowledge and related research skills to develop new and better ways to make products and perform services. As a result, data on trends in R&D and human resources infrastructure feature prominently in both parts of the overview and throughout Science and Engineering Indicators. Knowledge-intensive economies, however, also rely on other kinds of infrastructure, including reliable and modern transportation and communications and a broadly educated and literate population, to enable them to function effectively. The overview is not intended to be comprehensive. Numerous important topics that are addressed in individual chapters, and even some that crosscut the volume, are not covered in the overview. Major findings on particular topics can be found in the “Highlights” sections that appear at the beginning of chapters 1–7. The indicators included derive from a variety of national, international, public, and private sources and are not always strictly comparable in a statistical sense. As noted in the text, in some cases the quality of available data is less than ideal, and the metrics and models relating them to each other and to economic and social outcomes need further development. Thus, the emphasis is on broad trends. Individual data points and findings should be interpreted with care.View External Website
A new analysis of test-taking data finds that in Mississippi and Montana, no female, African American, or Hispanic students took the Advanced Placement exam in computer science.... January 10, 2014View External Website
"Interest, Motivation And Attitude Towards Science And Technology At K-12 Levels: A Systematic Review Of 12 Years Of Educational Research" ABSTRACT: The relationship that exists between students and science and technology (S&T) is a complex and important one. If it is positive, then social, economic and environmental consequences are to be expected. Yet, many problems of interest/ motivation/attitude (I/M/A) towards S&T have been recorded. A lot of research has been conducted on this topic and a certain number of syntheses have been proposed, but very few of them have followed sufficiently systematic procedures. In this article, we offer a synthetic and systematic description of 228 research articles that were published between 2000 and 2012 and indexed in the ERIC database under I/M/A for S&T at K-12 levels. We focus on the origin of these articles, on the constructs they use and define, on the instruments, and finally on the results they provide, whether correlative or causal. Conclusions and recommendations for future research and interventions are formulated.220_Potvin_and_Hasni_2014.pdf
Sort Listings By:
Copyright © Museum of Science, Inc.
Site Design by Wood Street, Inc.