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Girls RISE Resources Directory

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.

2013 | By: Mike Stieff

Sex Differences in the Mental Rotation of Chemistry Representations

ABSTRACT: Mental-rotation ability modestly predicts chemistry achievement. As such, sex differences in mental-rotation ability have been implicated as a causal factor that can explain sex differences in chemistry achievement and degree attainment. Although there is a correlation between mental-rotation ability and chemistry achievement, laboratory and field studies indicate that students do not always use the same strategies on both measures of visuospatial ability and chemistry achievement assessments. Rather, students apply visuospatial strategies in isolation and in combination with analytical heuristics trained in the chemistry classroom. In this paper, sex differences in strategy use on canonical mental-rotation tasks and isomorphic organic chemistry assessment tasks are examined. Study 1 demonstrates that men and women employ both mental rotation and learned heuristics to compare both simple block shapes and molecular representations after classroom instruction. Study 2, however, demonstrates that practice using an analytical algorithm results in higher achievement than practice using mental rotation for both men and women. Given these findings, the reliability of mental-rotation ability as a predictor of sex differences in chemistry achievement is discussed. Published January 30, 2013View External Website


Region: S South Atlantic

Contributor: Ta-Shana Taylor

Tags: spatial visualization, science instructional strategies, STEM, undergraduate/graduate, gender

2013 | By: Center on Education and the Workforce

STEM

George Washington University's Center on Education and the Workforce published a report on the high demand for STEM workers and scientists in the United States. Published October 20, 2011.View External Website


Region: S South Atlantic

Contributor: Ta-Shana Taylor

Tags: workforce, careers, STEM

2012 | By: Corinne A. Moss-Racusin, et. al.

Science faculty’s subtle gender biases favor male students

This new study from Yale University reveals the pervasive bias against female STEM students in higher education by professors of both genders. Implications include less mentoring of female students, fewer job opportunities, and lower pay. The non-academic summary is also available via the New York Times (second link).View External WebsiteView External Website


Region: N South Atlantic

Contributor: Laura Huerta Migus

Tags: gender, STEM, Bias

2012 | By: Diana Laboy-Rush

Integrated STEM Education Through Project Based Learning

Current research in project-based learning demonstrates that projects can increase student interest in science, technology, engineering , and math (STEM) because they involve students in solving authentic problems, working with others, and building real solutions. This paper by Diana Laboy-Rush, STEM Solutions Manager for Learning.com, outlines the research underlying successful project-based STEM education.106_Integrated_STEM_Education_Through_Project-Based_Learning.pdf


Region: N South Atlantic

Contributor: Anna Simmons

Tags: STEM, Research/Report

2012 | By: Jo Sanders

Lifting The Barriers

Lifting The Barriers: 600 Tested Strategies that Really Work to Increase Girl's Participation in Science, Mathematics and Computers discusses 600 developed strategies to promote STEM with girls. This study was created and carried out by K-12 educators for the NSF-funded Computer Equity Expert Project. 107_Lifting_The_Barriers.pdf


Region: N South Atlantic

Contributor: Anna Simmons

Tags: STEM, Research/Report, Formal Education

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Science Central's Ms. Tech Camp

With support from a Girls RISEnet Minigrant, Science Central, a hands-on science center in northeast Indiana, partnered with the Boys and Girls Club of Fort Wayne and the Fort Wayne Urban League, as well as the general public, to host our first ...Read More

Privacy Policy | The Girls RISE (Raising Interest in Science and Engineering) National Museum Network is funded by Grant No. HRD-0937245 from the National Science Foundation (NSF), Human Resource Development, Research on Gender in Science and Engineering Extension Services (GSE/EXT) Program. Project collaborators include the Patricia and Phillip Frost Museum of Science, the Association of Science-Technology Centers (ASTC) and SECME, Inc. The project seeks to increase the capacity of science centers and museums to interest girls from underrepresented populations in the engineering sciences