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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: Jennifer Roland

4 Effects of K-12 Coding Programs for Higher Ed

Some K-12 schools have begun requiring that all students learn coding as a means of encouraging the next generation of computer scientists and of fostering higher-order thinking. What does that mean for higher education? Here are four possibilities. October 3, 2013View External Website


Region: S South Atlantic

Contributor: Ta-Shana Taylor

Tags: technology/computer science, student preparedness, learning research

2013 | By: The National Science Foundation (NSF)

Who Earns Bachelor’s Degrees in Science and Engineering?

Throughout the 2000s, about one-third of all bachelor’s degrees conferred by U.S. colleges and universities were in S&E fields. The number of S&E bachelor's degrees awarded annually rose steadily from 398,602 in 2000 to 525,374 in 2010. Women received a slim majority of these degrees in every year. Key Observations: The number of S&E bachelor’s degrees awarded to women rose from 200,952 in 2000 to 264,283 in 2010. The number of S&E bachelor’s degrees earned by men over this period increased from 197,650 to 261,091. Between 2000 and 2010, the annual number of S&E bachelor’s degrees increased by 32% for both women and men.View External Website


Region: S South Atlantic

Contributor: Ta-Shana Taylor

Tags: disparities/stereotype, research/report/data, STEM

2013 | By: Krishnendu Roy, William C. Rousse, and David B. DeMeritt

Comparing the Mobile Novice Programming Environments: App Inventor for Android vs. GameSalad

Abstract—Novice programming environments (NPEs) like Scratch and Alice witnessed tremendous growth in adoption and popularity in recent years. These NPEs have successfully lowered the barrier of initial entry to programming. They have also allowed novice computing students to exercise their creative freedom more meaningfully by enabling them to work on projects which have more real life context. Recent trends in adoption of smartphone and other mobile devices among our youth points to a time in near future when majority of them will be mobile device users. Hence, if the NPEs want to remain relevant among youth, they need to adapt to and cater to a mobile-device centric audience. Google and MIT’s App Inventor for Android is one of the early NPEs that is trying to achieve this by offering a Scratch-like environment for mobile apps development. GameSalad is another free software primarily for Mac platform that can also offers a drag-n-drop rule-based environment for creating apps. In this paper we compare these two environments’ suitableness for computing introduction. Our comparison is based on several logistical, instructional, and operational factors and points to the fact that both these mobile NPEs have their strong points as well as weaknesses. We believe the effectiveness and success of these mobile NPEs will vary depending on particular situations, and hence our work will aid someone looking for a mobile NPE in making a more judicious choice. 2012195_Roy_et_al_2012.pdf


Region: S South Atlantic

Contributor: Ta-Shana Taylor

Tags: instructional strategies, technology/computer science, technology/computer science instructional strategies

2013 | By:

A Conversation About Our Commitment to STEM ( STEM how to educate for America's future)

Blair Blackwell(Manager of Education and Corporate programs), Edie Fraser(CEO of STEMconnector), Ray Mellado(Chairman and CEO of Great Minds in STEM) and Dr. Cordelia Ontiveros(Associae Dean for Academic programs and student services, Cal poly pomona, college of engineering) those A panel of thought leaders discuss how collective efforts to improve STEM education will ensure American economic prosperity. and they says "A spirit of collaboration across organizations is producing significant achievements"View External Website


Region: N South Atlantic

Contributor: Jina Kim

Tags: MultiMedia/Virtual, STEM

2013 | By: Afterschool Matters

Afterschool Matters Spring 2013

The articles listed in this volume are: *Where It Gets Interesting: Competing Models of STEM Learning After School *How Wide Is A Squid Eye? Integrating Mathematics Into Public Library Programs for the Elementary Grades *Effective STEM Programs for Adolescent Girls: Three Approaches and Many Lessons Learned *Implementing Out-of-School Time STEM Resources: Best Practices from Public Television *Variations on a Theme: Characteristics of Out-of-School Time Science Programs Offered by Distinct Organization Types *Shifting Expectations: Bringing STEM to Scale Through Expanded Learning Systems *Getting Intentional About STEM Learning 182_ASM_Spring2013_full.pdf


Region: S South Atlantic

Contributor: Ta-Shana Taylor

Tags: Afterschool/Tutors, informal education, Program Model, Mathematics Instructional Strategies, STEM

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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