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
Robotics has become a standard tool in outreaching to grades K-12 and attract- ing students to the STEM disciplines. Performing these activities in the class room usually requires substantial time commitment by the teacher and integration into the curriculum requires major effort, which makes spontaneous and short-term engage- ments difficult. This paper studies using “Cubelets”, a modular robotic construction kit, which requires virtually no setup time and allows substantial engagement and change of perception of STEM in as little as a 1-hour session. This paper describes the constructivist curriculum and provides qualitative and quantitative results on perception changes with respect to STEM and computer science in particular as a field of study.228_Correll_et_al_2012.pdf
With the right lesson plan, teachers can turn struggling students into budding mathematicians. The secret is carefully guiding their adventure in numbers [August 2013]View External Website
Mathematical experiences for very young children should build largely upon their play and the natural relationships between learning and life in their daily activities, interests, and questions. [Scholastic Early Childhood Today, January/February 2005]230_Math_Play.pdf
Teachers help build children’s mathematical thinking at school. Families help build it at home. Research shows that an ongoing partnership with families can help children develop math understanding. This resource suggests ways families can support children’s math development by doing activities at home. Teachers and parents help children view themselves as able learners of math through using real objects and encouraging them to talk about their learning. The following dialogue is an example of how you can encourage your child to talk about math. Encourage your child to tell you about a math activity they bring home and talk about how they did it. [September 2005]231_math_for_families.pdf
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