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 limited representation of women in STEM workforce is a concerning national issue. It has been found that the gender stratification is not due to the lack of talent amongst young females, but due to the lack of access to female role models. To this end, "remote mentoring" is an effective way to offer nation-wide personalized STEM mentoring to young females from all segments of the society. In this paper, we introduce MAGIC, an organization dedicated to mentoring young females in STEM through remote methods. We conduct a retrospective study of MAGIC's formative years and present our experience in remotely establishing 23 highly tailored mentor-mentee pairs. We provide several key findings on STEM remote mentoring, such as popular communication tools, frequently sought STEM skills among girls, and projects that could be accomplished through remote mentoring. Furthermore, we present key challenges faced by mentors and mentees, notable outcomes, and lessons learnt about remote mentoring. 211_Khare_et_al_2013.pdf
The number of jobs requiring proficiency in science, technology, engineering and math (STEM) fields is projected to grow by 17 percent between 2008 and 2018, which is almost double the growth of non-STEM occupations. 1 Computing and engineering represent a majority of these STEM jobs -- 79 percent will be in these occupations alone. i The Bureau of Labor Statistics reports that there will be almost 1.5 million job openings in computing and more than 600,000 in engineering by 2020. 2 Job opportunities in the computing field will grow by 30 percent more than the national average and the computing-related industry is among the fastest growing. ii Not only is there great opportunity within these fields, but they are also high-paying jobs -- both workers earn more than twice the average annual wage. View External Website
The Technology Outlook for STEM+ Education 2013-2018 recognizes learning analytics, mobile learning, online learning, and virtual and remote laboratories as technologies expected to enter mainstream use in the near-term horizon of one year or less. 3D printing, games and gamification, immersive learning environments, and wearable technology are seen in the mid-term horizon of two to three years. Finally, flexible displays, the Internet of Things, machine learning, and virtual assistants emerged in the far-term horizon of four to five years. October 13, 2013View External Website
CITI wants to integrate technology throughout the K-12 curriculum and produce graduates fluent in technology, impact existing teacher licensure and student testing standards to reflect technology as “the new fundamental”. They provide Evaluation Documents for the K-12 RFP.View External Website
Computer scientists at the University of California, San Diego, have developed an immersive, first-person player video game designed to teach students in elementary to high school how to program in Java, one of the most common programming languages in use today. The researchers tested the game on a group of 40 girls, ages 10 to 12, who had never been exposed to programming before. They detailed their findings in a paper they presented at the SIGCSE conference in March in Denver. Computer scientists found that within just one hour of play, the girls had mastered some of Java’s basic components and were able to use the language to create new ways of playing with the game....(April 8, 2013)View External Website
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