For anyone interested in learning more about the STEM Equity Pipeline Project and the status of women and girls in science, technology, engineering and math in the U.S.

Mimi Lufkin gives a brief overview of the STEM Equity Pipeline Project, a five year grant from National Science Foundation. Learn how you can get involved in the project sponsored national professional development and state level activities in California, Illinois, Missouri, Wisconsin and Oklahoma. The process for having your state be selected as the project rolls out is also covered.

Susan Metz, a national expert in STEM education, provides a backdrop for the projects goals with an overview of the current status of women and girls in Science, Technology, Engineering and Mathematics in secondary education, postsecondary education and career fields. This part of the presentation is given to participants to share with others to help build the case for participation in the STEM Equity Pipeline project or other state or local STEM initiatives.

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The STEM Equity Pipeline project uses a five step improvement process to help guide state and local improvement efforts to increase the participation and completion of females in STEM programs.

This introductory webinar, the first in a series on the Five Step Program Improvement Process, will provide you with an overview of:

• conducting a performance gap analysis using your Perkins data and identifying other quantitative and qualitative data sources that can inform your fact finding
• identifying the root causes for low participation and completion rates of female students in STEM programs
• selecting strategies, models and best practices that will increase the participation and completion of female students in STEM related career cluster programs of study
• pilot testing and evaluating solutions before attempting full implementation

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Identifying gaps in performance at the student, program and school level and using appropriate benchmarks is key to beginning the process of understanding the reasons why women and girls aren't participating or completing STEM related cluster CTE programs in your school. Learn how to use your Perkins data and other data to help identify where interventions need to occur to increase student access and success.

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What does the research say about root causes for a lack of participation and completion of women and girls in STEM programs and how can you conduct your own local action research to identify the root causes in your program? These questions will be answered and tools given to you to use immediately.

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Once you have identified the most critical root causes to address in your improvement effort, the next step is to identify and select the solutions that seem most promising for testing and evaluation. This webinar will assist you in reviewing and selecting potential solutions for testing in Step 4.
This webinar is a follow-up to the webinars covering Step One and Step Two held in November and December (see below).

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The fourth in a series of five webinars on the Five-Step Program Improvement Process, this presentation will focus on how to conduct a pilot test and evaluate solutions before moving forward with full implementation. Tips for designing a program evaluation will be reviewed including how to choose a study design, select a pilot site, select outcome measures, identify data sources, and train pilot site staff. This webinar will help you identify strategies for testing a solution before full implementation whether it be in multiple classrooms, schools, institutions or statewide. Relevant to the classroom teacher, district/college administrator or state agency staff – this webinar will help you get started on the right path to increasing the participation and completion of women and girls in STEM related career cluster programs.
This webinar is a follow-up to the webinars covering Step One, Step Two, and Step Three held in November, December, and January (see below).

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The fifth step is to implement fully tested solutions based on plans that evaluate the success of the solution in reaching the expected performance results. This step also addresses how to use evaluation results to plan the next steps in state and local improvement efforts.
This webinar is a follow-up to the webinars covering Step One: Document Performance Results and Step Two: Identify Root Causes, held in November and December; Step Three: Select Best Solutions held in January. Step Four: Pilot Test and Evaluate Solutions held in February. Look below to view these archived webinars if you missed them.

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If you are concerned with achievement, success, productivity and retention in the classroom, this webinar series is for you. Designed for K-16 professional development staff, administrators, and STEM and CTE coordinators at the local, regional and state levels, this webinar series is focused on classroom-based strategies that create high expectations for all students. Strategies are related to the root causes and other barriers identified in the 5-Step Process presented by Mimi Lufkin.
This first session, in a series of four, will give an overview of the essential elements for increasing student achievement which explores the correlation between perceptions, expectations, behaviors and achievement. Research-based areas of disparity in instruction, that can prevent some students from exploring nontraditional paths and pursuing interest in STEM-related classes and careers, will be reviewed. You will be given immediately usable tips and tools for increasing the success of every student in a classroom.

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Dr. Dolores A. Grayson, Developer/Author, CEO, GrayMill Consulting and the GESA Educational Alliance

This is a series of three in-depth sessions, focusing on the Essential Classroom Instructional Elements for Increasing Achievement in STEM, condensed and modified from the specific Generating Expectations for Student Achievement (GESA) units and spanning decades of longitudinal and updated research. The essential classroom instructional elements covered in the series are related to the root causes and other barriers identified in the Five Step Process presented earlier by Mimi Lufkin. These three follow-up sessions were designed for thirty participants from the GESA Overview webinar and include the new, revised GESA Participant booklet, power points and techniques for presentation, for all participating agencies. [NOTE: PLEASE SELECT ALL THREE MEETINGS BELOW.]

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Tricia Berry from the Assessing Women in Engineering Project of The University of Texas at Austin shares about assessments and using objective driven assessment to improve the success of local programs. By creating an assessment-based culture, programs can understand what is working, what is not, and why. Webinar participants will learn to identify objectives for program activities, identify assessment items / instruments to support identified objectives, become aware of AWE assessment instruments and be able to access tools from the AWE Web site.

With good assessment, programs can:

• Better understand the impact of programming activities
• Identify program needs
• Allocate resources effectively
• Meet reporting requirements
• Attract funding
• Create & compare cross activity/cross institutional data
• Command respect

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As a follow-up to the May 21st Webinar - "Assessing Effectiveness: Do Your Program Activities Make a Difference?" - Tricia Berry from the University of Texas at Austin, will help you access tools from the Assessing Women and Men in Engineering (AWE) website and adapt these tools for use with your local program. AWE offers exportable assessment instruments, literature resources and capacity building tools for programs including surveys, data collection templates, capacity building tools and national benchmarking. Tricia will share a step-by-step process and give examples so you can use the AWE tools to improve the evaluation of your recruitment and retention efforts. Watch the archived May 21st webinar for more information before viewing this webinar.

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Download the Powerpoint slides for this webinar as a PDF file.

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Hear the latest science related to female brain development, including the role of genes, hormones, and environmental influences, and how social factors are proving to be far more powerful than popularly conceived. Learn concrete ways educators can help females and rein in harmful stereotypes. As a parent of two sons and one daughter, she understands the difficulty of confronting gender expectations and the value of doing so.

(PowerPoint)
(Hyde gender similarities (sept05).pdf)
(Else-Quest, Hyde and Linn (2010) international gender gap in math has closed.pdf)
(OECD (2009) gender diff similarities in 15-year-old.pdf)
(Beilock, Levine et al (2010 PNAS) teachers math anxiety affects girls achievement.pdf)
(Feingold and Mazzella (1998) gender diffs in body image are increasing.pdf)

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This webinar will help you to understand the dos and don'ts of successful marketing and to learn a focused strategy to create communication pieces that work! It will provide marketing strategies and examples to recruit and retain females in CTE STEM programs. Learn to:

• Determine your marketing objective
• Identify your target audience
• Consider the appropriate message
• Decide the best method to communicate

(PowerPoint)
(Worksheet)

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Micro-inequities are those subtle "micro-messages" that devalue, discourage, and dismiss women and girls as exceptional scholars, scientists, and engineers. To increase women in STEM careers requires examining practices to ensure equitable treatment in the classroom. During these two webinars learn:

• About micro-messaging, micro-affirmation, and micro-inequity.
• Practical, hands-on techniques to recognize, challenge and educate others about micro-inequities.
• Strategies for sending micro-messages that fuel positive behaviors and outcomes for women and girls in STEM fields.

Session 1 provides the building blocks to understanding micro-messaging and its impact on communication and performance.
Session 2 delves deeper into the core concepts plus gives participants tools for taking action to diagnose and devise interventions in micro-inequities that they perceive in the classroom and workplace.

Documents for Session 1:
(PowerPoint Slides for Session 1)
(Small Slights Article.pdf)
(Rowe-micro-affirmation.pdf)
(Rowe-Article-Long.pdf)
(Micro-Messaging Worksheets.pdf)

Documents for Session 2
(PowerPoint Slides for Session 2)
(Research on Bias and Assumptions.pdf)
(Resources Webinar II.pdf)

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Stereotype threat is not just a laboratory phenomenon, it is a force in real-world settings. During this webinar learn how:

• Stereotype threat contributes to students' underperformance.
• A Sense of Belonging can mediate the effects of stereotype threat on performance and participation.
• Ensuring learning environments that convey incremental views of intelligence can help students maintain a sense of belonging, choose to remain in academics and help maintain high performance, even in the face of negative stereotypes.

Goals:

1. Compare the difference between Entity and Incremental Implicit Theories of Intelligence.
2. Understand the relationship of negative stereotype to ability and belonging.
3. Comprehend the effects of incremental and entity classrooms on vulnerability to stereotype threats.
4. Identify ways to reduce stereotype threat in the classroom.

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Additional Links:
http://www.reducingstereotypethreat.org/

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The 2009 winner of the Programs and Practices That Work Award, the Girl Tech program at Francis Tuttle Technology Center, Oklahoma City, OK has been successful in increasing the participation and completion of girls in their pre-engineering academy. Girl Tech includes both online and in-person activities and adds the essential ingredient of relationships by providing female students with professionals in STEM careers as mentors and role models who give them assurance that they can succeed.

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NAPE has developed a new tool for educators that distills the current research literature on nontraditional career preparation with an emphasis on women in STEM fields. The tool includes a summary table that can be used in workshop settings as an overview of the root causes, theories and strategies that lead to increasing the participation and completion of underrepresented gender students in nontraditional career preparation programs. The tool also includes a more comprehensive section that provides you with more detail on the research evidence, strategies and recommendations for program development and resources for strategy implementation. In addition to the tool, NAPE has developed an online version that allows for self-directed exploration and provides a web-based location for the addition of new resources and models. This webinar will introduce you to these tools, show you how to use them for your own professional development as well as make recommendations for their use in group professional development settings.

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This webinar will discuss the role of stereotype threat in girls' performance in STEM disciplines. The presentation will review research on stereotype threat and provide evidence for why STEM educators should consider this phenomenon in their classrooms and educational practices. Findings from a study with eighth grade Algebra students who participated in an experiment on stereotype threat will be highlighted. The presentation will conclude with a discussion on how educators can help eliminate stereotype threat and its negative influence on girls' performance in STEM disciplines.

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