Archived Past Events

Sheraton Grand Hotel, Sacramento
www.jspac.org
December 6, 2011 - How Does Your Implicit Bias and Micromessages Affect Your Instructional Effectiveness?
Mimi Lufkin

This session will provide participants with an overview of the research on implicit bias, stereotype threat, attribution theory and micromessages as a basis for understanding the way teacher student interaction influences learning and engagement of women and girls in science, technology, engineering and math programs of study. Tips, tools and hands-on activities for increasing instructional effectiveness and professional development resources will be shared.

Presented by: Dr. Nadya Fouad and Dr. Romila Singh
Moderated by: Diane Matt, Executive Director, WEPAN, Women in Engineering ProActive Network and Jenna Carpenter, Associate Dean, Louisiana Tech University

Description: Workplace climate is a strong factor in why women leave engineering, according to a new National Science Foundation-funded report, "Stemming the Tide: Why Women Leave Engineering." Conventional wisdom holds that many women engineers leave their careers to devote time to their families. But the study says this is not the case--that engineering culture is often more to blame.

"This is not a 'woman problem'," says Nadya Fouad. "This is the engineering profession's problem. There are things we can do."

"Stemming the Tide" was conducted by Dr. Nadya Fouad, Professor with the Department of Educational Psychology, and Dr Romila Singh, Associate Professor of Organizations and Strategic Management, Lubar School of Business at the University of Wisconsin-Milwaukee. It was published in March 2011 by the university's Center for the Study of the Workplace.

Register Now!

Cost: FREE!
Presenter: Tara Eisenhauer Ebersole, Ph.D.

Description: Professional communities for faculty are growing in popularity at secondary and postsecondary institutions across the country. These communities provide support and networking for faculty, but what are the impacts on student learning? This session will provide evidence of the incalculable positive impact one such community has had on student learning and steps for how to implement professional learning communities at your institution.

Goals: During the webinar participants will:

1. Learn the components of a successful Professional Learning Community for faculty.
2. Review an assessment of the impact of a Professional Learning Community on student learning.
3. Discuss the steps to implement a Professional Learning Community.

(Archived Webinar Registration. Once you register, you will receive an automated email with the link to the webinar.)
(Powerpoint Slides)
(JFD 22-1 Ebersole.pdf)

Presented by: Dr. David Porush, MentorNet
Moderated by: Diane Matt, Executive Director, WEPAN, Women in Engineering ProActive Network and Jenna Carpenter, Associate Dean, Louisiana Tech University

Description: Millennial students differ from their predecessors in important ways that can assist us in recruiting and retaining more women in engineering. For example, millennial students, male and female, are genuinely interested in making a difference in the world. Using initiatives such as the NAE's Grand Challenges for Engineering, we can clearly link engineering with that desire to make a difference.

David Porush is President and CEO of MentorNet, a non-profit devoted to matching engineering and science students with mentors in the professions, with a special focus on leveling the playing field for women and minorities in STEM disciplines.

Register Now!

Cost: FREE!
Presenter: Elizabeth Litzler, Ph.D.

Description: The number of responses to the Project to Assess Climate in Engineering (PACE) survey provided a great opportunity to examine student experiences by race and ethnicity. This study focuses on women studying engineering in the undergraduate academic environment, the need to recognize that changes are needed in engineering classrooms, and the need to think about women as a diverse group. Researchers examined the data and found some interesting and statistically significant differences among women by race/ethnicity. These findings advance our understanding of race and undergraduate engineering education. Findings could help institutions better retain particular underrepresented groups of students. Join the webinar to learn about student experiences in engineering, understand how experiences could impact educational outcomes, and hear about some targeted interventions that can help retain underrepresented women.

Goals: During the webinar participants will:

1. Understand overall trends from a research study of female engineering student's experiences in the classroom.
2. Recognize that women are a diverse group, and understand the differences between African-American, Asian-American, Caucasian, Hispanic, and Native-American experiences.
3. Gain a better understanding of students' experiences and what may lead to underrepresented females staying in engineering.
4. Learn about targeted interventions to improve recruitment and retention of underrepresented groups of students.

(Archived Webinar Registration. Once you register, you will receive an automated email with the link to the archived webinar.)
(Powerpoint Slides)
Litzler Jaros Brainard_ASEE 2010 PACE Findings Final.pdf
Litzler Mody-Pan Brainard 2011.pdf
PACE_ASEE Research into Practice Paper.pdf

Sponsored by: National Science Foundation, CyberWatch, Carey Business School at John Hopkins University and the Maryland State Department of Education

What is the National Cybersecurity Framework? What is the National Initiative for Cybersecurity Education? What do students and teachers need to know about security? What Career Options and Educational Pathways are Available?

(More Information)

Presented by: Dr. Marie-Claire Shanahan

Identity as a scientist or engineer is emerging as a way of understanding research on interest, motivation, self-efficacy, and community support to provide a framework that supports persistence, especially for girls.

Marie-Claire Shanahan is an Associate Professor of Science Education at the University of Alberta. Her research focuses on social factors like language, identity, and motivation that impact participation in science. Dr. Shanahan holds a degree in Mechanical Engineering and has taught middle- and high school science.

(Register Now!)

Receive a complimentary PDF of "Real Life Examples" by Eann Patterson when you attend this webinar!

Panelists:

Eann Patterson, Ph.D.
A.A. Griffith Chair of Structural Materials and Mechanics Royal Society Wolfson Research Merit Award Holder School of Engineering, University of Liverpool

Patricia Campbell, Ph.D.
Co-Principal Investigator - ENGAGE President, Campbell-Kibler Associates

Susan Metz
Principal Investigator - ENGAGE Stevens Institute of Technology

With introduction by: Norman Fortenberry, Sc.D.
Executive Director, American Society for Engineering Education

www.engageengineering.org

(Register Now!)

Science, technology, engineering, and mathematics—or STEM— coursework ultimately teaches students to solve problems and design solutions in a way that they'll be asked to do in the workplace and in life. This STEM webinar series will help you integrate real world, outside materials and relevant concepts to help keep students engaged. Choose one of these vital webinars for just $49, or select both and pay only $89.

Webinar 1: The STEM Teacher as Project Manager: Leveraging Outside Knowledge and Resources
Webinar 2: Engaging Girls and Other Underrepresented Populations in STEM
(More Information)

Receive a complimentary copy of "Real Life Examples" by Eann Patterson for attending this webinar!
(if you provide your mailing address on registration form)

Panelists:

Eann Patterson, Ph.D.
Professor, Mechanical Engineering
Michigan State University
A.A. Griffith Chair of Structural Materials and Mechanics
University of Liverpool

Susan Metz, Principal Investigator
ENGAGE
Stevens Institute of Technology

Thomas Perry, PE
Director, Education & Professional Advancement
ASME

Patricia Campbell, Ph.D.
Co-PI, ENGAGE and President
Campbell-Kibler Associates
(Archived Webinar)

Cost: FREE!
Presenter: ANGELA M. BYARS-WINSTON, Ph.D., Director of Research Initiatives, School of Medicine and Public Health at the University of Wisconsin-Madison, Center for Women’s Health Research.
Description: This webinar focuses on the relevance of cognitive beliefs and cultural variables on academic and career commitment in science and engineering. Data from studies of underrepresented STEM populations at the undergraduate level will be presented. Examples of strategies for increasing STEM career interests, commitment to research, reinforcing STEM students’ academic self-efficacy beliefs, and reducing perceived academic barriers at the individual, department, and institutional levels will be discussed.
Goals: During the webinar participants will:

1. Increase knowledge of social cognitive theory relative to STEM career development
2. Learn about current career development research with racial/ethnic minority undergraduates in STEM
3. Generate ideas for culturally-relevant interventions that promote STEM career choice

(Archived Webinar Registration. Once you register, you will receive an automated email with the link to the archived webinar.)
(PDF Slides)

Claudia Morrell, the Chief Operating Officer of the STEM Equity Pipeline project, was a featured speaker at this event at the College of Southern Maryland.
(Claudia's Powerpoint - Identifying Root Causes and Effective Strategies to Increase Student Outcomes in STEM )
(Event Page)

Claudia Morrell, the Chief Operating Officer of the STEM Equity Pipeline project, was a featured speaker at this event.
(Claudia's Powerpoint - Increasing the Performance Outcomes for Students in Nontradtional Fields: Reality Versus Rhetoric)
(Event Page)

Location: Plymouth Graduate Center, 2 Pillsbury Street, 5th Floor, Concord, NH 03301
This day of training will be focused on-

Step Three – Identify Best Solutions – based on the root causes, we will explore research-based effective practices that have proven to remove or decrease the effect of that root cause and current models/programs using them. Lots of online resources will be shared and you will have the chance to consider what effective practice you could implement in your school or classroom that would lead to an increased participation or completion of women in STEM related programs of study.

Step Four – Create an Evaluation Plan – We will explore the difference between a formative and summative evaluation and develop goals and objectives for measuring the success of your selected solution. You will create an evaluation plan that will keep you on track for measuring the effectiveness of your solution’s process and its short and long term outcomes.

Step Five – Implement Your Solution – We have developed some simple and easy to use project management tools that can help you stay on task no matter how simple or complex your selected solution might be. Learn how valuable work breakdown structures and Gantt charts can be when creating an implementation plan. For any of you that write grants these tools are the perfect templates for a grant application workplan!

If you missed the training on September 21, 2010 when we covered Step One (Document Performance Results) and Step Two (Identify Root Causes) you can catch up by watching the STEM Equity Pipeline archived webinars on these two steps before joining us on February 23, 2011. The archived webinars are available here.
(Registration)

Cost: FREE!
Presenter: ANGELA M. BYARS-WINSTON, Ph.D., Director of Research Initiatives, School of Medicine and Public Health at the University of Wisconsin-Madison, Center for Women’s Health Research.
Description: This webinar focuses on the relevance of cognitive beliefs and cultural variables on academic and career commitment in science and engineering. Data from studies of underrepresented STEM populations at the undergraduate level will be presented. Examples of strategies for increasing STEM career interests, commitment to research, reinforcing STEM students’ academic self-efficacy beliefs, and reducing perceived academic barriers at the individual, department, and institutional levels will be discussed.
Goals: During the webinar participants will:

1. Increase knowledge of social cognitive theory relative to STEM career development
2. Learn about current career development research with racial/ethnic minority undergraduates in STEM
3. Generate ideas for culturally-relevant interventions that promote STEM career choice

(Archived Webinar Registration. Once you register, you will receive an automated email with the link to the archived webinar.)
(PDF Slides)

Cost: FREE!
Presenter: Fred Smyth, University of Virginia
Description: Become acquainted with evidence of the operation of implicit mindsets on important, sometimes life-altering, judgments and decisions. Learn about research linking implicit biases to critical STEM outcomes, such as choice of major and performance on high stakes tests and strategies for changing implicit biases. Be introduced to methods for measuring implicit bias in STEM, including the demonstration website for the Implicit Association Test (https://implicit.harvard.edu) where you can take a “Gender-Science” IAT.
Webinar Goals:

1. Raise awareness of implicit mindsets in STEM, their measurability and effects.
2. Promote adoption of a “nurture” rather than “nature” mindset about STEM ability.
3. Alert participants to strategies for changing implicit biases and for combating their negative effects.

(Arhived Webinar Registration. Once you register, you will receive an automated email with the link to the archived webinar.)
(PDF Slides)

NCWIT is the National Center for Women & Information Technology, a coalition of over 200 corporations, academic institutions, government agencies, and non-profits working to increase women's meaningful participation in information technology (IT). This webcast will highlight free materials and information for attracting more girls and underrepresented groups to computing and information technology and share how formal and informal educators are using these resources to strengthen programming for girls.

(Registration)

The goal of the National Girls Collaborative Project is to maximize access to shared resources within projects and with public and private sector organizations and institutions interested in expanding girls' participation in STEM. Webcasts are offered throughout the year addressing research-based strategies in informal learning and evaluation and assessment. Webcasts and resources are archived and available for viewing.

Cost: FREE!
Presenter: Dr. Monica Bruning, Iowa State University
Description: Female Recruits Explore Engineering - FREE is a collaborative research and outreach program conducted by researchers and educators from three Universities. In school and afterschool programs for high achieving 10th grade Latina, African-American, Native American, Asian American, and a few Caucasian girls were conducted to explore career possibilities in engineering. Two-thirds of the girls lived in families that qualify for free or reduced lunch at school and very few had considered engineering as a college or career choice. In addition to a variety of activities, the project developed a secure website for the girls to share their explorations, and each girl had a Blackberry smartphone to communicate with other FREE participants.
Goals: During the webinar participants will:

1. Become aware of FREE as an intervention strategy to increase the participation of girls in STEM courses and careers.
2. Learn about implementing the project with an on-line tool kit.
3. Understand data focused on research questions related to girls pursing engineering careers.

(Arhived Webinar Registration. Once you register, you will receive an automated email with the link to the archived webinar.)
(Powerpoint)
FREE Website - http://www.xploreengineering.org

Renaissance Hotel in Austin, Texas
Goals for this conference include raising awareness and promoting STEM education best practices and the importance of STEM careers. There will be opportunities for individuals, both students and professionals, to present posters and workshop sessions.
Register for the STEM 2011 Conference.

The National Girls Collaborative Project held the first national NGCP Collaboration Conference on October 20th-22nd in Washington, D.C. Over 150 participants engaged in meaningful networking and professional development activities, all focused on engaging more girls in science, technology, engineering and mathematics. This webcast will feature highlights from the conference, including a summary of resources provided for those who were not able to attend. Participants will also share their perspective of the event and outcomes for their projects or organizations.
(Registration)

The Great Hall, Washburne Culinary Institute, Chicago, IL.
Join Andresse St. Rose, co-author of Why So Few? on December 9th in Chicago for a presentation and in-depth discussion on the research and relevant of Why So Few? Women in Science, Technology, Engineering, and Mathematics. Registration is open at this link and the cost is 25.00 per person and includes lunch.