As part of the Science, Technology, Engineering, and Math (STEM) Pathway Network of New Jersey, the New Jersey Secretary of Higher Education directed the establishment of a subcommittee to address increasing equity in STEM for the State of New Jersey. The group is comprised of experts from academia, non- profits, industry, and elementary education administrators with practical experience implementing STEM programs. A description of the strategic approach and lessons learned will be provided.
Rigorous math matters! The Greater Texas Foundation partnered with E3 Alliance in a statewide analysis, finding high school math enrollment patterns are a game-changer for postsecondary completion. In response, Central Texas is committed to addressing stark economic and ethnicity gaps by 8th grade through a data-driven approach to increase access to advanced mathematics. Attendees will receive strategies and tools for facilitating conversations around systemic changes to improve access.
The lack of diversity in the tech industry has generated significant attention in recent years. We’ll explore the underrepresentation of African Americans in high tech careers, along with “the pipeline problem,” a commonly cited reason for this occurrence. We’ll also discuss other explanations grounded in statistics, social science research, and anecdotal insight. Participants will brainstorm opportunities to create pathways to high tech to inform professional practices of industry leaders.
Want to motivate and inspire more girls to consider non-traditional careers in STEM and the trades? Learn how to use research-based gender equity strategies to spark girls’ futures!
This workshop will focus on girl’s math identity – the belief that you can do math and the belief that you belong — as a gateway to their participation in STEM education and careers. It will look at barriers and reasons why there aren’t more girls or women in STEM, as well as possible solutions – effective approaches, practices, tools and strategies to foster girls’ interest and engagement. Many of which are applicable to other underrepresented students/populations.
At the Douglass Project for Women in STEM at Rutgers University, we have created and implemented replicable, proven strategies to improve the engagement, retention and completion rates for undergraduate women in STEM. These strategies, centered on “Living Learning Communities”, can be implemented in secondary and post-secondary education environments, and have demonstrated most success in the residential, post–secondary educational environment, specifically for undergraduate engineering majors.
This presentation will focus on the implementation of the EE-STEM II Grant Project at River Parishes Community College.