STEM Equity Pipeline What and Why? Mimi Lufkin Chief Executive Officer National Alliance for Partnerships in Equity Education Foundation Susan Metz Senior Advisor Stevens Institute of Technology Center for Innovation in Engineering and Science Education

STEM Equity Pipeline Project of the National Alliance for Partnerships in Equity Education Foundation Funded by the National Science Foundation Human Resources Directorate, Gender in Science and Engineering Program, Extension Services Grant

Goals Build the capacity of the formal education community Institutionalize the implemented strategies by connecting the outcomes to existing accountability systems Broaden the commitment to gender equity in STEM education

The Status of Women and Minorities in Engineering and Science Presented by: Susan Staffin Metz Center for Innovation in Engineering & Science Education Stevens Institute of Technology

Why Do We Need to Encourage Students to Study Science & Engineering? In the last 50 years, more than half of America’s sustained economic growth was fueled by engineers, scientists and advanced-degree technologists, a mere 5% of America’s 132 million-person workforce. (1) Twenty-five percent of our scientists and engineers will reach retirement age by (1) By the year 2050, 85% of the entrants into the workforce will be people of color and women. (2) In 2003, women were 26.1% of all STEM occupations. In 2004, African Americans and Hispanics were 6.2% and 5.3% of all STEM occupations respectively. (3) The National Bureau of Labor Statistics projects that our greatest needs will be in computer-related fields that propel innovation across the economy. (1) Female bachelors degree recipients dropped from 37% in 1985 to 27% in (2) Source: See Notes Page

Why Do We Care if Women and Minorities Become Engineers and Scientists? As a consequence of a lack of diversity we pay an opportunity cost, a cost in designs not thought of, in solutions not produced. Source: Dr. Bill Wulf, Past President, National Academy of Engineering If we do not engage women and minorities in the engineering enterprise, we are ignoring more than 50% of America’s intellectual talent. Source: Bostonworks.com Source: Bostonworks.com

What Science Courses Are U.S. High School Students Taking? 2000

What Mathematics Courses Are U.S. High School Students Taking? 2000

Trends in NAEP Math Scores by Sex and Race/Ethnicity, Age 17,

College Enrollment Rates by Gender © 2006 WEPAN, prepared by CPST, Developed by WEPAN for member use only.

Males Far More Likely to Plan to Major in Technical Fields Than Are Females MalesFemales Source: CPST, data derived from Higher Education Research Institute © 2006 WEPAN, prepared by CPST, Developed by WEPAN for member use only.

Women in Engineering at the 2-Year Level: Degrees Granted © 2006 WEPAN, Prepared by CPST,

Minorities in Engineering at the 2-Year Level: Degrees Granted © 2006 WEPAN, Prepared by CPST,

Engineering Technology Degrees Granted 2005 Source: CPST, data derived from Engineering Workforce Commission

Bachelor’s Degrees Granted by Engineering Discipline 2005 Source: CPST, data derived from Engineering Workforce Commission.

Women Increasing Their Share of Some STEM Bachelor’s Degree Fields © 2006 WEPAN, prepared by CPST, Developed by WEPAN for member use only.

Women as a Percentage of Selected Occupations in 2005 © 2006 WEPAN, Prepared by CPST,

Minorities as a Percentage of Selected Occupations in 2005 © 2006 WEPAN, Prepared by CPST,

Median Annual Salaries of Full-Time Engineers and Scientists 2005 Engineers: $63,500 (Range: $60,500 – $73,000) Engineering Technicians: $41,000 Mathematical & Computer Scientists: $59,000 Medical Scientists: $48,500 Biological & Life Sciences: $46,500 Science (Chemical) Technicians: $36,500 Source: CPST

Career Challenges for the 21st Century Energy Environment Healthcare Information Systems Security Communications Transportation

STEM Equity Pipeline Overview Mimi Lufkin National Alliance for Partnerships in Equity Education Foundation

Goals Build the capacity of the formal education community Institutionalize the implemented strategies by connecting the outcomes to existing accountability systems Broaden the commitment to gender equity in STEM education

Defining STEM US Dept. of Ed., Office of Vocational and Adult Education STEM Transitions Project – 16 Career Clusters – 6 Clusters

Defining STEM Science, Technology, Engineering and Math Agriculture, Food and Natural Resources Health Science Information Technology Manufacturing Transportation, Distribution and Logistics

STEM Equity Pipeline Project Methods Professional Development Teacher Training Consulting and Technical Assistance Virtual Web-based Professional Learning Community Best Practices Handbook

Model

Extension Services Group (ESG) State Facilitator Cadre of national recognized experts Focused technical assistance and professional development with State Teams Conduct webinars, webcasts, online courses, presentations, workshops, training

Virtual Learning Community Public portal for the STEM equity community –Listserv –Links –Articles, Resources, Reports and Research –Calendar of Events in STEM –Webcasts, Webinars, Video, Podcasts, Power Points –Online courses and Tutorials –Performance Data on Women & Girls in STEM –Professional Development Needs Assessment –Evaluations Instruments and Surveys –Suggestion Box –More! –

State Teams 5 states in year one –California –Missouri –Illinois –Oklahoma –Wisconsin Secondary/Postsecondary collaboration Led by the agencies that administer career and technical education in the state

State Team Members Personal Passion Professional or Volunteer Commitment Provide Professional Development –middle school –high school –community colleges

State Leadership Team Develop Implementation Plan Data Collection for Evaluation Host Facilitator On-Site Visits (up to 4/yr) 5 Step Program Improvement Training Attend the STEM Equity Pipeline State Team Leadership Training Conduct “Extension” Services

State Teams Advise the State Leadership Team Integrate into existing professional development systems in the state Conduct outreach to constituents about the projects activities Participate in Professional Development Participate in STEM Equity Pipeline Virtual Learning Community Conduct “Extension” Services

State Network Participate in Professional Development Participate in STEM Equity Pipeline Virtual Learning Community Provide summative and formative feedback

State Support from Project Intensive services provided for two years All services provided for free Budget for State Team Activities and travel to State Leadership Institute ~$7500/State each year for two years Participation in project professional development after initial two years is free

State Teams 2 states added in year 2 3 states added in year 3 3 states added in year 4 13 states over the life of the grant

New States Secondary/Postsecondary collaborations Existing STEM initiatives participating Strong professional development mechanisms to reach STEM CTE cluster teachers and related academic teachers State Leadership Team identified “Extension Agents” identified

New States Request for Applications Released May 1, 2008 Applications Due July 1, 2008 New States Selected August 15, 2008 Start-up October 1, 2008

Questions? Mimi Lufkin Chief Executive Officer National Alliance for Partnerships in Equity Education Foundation Susan Metz Senior Advisor Stevens Institute of Technology Center for Innovation in Engineering and Science Education