1. Welcome! Please introduce yourself in the chatbox

2. Agenda SciGirls Update
Guest Presenters: Dr. Violeta Garcia and Becky Peters, STEM Learning By Design

3. Updates
Season Four Update

4. A conversation about inspiring, motivating, and retaining girls and young women in STEM.
Violeta
Girls and women get signals of all sorts, beginning at a very young age, that math and science aren’t for them. And this continues throughout their lives, subtly (and sometimes not so subtly) pushing girls and women out of these fields at every stage of the educational and career pathway.
But, there are many effective strategies for supporting girls and young women in building interest, skills, and confidence in STEM included in this comprehensive guide for parent and families, as well as formal and informal educators of girls from birth through early adulthood. This Is What STEM Looks Like! is a research-based

5. About the Presenters Dr. Violeta Garcia Becky Peters
Founder, STEM Learning by Design
Lead Author
Scientist, Educator, 14+ yrs
Becky Peters
Program Manager, Innovation Center of St Vrain Valley Schools
Co-Author
Educator, 12 years
Violeta Introduction
Becky Introduction
innovation.svvsd.org

6. Why Engage Girls in STEM?
Violeta
By age 15 girls lose interest in STEM1
March 2017 study by Microsoft found significant drop in girls’ interest in STEM begins at age 15. Why? Too many girls lack:
Practical, hands-on learning experiences
Female role models in STEM fields
Women’s underrepresentation in STEM fields starts early, with gender gaps in STEM interests beginning in middle school and growing throughout high school, college, and career.
Nationally, and in Colorado, the demand for a skilled STEM workforce is growing and STEM jobs offer higher salaries than non-STEM jobs. Far too many girls and women are discouraged from pursuing success in STEM fields. Now is the time for change.
Women working in STEM jobs earn, on average, 33 percent more than those in other fields, yet account for only 29 percent of the STEM workforce.
In Colorado, women earn more than 50 percent of two-year and four-year degrees, but less than a third of Colorado graduates in STEM are women.

7. Girls Preferred
STEM Category
19%

8. Target Outcomes Strategies Resources What’s in the Guide? Examples
Activities
Resources
Reading Recs
Violeta

9. Question 1
What skills have you seen as instrumental in developing efficacy and STEM identity for girls?
Becky
We want this to be an interactive webinar.
I will be monitoring the chat space as Violeta presents. Throughout the presentation we will summarize key ideas and resources periodically.
Please type your answers in the chat box and continue to add to the discussion throughout the presentation.

10. Keep me curious! Chapter 1, birth through age 5
Outcomes – As girls reach age 5, they:
Retain interest in the natural world and curious about STEM concepts
Know how to ask open-ended questions
Actively participate in STEM learning opportunities and experience the practices of STEM
Develop numeracy skills and age-appropriate spatial reasoning skills
Are exposed to
Early STEM opportunities
Female STEM professionals and entrepreneurs
STEM professionals from diverse groups who have historically been under-represented in STEM careers
Violeta

11. Keep me curious! Chapter 1, birth through age 5
Violeta
Outcomes By Age 5
As girls, including girls from diverse backgrounds who have been historically underrepresented in STEM, reach age 5, they:
• retain interest in the natural world
• know how to ask open-ended questions
• remain curious about STEM concepts and topics
• actively participate in STEM learning opportunities
• experience the practices of STEM
• develop numeracy skills
• develop age-appropriate spatial reasoning skills
• are exposed to early STEM opportunities
• are exposed to female STEM professionals and entrepreneurs
• are exposed to STEM professionals from diverse groups who have
historically been underrepresented in STEM careers

12. Violeta

13. Question 2
What are some resources designed for parents to foster STEM engagement in early learners?
Becky
Please type your answers in the chat box and continue to add to the discussion throughout the presentation. We will summarize key ideas and resources periodically.

14. I can ask! Chapter 2, ages 6-10
Outcomes – As girls reach age 10, they:
Continue to be inspired in STEM and appreciate STEM concepts and topics
Develop 21st-century skills
Experience the design thinking process
Develop awareness of STEM opportunities at home and in their local community
Participate in age-appropriate STEM opportunities
Meet female STEM professionals and entrepreneurs, including those from diverse groups who have historically been underrepresented in STEM careers
Becky

15. I can ask! Chapter 2, ages 6-10 Becky Outcomes By Age 10
As girls, including those from diverse backgrounds who have been historically underrepresented in STEM, reach 10 years of age, they:
Continue to be inspired in STEM
Continue to appreciate STEM concepts and topics
Develop 21st-century skills
Experience the design thinking process
Develop awareness of STEM opportunities at home and in their local community
Participate in age-appropriate STEM opportunities
Meet female STEM professionals and entrepreneurs
Meet STEM professionals from diverse groups who have historically been underrepresented in STEM careers

16. Becky

17. Question 3
What are some examples of real world challenges that you are using in your local context?
What kinds of problems are students exploring?
How do you find them?
Becky

18. I am shaping my future. Chapter 3, ages 11-13
Outcomes – As girls reach age 13, they:
Continue to be inspired by STEM
Continue to experience design thinking and come up with their own applications
Design their own investigations focused on questions they care about
Explore careers in STEM
Understand connections between STEM concepts and other disciplines
Develop proficiency in foundational STEM skills
Violeta

19. I am shaping my future. Chapter 3, ages 11-13
Violeta
Outcomes By Age 13
As girls, including girls from diverse backgrounds who have been historically underrepresented in STEM, reach 13 years of age they are prepared in STEM. They: • Continue to experience design thinking and come up with their own applications • Design their own investigations focused on questions they care about • Explore careers in STEM • Continue to be inspired by STEM • Understand connections between STEM concepts and other disciplines • Develop proficiency in foundational STEM skills

20. Violeta

21. By Interest
Most Popular Selected Careers to Explore
By Fit
Best Aligned to Interests, Values, & Desired Work Characteristics

22. This job (Climate Dynamics Researcher) seems great
This job (Climate Dynamics Researcher) seems great! I would like to be in a job that I could be active. I would also love studying climates and protecting sea life.
6th Grade Latina
Adams 12 5-Star Schools

23. It would be very interesting to work with rocks and animals
It would be very interesting to work with rocks and animals. It is amazing that they can do their job without hurting animals and their habits. I like the idea of traveling and seeing cool rocks and helping out people.
6th Grade Latina
Adams 12 5-Star Schools

24. This seems like a good fit job (Geneticist)
This seems like a good fit job (Geneticist). I would help people every day, and even save lives. I would need a lot of education which would be difficult, time consuming, and expensive. So I might want be this, but I'll have to wait until I'm older until I know for sure.
7th Grade Girl
Jeffco Public Schools

25. Recap
Trends & Ideas
Resources
Becky provide summary

26. Question 4
What additional resources would you add? (specify age group in your answer)
Becky

27. I am preparing to solve 21st-century challenges. Chapter 4, ages 14-18
Outcomes – As girls reach age 18, they:
Participate in one or more internships or apprenticeships
Meet diverse professionals in STEM fields
Understand various pathways to access STEM careers
Develop deeper understanding of cross- disciplinary connections
Complete high school ready to begin a career in STEM or post-secondary education in STEM
Violeta

28. I am preparing to solve 21st-century challenges. Chapter 4, ages 14-18
Violeta
Outcomes By Age 18
As young women, including young women from diverse backgrounds who have historically been underrepresented in STEM, reach 18 years of age, they can enter STEM preparation programs and:
• Participate in one or more internships or apprenticeships
• Meet diverse professionals in STEM fields
• Understand various pathways to access STEM careers
• Develop deeper understanding of cross-disciplinary connections
• Complete high school ready to begin a career in STEM or post-secondary education in STEM

29. Violeta

30. I am thriving; I am changing the world. Chapter 5, into adulthood
Outcomes – As young women enter adulthood, they:
Access internships, apprenticeships, and mentors
Are aware of the STEM skills needed to succeed in postsecondary education or in workforce training programs
Are prepared, motivated, and encouraged to obtain advanced degrees
Understand on- and off-ramps for STEM careers and how to navigate post-secondary education
Can solve daily challenges in the workplace and apply STEM skills to be engaged, contributing members in their community
Use STEM skills to solve 21st-century challenges
Are entrepreneurs or work in STEM fields that require mid- and high-level STEM skills
Are self-sufficient and have opportunities for advancement through STEM careers
Violeta

31. I am thriving; I am changing the world. Chapter 5, into adulthood
Violeta
Outcomes For Women Beyond 19 Years
As women enter adulthood, including women from diverse backgrounds who have been historically under-represented in STEM, they enter the STEM workforce or post-secondary STEM programs at rates that represent the diversity of all populations in the U.S. They:
Understand on- and off-ramps for STEM careers and how to navigate the post-secondary space
Access internships and apprenticeships
Access mentorship programs
Are aware of the STEM skills needed to succeed in post-secondary education or in workforce training programs
Are aware of, prepared, motivated, and encouraged to obtain advanced degrees
Can solve daily challenges in the workplace
Can apply STEM skills to be engaged, contributing members in their community
Use STEM skills to solve 21st-century challenges
Are entrepreneurs or work in STEM fields that require mid- and high-level STEM skills
Are self-sufficient and earn family sustaining wages through STEM careers
Have opportunities for career advancement in STEM fields

32. Violeta

33. When do we provide opportunities for girls to experience the 8 STEM practices*?
1. Asking questions (for science) and defining problems (for engineering)
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations (for science) and designing solutions (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
Violeta
* NGSS

34. Summary of Conversation
Trends and Ideas
Resources
Becky provide summary

35. Violeta

36. Gratitude
The Women’s Foundation for the amazing opportunity
Co-authors and contributors from across Colorado and beyond
Thank you for utilizing and sharing This Is What STEM Looks Like! with:
Teachers
Parents and parent organizations
Community organizations
Employers
Violeta

37. Next Webinar: Tuesday, October 3 at 11am CT 12pm ET |11am MT |9am PT
Rita Karl, Managing Director of STEM Media & Education,
Sarah Carter, STEM Content & Outreach Manager,
Leah Defenbaugh, STEM Content & Outreach Manager,
Katie Hessen, STEM Content & Outreach Specialist,
Niki Becker, Sr. Outreach Coordinator,
Alex Dexheimer, STEM Project Coordinator,