1. SciGirls Tallahassee Evaluation and Research Roxanne Hughes, PhD (Director of the Center for Integrating Research and Learning) Presentation at SciGirls Reflect Conference December 2, 2015 This project is supported by National Science Foundation Division of Materials Research through DMR 1157490

2. SciGirls Partnership WFSU Educational Mission WFSU is committed to providing educational programming on air, online and on the ground. MagLab Educational Mission “To expand scientific literacy and to encourage interest in and the pursuit of scientific studies among educators and students of all ages through connections between the Magnet Lab and the NSF, the community of Tallahassee, the State of Florida and the nation.”

3. History Began in 2006 through a Dragonfly TV grant from TPT PBS station The first year there was one camp for young women in 5 th -8 th grade 16 attended Since 2006 over 200 girls have participated. The camp was expanded to two camps: SciGirls I for 5 th and 6 th graders (n=16-18) SciGirls II for 7 th and 8 th graders (n=16-18) K-12 students see MagLab scientists as mentorsscientists http://americangraduate.wfsu.org/blogs/voices- classroom/helen-smith/http://americangraduate.wfsu.org/blogs/voices- classroom/helen-smith/ Continued participation in other MagLab programs SciGirls clubs at local schools SciGirl 2008, 2009, Intern 2013, 2014 SciGirls Club

4. Goal of Program 2-week camp that exposes middle school girls to STEM careers through: hands-on activities that are relevant to their lives opportunities to interact with female STEM professionals who can talk about their work and serve as possible role models opportunities to engage in the process and community of science The camp is a fee-based camp, however, one-third of the spots are scholarship supported so that lower income students can participate

5. Evaluation Post survey with parents and camp teachers Pre/post survey with campers: Quantitative: understanding of the Nature of Science (Lederman et al., 2002); STEM interest, attitudes toward STEM; perceptions of STEM careers and professionals; and self-efficacy in STEM (AWE, 2010). Qualitative: open ended questions From 2006 to 2012, a follow-up survey was emailed to past participants every three years (2009, 2012). Since 2012, it has been sent annually. Measures STEM interest; perceptions of STEM professionals and careers; engagement in STEM.

6. Results of Longitudinal Evaluation All of the respondents (n=80; 40% response rate) distinct respondents not double counting those who responded in 2009 and 2012) were interested in STEM before coming to the camp as evidenced by their applications. 88% still listed a science or math course as one of their favorite courses in 2009 and/or 2012, demonstrating continued interest over time. All of the respondents mentioned a positive effect of the camp on their interest, understanding or motivation in STEM, providing evidence of the long-term benefits of the camp programming One of the most cited successful aspects of the program on continued interest was the opportunities the students had to interact with STEM professionals who introduced them to a variety of STEM careers through hands on activities.

7. Research/Evaluation Summary 2015

8. Pre-Survey Support in STEM -Someone has talked to them about becoming a STEM professional (83.9%) -Someone has talked to them about taking classes that will prepare them for college (93.5%) -Someone has talked to them about the importance of math in their future (93.5%) -Individuals with whom they have had these conversations: math teacher (51.6%), science teacher (58.1%), teacher (41.9%), family members (90.3%), family friends (19.4%), guidance counselor (9.7%), friends (38.7%), and guest speakers in science class (3.2%). Preparation in STEM -Enrolled in an honors or advanced class (87.1%) -Encouraged to enroll in an honors or advanced class (96.8%) -Planning to enroll in an honors or advanced class (90.3%) Future Plans -Plan to go to college (93.5%)

9. STEM Learning Interests

10. Self-efficacy

11. STEM Identity

12. Perceptions of STEM

13. Parent surveys

14. Teacher post responses In an effort to triangulate the benefits of the SciGirls program, each SciGirls teacher was sent an open-ended survey to offer their insights and feedback on the two weeks of camp. Overall, teachers noted both individual and group changes and growth. All teachers acknowledged that by the end of the camp, all of the girls were more willing to speak up and contribute, including those that had been more shy or reserved at the beginning of camp.

15. Published Research The author examined the longitudinal trajectories of eleven college age young women who had participated in a STEM informal education program during middle school. The program was an all-girls two week STEM summer camp that exposed young women to STEM professionals and relevant hands-on STEM activities with the goal of improving their interest in STEM fields and motivation to pursue these fields. The participants whose identity trajectories are discussed in this study are those who responded to at least three of the following: a follow-up survey sent in 2009, 2012, and 2013 and/or interviews that were conducted in 2011. Results indicated that the camp had a positive effect on participants’ perceptions of scientists and their work. The results indicate that all participants were still interested in STEM but half of these young women had chosen a college major that took them off of the legitimately accepted path (e.g. a STEM major) toward a STEM career. This study provides a unique addition to the literature in that it provides a view of STEM identity trajectories over time, specifically focusing on how these women maintained interest or lost interest in STEM after participation in a STEM informal education program for girls. This study provides a reflective look at young women’s longitudinal STEM identity trajectories. Recent Research: Hughes, R. (2015). An Investigation in to the Longitudinal Identity Trajectories of Women in STEM. Journal of Women and Minorities in Science and Engineering, 21(3).

16. AWE (2008). Assessing Women and Men in Engineering Website. Retrieved March 3, 2008 from http://www.engr.psu.edu/awe/secured/director/precollege/pre_college. aspx. http://www.engr.psu.edu/awe/secured/director/precollege/pre_college. aspx. Hughes, R. & Molyneaux, K. (2014) Unpacking Secondary School Students’ Identity Negotiations Regarding Science and Engineering: A Case Study in the United States. International Journal of Gender, Science, and Technology, 6(3), 291-309. Hughes, R., Nzekwe, B., & Molyneaux, K. (2013).The single sex debate for girls in science: A comparison between two informal science programs on middle school students' STEM identity formation. Research in Science Education Journal, 43(5), 1979-2007. Lederman, N.G., Abd-El-Khalick, F., Bell, R.L., & Schwartz, R.S. (2002) Views of Nature of Science Questionnaire: Toward Valid and Meaningful Assessment of Learners’ Conceptions of Nature of Science, Journal of Research in Science Teaching, 39(6), 497-521. References

17. Thank You! Questions? hughes@magnet.fsu.edu