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Title: attracting girls to technology


1
attracting girls to technology
League of Innovation in the Community
CollegeConference on Information
TechnologyNovember 12, 2007
  • Professor Frank Lanzer, Associate Professor
  • Engineering Technologies
  • Professor Brandi R. Shepard, Instructor
  • Architecture, Interior Design and Construction
    Management

2
Who are we? Whats our story?
  • Professor Frank Lanzer, P.E.
  • B.S., Electrical Engineering, United States
    Naval Academy M.S., Business Administration,
    Boston University M.S., Electrical Engineering,
    University of Maryland
  • Professor Brandi R. Shepard, Assoc. AIA, CSI,
    CDT
  • A.A, Architecture, Anne Arundel Community
    College
  • B.S. Architecture with a concentration in
    Construction Management, The Catholic University
    of America

3
How we got here
  • A casual conversation at the college picnic in
    2002

4
How we got here
  • There are not enough woman enrolled in
    technology based programs at AACC - - whats up
    with that??

5
The numbers..
National Data
  • The percentage of engineering bachelors degrees
    awarded to women declined for the fourth
    consecutive year in 2005-06.

Michael Gibbons, The 2006 edition of the
Profiles of Engineering and Engineering
Technology Colleges, ASEE, June 2007
6
The numbers..
  • National Data

Michael Gibbons, The 2006 edition of the
Profiles of Engineering and Engineering
Technology Colleges, ASEE, June 2007
7
The numbers..
  • National Data

Michael Gibbons, The 2006 edition of the
Profiles of Engineering and Engineering
Technology Colleges, ASEE, June 2007
8
The numbers..
  • Data from AACC technology programs
  • Female (Fall) Enrollment in Technology Programs
    from 2003 - 2007

FACULTY 3 WOMEN 4 MEN
9
The numbers..
  • Data from AACC technology programs
  • Female (Fall) Enrollment in Technology Programs
    from 2003 - 2007

FACULTY 1 WOMEN 3 MEN
10
The numbers..
  • Data from AACC technology programs
  • Female (Fall) Enrollment in Technology Programs
    from 2003 - 2007

FACULTY 14 WOMEN 13 MEN
11
The numbers..
  • Data from AACC technology programs
  • Female (Fall) Enrollment in Technology Programs
    from 2003 - 2006

12
So, why is this happening??
  • Questions asked
  • Why are women not enrolling in these programs?
  • What is it about these programs that is NOT
    attractive to woman?
  • How can we change this trend?

13
Our region is spilling over in technology
  • Northup Gruman
  • National Security Agency at Ft. Meade
  • ARINC
  • Lockheed Martin
  • USi, Cisco Systems
  • Federal Govt Agencies and Subcontractors
  • NASA-Goddard Space Center

14
So, why is this happening??
  • The Premise is
  • boys invent things and girls use things boys
    invent.
  • Jane Margolis and Allan Fisher, Unlocking the
    Clubhouse Woman in Computing

15
So, why is this happening??
  • If that were true
  • a cyberspace culture will inevitably reflect
    the desires and sensibilities of males to the
    exclusion and often denigration of females.
  • Jane Margolis and Allan Fisher, Unlocking the
    Clubhouse Woman in Computing

16
So, why is this happening??
  • Begins as early as adolescence
  • Stereotypes
  • Girls are wired differently than boys
  • Psychological, physiological

17
Our Mission
  • To introduce young girls to the technology of
    today in hopes that they will get involved and
    impact the technology of tomorrow.

18
What we did.
  • Initial concept came out of our conversation at
    the college picnic..
  • .somehow we need to target middle school
    girls..
  • .lets do a camp specifically for girls. I did
    one a Chesapeake High that we can use as a
    model.

Shepard
Lanzer
19
What we did.
  • In 2003, a grant was given to School of Business,
    Computing and Technical Studies for a Woman in
    Technology initiative.
  • Dean Kathleen Happ requested the talents and
    energy of technology faculty to spear-head a
    variety of programs to increase interest for
    woman in technology-related fields.

20
What we did.
  • Professor Lanzer, Professor Shepard, and
    Professor Suzanne Markowski developed a summer
    bridge program for middle school girls to be
    implemented in summer 2004.
  • Why middle school girls (ages 10-13)?

21
What we found..
  • Research shows that adolescents as young as 10
    years old begin to configure what they will do as
    adults and what profession they will enter.
  • Their interests begin to formulate even earlier
    than this age i.e. sports, computers, art, dance

22
What we found.
  • By the age of three, children are sex-typing
    games. Little girls will say, Oh no, thats a
    boy toy. At three they start to do this with
    household objects like brooms and hammers. These
    gender stereotypes are pretty fixed, and we know
    that you can get gender stereotyping for objects,
    professions, and traits they can do all that by
    the age of five.
  • Justine Cassell, cognitive psychologist at MITs
    media lab. From What Makes Women (Double) Click?
    Exploring the technological gender divide by
    Michael K. Novi (1998)

23
What we found.
  • As early as kindergarten, girls use the computer
    eagerly and skillfully for writing stories, but
    boys race to the computers for free time and
    play.
  • The computer is now added to the list of
    things that boys play with most and is absent
    from the list of girls favorites.
  • Jane Margolis and Allan Fisher, Unlocking the
    Clubhouse Women in Computing

24
What we found.
  • Boys Enthralled, Girls Lukewarm
  • More boys than girls experience an early
    attachment to computers.
  • Most girls attachment is muted and is one
    interest among many.
  • Jane Margolis and Allan Fisher, Unlocking the
    Clubhouse Women in Computing

25
What we found.
  • Influential Home Environment
  • Parents impart their computer enthusiasm and
    skill to their children, and through early
    mastery acquired at home, children gain a
    competence and confidence they carry with them to
    school.
  • Jane Margolis and Allan Fisher, Unlocking the
    Clubhouse Women in Computing

26
What we found.
  • Children are keen observers
  • They notice which parent does what within the
    house who fixes things, who calls for
    assistance, who sends thank you notes, and who
    tinkers with the computer.
  • This leads to a gender association.

27
What we found.
  • Boys are raised to take risks and are expected to
    be adventurous and bold, while
  • Girls are encouraged to much more cautious and
    careful.
  • Jane Margolis and Allan Fisher, Unlocking the
    Clubhouse Women in Computing

28
Questions raised.
  • How does this early attitude toward risk-taking
    affect a childs desire to explore, experiment
    and see just how things work?

29
What we found.
  • In middle school, something interesting happens
    during these years
  • ADOLESCENCE PUBERTY
  • a time of identity formation
  • a period of heightened risk
  • difficult for everyone (parents as well as
    children)
  • a time when girls experience a drop in their
    sense of confidence and competence

30
What we found.
  • The Phenomenon
  • Girls at 9 or 10 are feisty, filled with spirit
    and confidence, but as puberty hits, they begin
    to pull within themselves, doubt themselves,
    swallow their own voices, and doubt their own
    thoughts.
  • Jane Margolis and Allan Fisher, Unlocking the
    Clubhouse Women in Computing

31
What we found.
  • Experience Gap
  • In both high and middle school girls face
    computer classes with boys who have more
    computer experience. One of the reasons for this
    is the magnetic attraction that boys and
    computers have.
  • This presents a challenge for both the girls in
    computer classes and their teachers.
  • Jane Margolis and Allan Fisher, Unlocking the
    Clubhouse Women in Computing

32
What we found.
  • Girls and Gaming
  • Girls are not generally attracted to the
    violent, controlling nature of most games. Most
    of which are designed by men for men and boys.
  • The girls games that are the most successful
    seem to be cooperative, involving communicating
    and creating and helping people.
  • AAUW Tech-Savvy Educating Girls in the New
    Computer Age (2000)

33
What we found.
  • The feel good degrees
  • Woman took home 44.2 of the environmental
    engineering degrees and 40.7 of the biomedical
    engineering degrees others include agricultural,
    chemical, industrial, manufacturing and
    metallurgical/materials.
  • Girls who are confident in their math abilities
    tend to want to improve society and place more
    value on fields they think are people-oriented.
  • Thomas K. Grose, Trouble on the Horizon, Prism,
    October 2006

34
The numbers..
  • National Data

Biomedical
Environmental
Mechanical
Electrical
Comp. Sci.
Computer
Civil
Michael Gibbons, The 2006 edition of the
Profiles of Engineering and Engineering
Technology Colleges, ASEE, June 2007
35
  • There needs to be more of a national commitment
    to improve the teaching of technology
  • Legand Burge
  • Dean, College of Engineering, Architecture and
    Physical Sciences
  • Tuskagee University
  • Thomas K. Grose, Trouble on the Horizon, Prism,
    October 2006

36
  • Most traditionally, it is in high school where
    adolescents are first exposed to possible career
    paths through career counseling and course
    offerings.
  • THIS IS TOO LATE!!!!!
  • Research shows that children begin to stereotype
    themselves at a very young age.

37
  • While high school is too late, elementary school
    is too early to start exposing them to complex
    concepts.
  • Grades 6-8 best compliment the opportunity for an
    introduction to technology at a time where girls
    are trying to find out who there are.
  • This is the best time for molding young girls
    attitudes to a positive image of technology
    related fields.

38
We need them to think.
  • THIS IS COOL!!!
  • We need to convince them that this is not just
    for geeks!!!

39
We need them to think.
  • Schoolgirls need to learn that the clean water
    we drink, the high-tech hip replacements that
    surgeons implant and the fuel-efficient hybrid
    cars are all the handiwork of engineers
  • Betty Shanahan
  • Executive Director, Society of Woman Engineers
  • Kettering University
  • Thomas K. Grose, Trouble on the Horizon, Prism,
    October 2006

40
We need them to think.
  • Girls need to ask themselves the question
  • Where do the cool items that I use everyday, my
    cell phone, my iPod, my PDA come from?
  • How did IM and email and MySpace and Youtube.com
    get to where it is TODAY?

41
Remember.the purpose
  • When we went down this trail we had two goals.
    This guided our choices of classes, instructors,
    methods and materials.
  • Introduce new technologies not only as gadgets or
    cool things to do, but useful tools
  • Emphasize the importance of math and science to
    the discovery and development of those new
    technologies

42
What we did.
  • Tech Camp for Girls at Anne Arundel
    Community College
  • August 2004
  • (in cooperation with the School of Business,
    Computing and Technical Studies at AACC)
  • August 2005
  • (merged with Kids in College program)
  • June and August 2006
  • (first time for two camp offerings)
  • June and August 2007
  • (last offerings of this camp)

43
What we are trying to evoke.
  • A realization that technology is not just for
    boys
  • and
  • See common objects prevalent in girls habitual
    interactions iPods, cell phones, IM, tools that
    are created by engineers and designers

44
What we did.
  • What worked
  • Digital photography Analog vs. digital, sensing
    color/brightness, A-to-D conversion, storage,
    color depth and resolution related to bytes
    storedSoftware Serif PhotoPlus 6

45
What we did.
  • What worked
  • Webpage design Networks, WWW, size vs. time to
    retrieve, hierarchy of dataSoftware Notepad
    w/HTML (2004), Microsoft FrontPage (2005 2006),
    Serif WebPlus (2007)

46
What we did.
  • What worked
  • Visual Programming Sequence of execution,
    objects, physics of motion Software Visual
    Basic 6 (2004), Alice (2005, 2006, 2007)

47
What we did.
  • What worked
  • Cryptography probability, statistics, frequency
    tables, patterns, cryptograms

48
What we did.
  • What worked
  • Design and Construction strength of materials,
    structures that supportSoftware West Point
    Bridge Design Project (2004), Google SketchUp
    (2005, 2006 2007)

49
What we did.
  • What worked
  • Hands-on Activities bridge building with
    straws, toothpick, popsicle sticks (2004),
    egg-carriers built with straws and dropped from
    high heights (2005), solar cars built from
    purchased kits with motors and solar panels
    (2006), trebuchets built from kits (2007)

50
What we did.
  • What worked
  • Field trips one half day was dedicated for a
    field trip to a technology-related site for every
    camp.
  • The National Cryptologic Museum is a vast,
    interesting resource operated by the National
    Security Agency at Fort Meade, Maryland. (2004
    2005, 2007)
  • The staff presentation on cryptography used The
    Gold Bug, by Edgar Allen Poe, to illustrate the
    importance of mathematics to codes and ciphers.

51
What we did.
  • What worked
  • Field trips one half day was dedicated for a
    field trip to a technology-related site for every
    camp.
  • The Electrical Engineering Department at the U.S.
    Naval Academy, Annapolis, Maryland (2006)
  • Presentations on solar power and the Academys
    entry in the SOLAR SPLASH - The World
    Championship of Intercollegiate Solar Boating
    (4th place finish).
  • Hands-on demonstrations in Center for Biometric
    Signal Processing

52
What we did.
  • What didnt worked
  • PC Hardware Most of the girls were not
    interested in how PCs worked. They mechanically
    disassembled/reassembled the machines without
    significant learning
  • Concrete garden pads Risk of reaction to
    concrete dust and latex gloves. The girls enjoyed
    the activity however the theory of the chemical
    reaction was too advanced
  • Survivor Challenge (competition using all of the
    skills learned) While this was of interest to a
    few of the girls, most did not like competition
    and working under pressure. The two hours allowed
    is now better used for a new skill

53
How we did.
  • Student Rating of Tech Camp Activities (June
    26-30, 2006)

54
How we did.
  • Student Rating of Tech Camp Activities (July
    31-Aug. 4, 2006)

55
What we learned.
  • Publicity is VERY important
  • Develop a plan early in the fall semester for
    summer camps. Prep always takes longer than
    anticipated.
  • PR has high expectations and strict standards,
    often driven by the college strategic plan,
    community environment, recruitment and legal
    requirements. Allow ample time to work PR and it
    will be good.

56
What we learned.
  • Publicity is VERY important
  • Understand that the school distribution system
    may not be effective. The volume of paper going
    to each school is tremendous.
  • More direct approach to specific school systems
    directors, school chairpersons and departments
    would be better. Target teachers of suitable math
    and science courses. Call to see if they have any
    questions or maybe would like a visit.

57
What we learned.
  • Publicity is VERY important
  • Do not overlook the public libraries. A colorful
    and informative brochure will catch the attention
    of a few students and their parents.
  • Don't forget your own employees.
  • Locate an established organization at the college
    with which to partner and advertise.

58
Kids in College (KIC)
  • Bringing the community to the college as part of
    Lifelong Learning
  • Programs start for children at 18 months. Spans
    years through high school.
  • Over 100 summer camps for youth.
  • Provides accounting, registration, medical and PR
    permission, counsellors, logistics.

59
What we learned.
  • Camp Management
  • You can't do it alone
  • Someone has to be in support every day
  • Good adjunct instructors are critical
  • Must relate well to youth
  • Understand what is required
  • Commit to doing it your way
  • Role models
  • Have a backup plan remember Murphy

60
What we appreciate the most!!
  • Our AACC woman Adjunct Faculty and Speakers who
    serve as role models for the woman engineers,
    architects, construction managers, computer
    programmers of tomorrow
  • Professor Krysten Hall, Assistant Professor
    Computer Science
  • Jennifer Trott, Learning Specialist
  • Professor Sherry Hopkins, Assistant Professor,
    Computer Science
  • Cathy Bosse, Team Leader, SBCTS
  • Kathy Long, Media/Web Services Manager,
    Information Systems

There is a gender gap in technology learning
between boys and girls!  Girls Tech Camp provides
fun activities using different technologies that
will get girls excited about technology.
Presenting during Tech Camp for Girls was a
great opportunity to expose the students to a
wide variety of career options in the information
technology world. I wanted to convey that
information technology is not just about hardware
and software that it's also about communication
and creativity
61
Questions?
62
Attend our session this afternoon
Crafting a Technology Camp Experience to
Encourage Girls 430pm 530pm Ryman Room
One Renaissance Hotel Level 3
63
a warm thanks and gratitude to all for attending
todays presentation on the ATTRACTING GIRLS TO
TECHNOLOGY
A PRESENTATION BY
  • Professor Frank Lanzer, Associate Professor
  • Engineering Technologies
  • Professor Brandi R. Shepard, Instructor
  • Architecture, Interior Design and Construction
    Management

League of Innovation in the Community
CollegeConference on Information
TechnologyNovember 12, 2007
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