ENGINEERING A DIVERSE PIPELINE

GARY S. MAYDEAN AND SOUTHERN COMPANY CHAIR

COLLEGE OF ENGINEERING

DID YOU KNOW?

• 75% of Nobel Prize winners in the sciences report that their passion for science was sparked somewhere other than school.

• Over the course of a year, only 18.5% of a K-12 student’s waking hours are spent in school.

• Youth that regularly participate in high-quality out-of-school time programs: have fewer absences, have better behavior, and get higher grades.

• Preschool-aged children can learn complex STEM concepts which support curiosity, creativity, and critical thinking skills.

• Average female or minority teenager is exposed to less than 3 hours a week of STEM-related material in popular media. Compare that to more than 100 hours a week of non-STEM content such as sports, entertainment, music, and movies.

• Need to engage students of all genders, colors and backgrounds to choose STEM careers to create a more robust economy.

• STEM education prepares all students for the challenges and opportunities in the 21st century economy.

• U.S. lacks a vibrant pipeline of engineering talent.

• Compete in the global economy - need to “out innovate” the competition.

• We are responsible for helping foster an interest in STEM fields with both current and future students.

SETTING THE STAGE

• More than 8 million children in afterschool programs.

• Ethnic minority children more likely to participate in afterschool => Chance to reach underrepresented populations in STEM fields.

• Research says that by the time students reach fourth grade, a third of boys and girls have lost an interest in science.

• By eighth grade, almost 50% have lost interest or deemed it irrelevant to their education or future plans.

• Millions of students have tuned out or lack the confidence to believe they can do STEM.

MORE FACTS

SWIMMING UPSTREAM IN K-12

Most of this thinning occurs by the end of high school.

Factors that remove students from the pre-K-12 science and engineering feeder system — especially girls and underrepresented minorities:

• Unequal learning opportunities.• Social and cultural constraints.• Negative stereotypes of scientists and

engineers.• Shortage of role models enabling students

from underrepresented groups to see possible future selves in technical careers.

LACK OF STEM INTEREST LEADS TO THIS...

So of those one million high school freshmen who were excited about science, technology, engineering, and math, six

out of ten no longer feel that way at graduation.

We can do better. STEM education makes a difference in children’s lives. Kids, especially kids from low-income families,

need the chance to get excited and the support to stay that way, including access to books and resources.

THE PUSH FOR STEM – In and out of the classroom

WHY OUTSIDE THE CLASSROOM IS IMPORTANT

• Elementary years are the period when students form their interests in STEM identities and careers.

• Students learn best through experiential learning. Hands-on, minds-on activities.

• Seed the interest. Introduce kids to role models, and encouraging them to dream big.

• By forming partnerships with colleges, universities, businesses and industries to bring kids real-world examples of STEM, relatable role models and information on how they can make a living through math and science.

HOW WE ARE ADDRESSING THE STEM PIPELINE

PhD GEM

MS SURENACMELSAMPTransfer Programs

BS Information SessionsNSLC

12 Summer Engineering Institute

Engineering ExplorationsK Engineering Design

Challenge

• Try a camp or afterschool program. • Georgia Tech’s HOT Days – introduces kids to

electrical and computer engineering.

• Kennedy’s Space Camp or NASA’s Kid’s Club.

• Do experiments at home.• Play-based curriculum most effective in young

children’s STEM learning. • View science TV channels with

your family!

START YOUNG

• Let your child explore.

• Help prepare your child.

• Emphasize learning.

• Express a passion for STEM.

• Make it fun. Media, games, and toys play a role.

HOW PARENTS CAN HELP

Share key strengths: • Inspire all students and grow the innate

interest all kids have for these subjects.• Provide positive, real-life individuals in

STEM careers for students to get to know, and make the fields more accessible.

• Introduce students to the myriad career opportunities available for them in today’s STEM fields.

• Have goals and desired outcomes.

BEST EARLY INTERVENTION STEM PROGRAMS

CALL TO ACTION

• Research shows that afterschool programs that are well aligned with the school day and have strong community ties have optimal benefits for kids.

• Stand-alone initiatives do not succeed. We need to coalesce around the issue, not compete with each other.

• Afterschool programs must commit to offering STEM learning opportunities as well as staff training.

• If we can change the pipeline, the students, our institutions, and our nation will be the winners.

• Not a one-shot strategy, but a continuum of STEM learning experiences.

• Success takes three things: time, money, and commitment.