Girls RISE (Raising Interest in Science and Engineering) is a model program
that showcases how an informal, non-competitive learning environment, that
includes hands-on, reality based application of engineering principles and
teamwork, can build self confidence and encourage girls to develop an interest
in science, engineering, and mathematics related careers.
According to research, the gender gap, as it relates to interest in engineering,
begins to widen significantly at the eighth grade (Clarke, 1993), suggesting
that this grade level is the most effective one for intervention. Although
no single factor is responsible for this lag, Gilligan and Rogers (1982)
explain that girls approach problem solving from the perspective of interdependence
and relationship rather than from the isolated skill analysis viewpoint
preferred by boys. This research confirms our experience and was used to
guide the program.
Working closely with our community and school partners, applicants were
interviewed individually to assess their background and interest in the
program. In the selection of participants, individual interest played a
greater role than grade point average. Additionally, parental permission
was required to obtain access to participants' school files for long term
tracking purposes. Although RISE is inclusive of all female youth, special
attention was given to minority females. At the end of the application process,
24 seventh grade girls were invited to participate in Girls RISE.
During the first phase of the RISE program girls participate in twenty
four academic year Saturday sessions conducted in the Museum's state of
the art computer/technology center. At these Saturday sessions, girls become
deeply involved in technology related activities, enabling them to gain
knowledge of sophisticated computer programs and technologies utilized by
professional engineers. Many students have never been exposed to computers.
As a result, their initial training includes an introduction to basic computer
software (word and data processing), as well as research and presentation
skills. Additional technology related activities include optical technologies,
use of graphic art tools, image scanning, exposure to the Internet, and
hypertext mark-up language (HTML) programming. Participants also engage
in a number of hands-on engineering activities and field trips during which
they explore various engineering principles and disciplines.
Additionally, throughout the course of the academic year, four Career
Academies are scheduled, on days when there is no school. Career Academies
include hands-on investigations of science and mathematics concepts and
interaction with female role models working in the field of engineering.
Such interaction includes an informal presentation with a question and answer
period that helps participants understand the academic requirements needed
to succeed in various engineering disciplines. Early counseling on entrance
requirements, combined with an awareness of scholarship opportunities, opens
new horizons and gives students access to needed resources. Participating
professionals are drawn from the local chapter of The Haitian American Engineering
Society, The Society for Women Engineers, as well as The Association of
Women in Architecture and Engineering. All three represent national organizations
dedicated to addressing equity issues which relate to women in engineering.
The second phase of RISE consists of a four-week intensive Summer Academy
that encompasses a project based approach which builds upon engineering
competencies gained in the academic year component. An additional twenty
four girls are accepted into this phase. The forty eight project participants
are assigned to one of two, four week sessions. Teams are formed of six
girls; each team mentored by a female undergraduate
engineering student. Undergraduate engineering students are selected
from the following engineering disciplines: computer and electrical engineering,
systems engineering, mechanical engineering and environmental engineering.
The interaction with female "engineers in training" demonstrates
that women are quite capable of competing in engineering on an academic
level. Morning seminars during the Summer Academy are presented by the mentors,
who, in addition to delivering short lectures explaining various scientific
and engineering principles, share success stories which motivate the girls
to persevere in their studies. Mentors participate as members of the project
team and facilitate interaction between the girls as they work together
utilizing skills gained in the academic year component.
During the Summer Academy, the teams work on selected engineering projects culminating in the construction of a line tracker as well as an electronic car. Projects are designed to expose participants to a variety of engineering disciplines (electrical, mechanical, structural and environmental). During their investigations, participants apply problem solving, critical thinking and real-world application of mathematical principles within their activities. Additionally, girls develop personal and team webpages documenting their participation in the Girls RISE program. Field trips to nearby engineering sites and organizations provide additional opportunities to see real world applications of the Girls RISE program activities.
In the final, third phase of the program, twenty four of the girls continue to participate in twelve Saturday sessions during the following academic year. Working with their university mentors, they further apply their engineering skills by designing and building table top exhibits which demonstrate Museum exhibit-related science concepts to Museum visitors. In addition to building the demonstration equipment, the girls develop the accompanying scripts they use to teach the relevant science concepts.
At the program's completion, Girls RISE graduates are encouraged to continue their association with the Museum by applying for inclusion in other related Museum youth programs.
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