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DRAW A SCIENTIST

Directions: Draw a scientist busy at work. 

DRAW A SCIENTIST

Directions:  Fill in information about the scientist you drew on the previous page.

Gender:                                                                                                                                            

Workplace:                                                                                                                                      

Job Title:                                                                                                                                          

Race:                                                                                                                                                             

Erica Smithwick Video Profile Pre-viewing Questions

1. What is “biodiversity”?

2. What does a “geographer” do?

3. What are the different job responsibilities of a college professor?

Erica Smithwick Video Profile Post-viewing Questions

1. What does Erica mean by “having it all”?  How might “having it all” be different for men than it is for women?

2. What are the non-work ways that Erica balances her “work life”? How do you balance your academic life?

3. What are some “wicked problems” that people in STEM careers are still trying to solve?

4. How do trees “sequester and store” carbon from the atmosphere?

5. What questions would you ask Erica, having watched her video profile? 

WiSciFiles “Collection” Page (Text & Structure)

Women in Science Profiles

In recent years, STEM educators and STEM professionals alike have recognized the important –and challenging—role that developing a “STEM identity” plays in students’ decisions about pursuing careers in science, technology, engineering and math (STEM). That is, students are more likely to enter STEM careers if they are able to see aspects of themselves in these roles—intellectually, professionally and personally. Developing such an identity requires dispelling a number of STEM-related stereotypes regarding gender, personality type, and lifestyle, to name just a few.  This kind of stereotype inoculation is particularly important for girls, who continue to be vastly underrepresented in STEM fields.

The Women in Science Profiles (WiSci Files) aims to inspire young women to enter careers in the fields of science, technology, engineering and math (STEM) by introducing viewers to five women in diverse STEM careers through a series of short video profiles and interactive chats. The WiSci Files were primarily created for girls of middle and high school age, as research has shown that girls of this age are beginning to consider career options, but at the same time begin to lose interest in STEM fields. The WiSci Files are also valuable for boys, and they are encouraged to engage with the videos and activities as well.

How can I engage my students with the WiSci Files?

There are a number of different ways that teachers may choose to use the WiSci Files with their students. Each approach supports a number of Common Core State Standards and/or Next Generation Science Standards. Teachers are invited to use and/or adapt all provided materials in ways you deem most appropriate for your goals, your schedule, and your students. For example:

• Broad focus on the series as a whole:

• Show all five video profiles (3-4 minutes each) and/or all five video chats (30 minutes each) to introduce Women in STEM, the diversity of STEM career options, the variety of scientific and mathematics approaches used to solve real-world problems, or the “real lives” of people who work in STEM.

• This use addresses the Next Generation Science Standards (NGSS) Understandings about the Nature of Science (Appendix H) and/or the NGSS Science & Engineering Practices

• Narrow focus on one STEM professional/content area:  

• Choose a particular woman featured in the series to connect to a particular unit of study in your class (e.g. biodiversity, coding, statistics), and show just her video profile (3-4 minutes), and/or her chat (30 minutes).

• This use addresses a variety of Disciplinary Core Ideas and Science and Engineering Practices in the Next Generation Science Standards, and/or the Common Core State Standards for Mathematics.

What activities and materials are provided to supplement the videos?

• “Draw a Scientist”: This activity assesses students’ conceptions of STEM professionals.  These conceptions may be related to students’ STEM identities.  This activity can be used before viewing the videos, after, or both.

• Pre-viewing questions: Designed to activate students’ prior knowledge and frame their attention to each video. Can be completed as discussion, in writing, or both.

• Note-taking guidelines: Designed to help students focus on particular aspects of the video.

• Post-viewing questions: Designed to help students interpret the videos, extend their thinking about STEM careers and content, and connect to their personal lives. Can be completed as discussion, in writing, or both.

• These activities address various Common Core State Standards for English Language Arts.

Pre-viewing Discussion Questions to Introduce the Series

1. What is “STEM”?

2. Why might there be more men in STEM jobs than women?

3. How are math, science and engineering similar?  How are they different?

4. What are some STEM jobs you know of?

5. What are some stereotypes of STEM jobs and people who do STEM jobs?

Questions for discussion after viewing the series:

1. Why do so many of the women talk about finding “balance” in their lives?  What are the ways you “balance” your life?

2. In what ways do these women’s jobs require them to work with others?

3. How did these women’s personal (life) experiences influence their career paths?  What personal life experiences might influence your career path?

4. What are the different kinds of jobs in STEM fields and what kinds of education are necessary for each of them?

5. How are these women’s jobs similar?  How are they different?

6. How do these women and their jobs compare to the stereotypes you listed before watching the series?

7. Many women talk about the challenges of “having it all” (work, family, personal interests, health, etc.).  How might “having it all” be different for women than it is for men?