• Quick Facts

• Why Bother About Girls in Math, Science, and Engineering
• What Makes a Good Program?
• How Do We Get Girls to Take More Math and Science?
• How Do We Get Girls to Consider Math and Science Careers?
• How Do We Get Girls to Come to Programs?
• What Challenges Are Left to Face?

• Working together: Why Bother?
• Making Changes: Why Bother?
• Working Together: What Works and What Doesn’t?
• Working Together: Changing the Classroom
• Making Changes: What Needs to Happen
• Making Changes: Challenging the Stereotypes

• Know Math and Science Are Important
• Use Parent Power to Encourage Your Daughter
• Make Math and Science Fun
• Help Reduce Stereotypes
• Be Critical of the World Around You
• Take Action When Necessary

• Ten Handy Hints for Surviving Your National Engineers Week Event
• Ways to Participate

Here's a quick summary of facts that underscores the challenges facing the engineering profession as it seeks to increase the number of women engineers. All numbers shown are the most recent available.

Less than 10 percent (9.8) of American engineers are women. That equals slightly more than two hundred thousand women engineers out of just over two million employed engineers.

The growing demand for qualified engineers will soon reach a critical level. U.S. jobs are growing most rapidly in areas that require science, engineering, and technology knowledge and skills. Some business leaders are warning of a major shortage in skilled American workers -primarily in information technology-that threatens the ability to compete in the global marketplace.

Even now, there are not enough Americans to fill all engineering and technology positions, so outside talent must be brought in. But, other nations face shortages, too, so they are competing for this same limited pool of qualified workers. This may soon lead to a "war for talent" among nations, particularly between the United States and the European community.

Currently, women, minorities and people with disabilities represent two-thirds of the American workforce, yet are only a small fraction of those working in science, engineering, and technology. This means that the largest portion of the workforce continues to be isolated from these careers.

If women, underrepresented minorities, and persons with disabilities participated in the U.S. science, engineering, and technology workforce in parity with their percentages in the total workforce population, it would give America almost all the qualified workers it will need.

Statistics indicate that the situation is not likely to improve soon. In 1996, women represented less than 19 percent of undergraduate engineering students, 17 percent of graduate engineering students, and slightly more than 12 percent of students in doctorate programs.

In 1985, women earned 15 percent of the bachelor's degrees in engineering. By 1996, this number had increased to only 18 percent.

A recent report notes that the representation of women in college-level computer studies has actually declined in the last two decades, from 37 percent of undergraduate degrees being awarded to women in computer science in 1984 to only 20 percent in 1999.

Women earned 38 percent of all science and engineering master's degrees awarded in 1996, but were noticeably underrepresented in engineering. While 53 percent of master's degrees in biological science went to women, for example, women earned only 17 percent of those in engineering. Further, women earned 51 percent of the doctorates in the social and behavioral sciences and 42 percent in biology, but only 12 percent in engineering.

The report from the Commission on the Advancement of Women and Minorities in Science, Engineering and Technology Development outlined a set of action oriented recommendations to encourage more women into the engineering profession which could dramatically improve the situation-and the investment would be worth it, literally. Studies show that every one dollar appropriately invested in preparing the workforce yields four to five dollars in economic benefits to the nation.

If, on the other hand, the United States continues failing to prepare citizens from all population groups for participation in the new, technology-driven economy, our nation will risk losing its economic and intellectual preeminence.

A key factor of the problem is that when young women enter college, many do not have sufficient math and science backgrounds to major in engineering. The reasons are many, including a serious deficiency in educational resources, social pressure resulting from the negative social image of scientists and engineers, a lack of encouragement (coupled with active discouragement), the dearth of out-of-school science, engineering and technology experiences for girls, and the lack of women role models in the profession.

Too many highly capable girl students do not receive adequate math and science education, or drop out of math and science studies in high school or between high school and college. The solution? Aggressive, focused intervention efforts at each educational stage and transition: Introduce A Girl to Engineering Day is precisely that type of effort.

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Nothing Can Stop Us Now

Why Bother About Girls in Math, Science and Engineering

This section is designed to assist school, community and university personnel as they develop and refine programs to encourage girls in math, science, and engineering.

Programs to encourage girls in these areas are needed for the following reasons:

1. Today white women and women of color continue to be underrepresented in science and engineering employment. This is due in part to their relatively low participation in higher level college science and mathematics courses.
2. Math is still a critical filter. Low-income students and students of color who take algebra and geometry go to college in numbers equal to wealthier whites. However, only half as many low-income students and students of color take these critical courses.
3. Middle-class girls now take about the same number of high school math and science courses as do middle-class boys. However, in college these girls are much less apt to major in math, science. or engineering fields than are similarly talented boys. They also drop out at higher rates.
4. Low-income girls have had access to far fewer programs than have middle-class girls. For them there is a need for programs to center on:
   • increasing interest in math.
   • changing student and teacher expectations.
   • encouraging girls to take enough math so they can have a wider choice of either college majors or post-high school jobs.

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What Makes a Good Program?

Out-of-school programs that keep both white girls and girls of color interested in math and science and continuing to take math and science courses two to three years after participating in these programs, have some important things in common:
• They are considered by the girls to be not like school!
• They are fun!
• They include a lot of hands-on activities, projects, and opportunities.
• They are much less concerned with increasing cognitive knowledge than with helping girls do new things.
• They are relaxed, with little, or no, emphasis on individual competition.
• They provide opportunities for girls to speak informally with women (and sometimes men) in math and science careers and to learn about their personal and professional lives.
• They not only provide time for questions, but the staff anxious to answer those questions, so that the girls know someone is there who will keep working with them until they can say, "I've got it!"
• They include evaluation of what's working and what's not and use the results for program improvement.

Many of these suggestions can also be used by in-school programs to increase girls' math and science involvement.

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How Do We Get Girls to Take More Math and Science?

Intervene in 8^th grade

In 8th grade, most students decide if they will take algebra in 9th grade, an important first step to continued math involvement (although more advanced students may take algebra in 8th grade). After being in a program with activities showing that algebra can be fun, and being encouraged that they could do math, one group of urban, Hispanic, 8th grade girls all decided to take algebra.

Intervene in 10^th grade

Sophomore year is another key decision-making time. While girls and boys are equally apt to take math until math requirements for college admission are fulfilled, girls are more likely than boys to stop here and take no more math.

Have the program reflect what girls feel they are missing in math classes.

Girls decided to take more math and science (and continue taking the courses) after participating in math sessions that they saw as

• more fun.
• more relaxed, with more small-group work.
• more hands-on, problem solving.
• containing more teacher explanation and question answering to "make sure you understand."

Reinforce the positive messages with follow-up such as reunions or additional sessions.

Without a support system, some changes created by program interventions were found to fade as the girls returned to an unchanged environment that had not encouraged them in the first place.

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How Do We Get Girls to Consider Math and Science Careers?

Get girls beyond the “nerd” factor.

Stereotypes about people who are good in math and science are still a problem. Informal social sessions with women and men scientists from different ethnic groups have been shown to change high school girls' views of people who are good in math and science from "nerdy" and "strange" to people who are social and have a sense of humor. This holds for both white girls and girls of color.

Emphasize career exposure, not career choice.

Sessions on selecting a career for high school and middle school students don't seem to work. In several different programs they were among the least positively rated activities and were rarely included in "what was best" about a program. TV role models appeared to have a greater short-term impact on career choice. However, talking with scientists and engineers about their work caused girls in several programs to consider those careers for themselves.

Have girls involved in activities that reflect what people working in different science and math careers do.

Participating in hands-on engineering activities made girls in one program six times more likely to consider engineering as a career.

Reduce the isolation frequently felt by girls who are already interested in math and science.

Scheduling time for girls to "just talk" to each other helped them to find out that there are "girls just like me" who "have the same problems [of being a smart' girl in math and science]." Two and three years after one program, more than two-thirds of the girls were continuing to keep in touch and provide each other with an ongoing support structure.

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How Do We Get Girls to Come to Programs?

Junior high/middle school

Combining opportunities to do sports with math and science activities attracts girls with little interest in math and science to come to intensive math and sports programs.

Linking the program to existing organizations such as Girls Incorporated (formerly Girls Clubs of America) and after-school programs provides girls with math and science activities as part of their regular daily activities.

Scheduling one-day Saturday "kickoff” sessions for parents and girls causes some parents, who otherwise would not give their daughters permission to come, to allow their daughters to attend.

High school

Intensive summer residential programs attract many more girls than do programs based on weekly or other regular school year sessions.

Programs conducted during the school year have better attendance if they are done in conjunction with a class or if students receive extra credit for participating.

Once girls reach working age, their financial situation requires many of them to work. Programs scheduled at the end of June or toward the end of August make summer jobs and program attendance a possibility

High school math and science teachers and guidance counselors are helpful in recruiting girls for programs.

Identifying urban guidance counselors by name, sending them information, and following up with them has maintained a 40-50 percent minority application rate for a residential program for top female math and science students.

Why Evaluate?

Just having a program is not enough; neither are good intentions. One study found that having "special programs for women" did not mean there would be more women engineering students. Nor did it mean that women would be more apt to stay in engineering. It is the quality of a program, not just its existence, that counts.

Evaluation is necessary to see what is working, what isn't, and why. For example, using evaluation, programs have found that:

• when a summer program math class too closely resembled a good "regular" math class, student math- and science-course-taking plans did not increase.
• when sessions focused on barriers to women in science rather than on solutions, girls' concerns about going into science increased rather than decreased.

To evaluate a program consider:

1. Using interviews and rating forms to find out what students liked, didn’t like, and why.
2. At the beginning and end of the program, asking students about such things as:
   • their math-and science-course-taking plans.
   • their math and science likes and dislikes.
   • their career interests.
   • their ideas about what people who are good in math and science are like.
   • their knowledge of the usefulness of math.
3. Following up with students at least a year later to see if any changes have "stuck."
4. Breaking down the information by race so you can look at the responses of girls from different ethnic groups as well as girls as a whole.
5. Using all the information collected to refine and make changes in the program.

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What Challenges Are Left to Face?

Institutionalize effective programs.

Programs to encourage girls in math and science are "dependent on the kindness [or at least the funding] of strangers." Effective programs need to become budget items of the organizations that have hosted them for so long.

Reach large numbers of teachers.

There will never be enough programs to reach all students who need them. Yet many of the characteristics of effective programs-more hands-on, more fun, less individual competition-can, and should, become a part of all math and science classes.

Move away from the syndrome of “them that has, gets.”

Most special programs are for boys and girls. Yet in co-ed programs-even those incorporating gender equity-boys tend to get the lion's share of attention and opportunities. Indeed, at the end of one such program, teachers listed fewer girls as interested in science than they did before the program started! We must learn how to make special programs special for all.

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Working Together, Making Changes

Working Together: Why Bother?

This section is designed to assist people working in schools and in the community as they work together to encourage girls in math, science, and engineering.

Separately, schools and special programs are limited; working together, they can change girls' lives.

Special programs can offer schools:

Knowledge of how to design and carry out programs that work. Evaluation studies have identified special programs that:

• increase the number of math and science courses girls take.
• reduce girls' stereotypes about people who are good in math and science.
• increase girls' interest in and commitment to careers in math, science, and engineering.

Skill in recruiting and retaining girls in math and science programs. Since students are not required to take special programs, programs that are successful have learned how to get girls to come and, more importantly, how to keep them coming.

Schools also have much to offer special programs, including:

Access to large numbers of girls. While only a small percentage of girls go to special programs, almost all girls go to school.

Ability to institutionalize programs. Special programs will be around only as long as they have grant funds or other "soft" money; however, schools, in one form or another, will be around for a long time.

Ability to integrate effective techniques throughout girls' school years. Special programs tend to be short-term, and then girls go back to the same teachers and schools. Schools can provide girls with consistent, long-term support.

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Making Changes: Why Bother?

In 1990 the National Science Foundation reported that after increasing for a decade, the number of young women going into science and engineering is at a plateau and, in some fields such as computer science, is actually decreasing.

While girls are taking more advanced math and science classes in high school, with the exception of biology, they tend not to major in science or engineering in college.

While programs to encourage girls in math and science have been successful, most have not addressed issues of race and class. Low-income girls have had access to far fewer programs than have had middle-class girls. Low-income students and students of color are half as likely to take algebra and geometry as are wealthier white students. However, those who do take algebra and geometry in high school are as likely to go to college as are wealthier white students.

Current work force projections indicate that unless more women and minority men are attracted to science, the United States will not have the trained personnel necessary to meet its needs.

Collaborative efforts between schools and those working out of school to help girls in math and science can make a difference. Working together, we can ensure that girls and math become a powerful equation.

To begin:

• Find out what in-school and out-of-school efforts are being made in your community and find the names of contact people. In-school contacts are likely to be found in math and science departments or through curriculum supervisors. Out-of-school contacts may be found anywhere, but local Girls Incorporated sites are good places to start, as are departments of education and of women's studies at local colleges.
• Meet and brainstorm ways to work together. You may start by having out-of-school people come to the school and do some equity-based hands-on science and go on to develop joint programs and training.

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Working together: What Works and What Doesn’t?

The following seven suggestions, based on evaluation and research, help make collaboration work:

1. Make sure everyone knows the objectives and is in agreement with them. Ideally, everyone should work together to define the objectives.
2. Write and sign letters of agreement that describe what is going to be done and by whom.
3. Plan from the beginning how program activities will be continued once outside funds are spent.
4. Develop partnership teams of in-and out-of-school personnel to work together during training and beyond. School based teams should include an administrator and more than one teacher.
5. Include extra planning time so people can get to know each other and share their perspectives.
6. Provide opportunities for people working directly with students to design or modify parts of the project.
7. Conduct formative evaluation to see how the program is going. Use the results to make changes as necessary.

Experience has also shown a number of things that should NOT be done:

• Don't have out-of-school people work only with students and not with teachers.
• Don’t do “one shot” training with no follow-up or support for classroom implementation.
• Don’t blame teachers for things beyond their control.
• Don’t assume teachers are aware that most current teaching practices discourage girls in math and science.
• Don't use the school primarily as a source of students, or use the out-of-school organization primarily as a source of talent or funds, instead of developing an equal partnership.

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Working Together: Changing the Classroom

Using the following model, teachers have been able to double the amount of hands-on science they do and to "keep up the good work" over time.

Outside intervention

Trainers are needed who:

• are familiar with hands-on activities that build on existing areas of teacher comfort and fit into the current curriculum.
• are knowledgeable about gender and race issues in classrooms.
• can motivate teachers.
• have enough resources to get things going.

Science museums can provide good science and math trainers, but be sure trainers have experience working in schools and understand equity areas.

Ongoing administrative support and supervision

The principal or other supervisor must stay involved with teachers, seeing what they are doing, asking what they plan to do, and making sure girls are getting an equal share of encouragement and opportunities. If the principal or supervisor stops monitoring, the practice of equitable, hands-on science and math begins to decrease.

Evaluation

Evaluation of program activities, feed-back on what is found, and recommendations for improvement are important to keep everyone on track.

On-site role model

Motivation and the will to try new things are important to sustaining change. The teacher who independently continues to successfully try new ideas can serve as a motivator. With a motivator present, teachers are more apt to go beyond what was presented in training to develop their own ideas.

Compensation

If schools are serious about increasing girls' involvement in math and science, they must find a way to reward the teachers who do so successfully.

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Making Changes: What Needs to Happen

Math and science need to become more hands-on.

“School math is sitting in a chair and listening to the teacher, not understanding what they are talking about."

"School science is mostly lecturing and copying from the chalkboard..."

Research has indicated that most math and science courses are currently being taught as described above. Many organizations including the National Council of Teachers of Mathematics and the National Science Foundation are making efforts to change this so that students can “actually have fun while [they] are learning.”

Evaluation results indicate that both white girls and girls of color will take more math and science courses if they experience math and science as fun and hands-on, and if they learn that when they ask questions, someone will keep working with them until they understand.

Girls need to get “their fair share” of time, attention, leadership, and opportunities.

"Boys are treated as if they are better than girls and more time is spent with them."

Unless specific attention is paid to issues of gender and race, reform efforts become "them that has, gets," and gaps between girls and boys widen rather than narrow. Teachers, counselors, and administrators need to check and recheck to be sure that:

• they pay equal attention to girls and boys.
• equal numbers of girls lead groups.
• all students do hands-on activities.
• girls and boys are aware of the importance of math and science in future career decisions.
• girls feel comfortable asking questions and are given supportive answers.
• girls don't defer to boys and boys don't expect them to.

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Making Changes: Challenging the Stereotypes

Stereotypes about what mathematicians and scientists are like need to be changed.

Most high school girls who are themselves good at math and science see mathematicians and scientists as "nerds," "social outcasts," and "loners." Many also see math and science as "male dominated" and "a man's job." It doesn't have to be that way. Special programs have been able to change girls' negative attitudes about what scientists and mathematicians are like by providing opportunities for girls to:

• get to know women who are working as scientists and engineers and to learn they are not "nerds."
• spend time with other girls who are also very good in math and science and who face some of the same barriers and feelings of isolation.
• see for themselves that a social life and science do not have to be incompatible.

Such experiences can happen in schools as well as in special programs. Having students get to know and work with women scientists not only provides students with realistic ideas of what scientists actually do, but helps them see that women and science are a good combination!

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Math, Science, and Your Daughter: What can parents do?

Know Math and Science Are Important

The amount of math your daughter takes acts as a "critical filter" limiting:

• the jobs she can get.
• the colleges she can go to.
• the college majors she can choose.

Without at least three years of high school math, your daughter will be excluded from a wide variety of jobs including:

Programmer
Accountant
Biologist
Medical Technician
Architect
Doctor

In most schools, the key “math decision-making times” are:

8^th grade, when most students decide if they will take algebra in 9th grade, an important first step to continued math involvement (although more advanced students may take algebra in 8th grade) and

11^th grade, when math requirements for college admission are fulfilled and girls are more likely than boys to stop taking math (this happens in 10th grade for girls who took algebra in 8th grade).

Out-of-date ideas and discrimination help convince many talented girls that math and science aren't for them.

It doesn't have to be that way. As parents, there are many things you can do to help your daughter give math and science a second chance.

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Use Parent Power to Encourage Your Daughter

Parent encouragement works.

“My mother and father encouraged me to enter whatever field I desired."

"My parents and teachers encouraged me by giving me confidence that I could achieve what I wanted."

In studies of women engineering, math, and science students, parents were most frequently mentioned as the most important influence in young women's decisions to go into science or engineering. Encouragement doesn't have to be financial or informational (although these don't hurt). You don't have to be a scientist or an engineer to give your daughter confidence. Today, most girls know women can be scientists and engineers, but many have been told that they wouldn't be able to do it and not to try.

Whether it's staying in science, working with computers, or doing a science fair project, having you, their parent say "try it, you may like it" can make a difference.

Lack of encouragement can hurt.

“I could never do math.’

“I always hated math when I was a child.”

Making comments like these tells your daughter it's OK not to do well in math or not to do math at all. Your negative as well as positive comments influence your daughters (and your sons).

Watch what you say. Almost 20 percent of college and high school women questioned said parental discouragement was a barrier to their going into engineering. To encourage your daughter in math and science, "accentuate the positive; eliminate the negative."

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Make Math and Science Fun

"In fourth grade, my daughter came home and said she hated math, that it was boring. I told her that maybe what she was learning in school was boring, but math was fun and exciting. So we started to do ‘fun’ math together.”

Fun math and science can start early with families:

• doing puzzles together.
• going to science museums.
• taking things apart.
• even making up word problems with silly characters and situation such as a 42-year-old goldfish named Clyde who has a sister Gertrude who is twice as old as he. How old is Gertrude?

Many schools and community organizations are conducting "Family Math" programs where elementary school children and parents do fun, hands-on math together. They do activities such as "Perfect People" where families measure each other to see if they are "tall rectangles," "short rectangles," or "perfect squares."

If your school has a "Family Math" program, go. If it doesn't, suggest one be started and then go.

Just talking helps. Discuss science in the news with your child. Praise scientists (who deserve it). Ask your daughter what she is doing in science class. Have her help in family activities that use math and science, such as measuring for a new rug.

Making math and science part of your family's everyday life makes a big difference.

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Help Reduce Stereotypes

Girls still see barriers to careers in science and engineering.

Surveys of high school and college students have found the major barriers girls see to entering science and engineering are sex discrimination and the perception of engineering as a "male profession." Helping your daughter learn about the roles women play in science can change these perceptions.

Girls, particularly girls who are good in math and science, worry about the "nerd" factor-that men and especially women who are good in math and science are "strange" and antisocial misfits. Exposing your daughter to both women and men scientists can replace the negative stereotypes with positive perceptions of real people.

Somewhat surprisingly, concerns about combining careers and families are not seen as serious barriers by most girls.

Things are getting better.

While sex discrimination is still an issue, young women in science and engineering say that it's not as tough out there for young women. They say "Guys seem a lot more considerate and more willing to accept women as their equals."

“Most of the guys here have figured out that women make great friends. We're not just prospective dates.

“Professors pay attention to... students but especially to girls."

Make sure your daughter knows this.

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Be Critical of the World Around You

Beware of what we see on TV and read in the papers. "News" can influence how we view our daughters and their future, particularly in math and science.

Research that supports math and science stereotypes gets much more attention in the media than does work that challenges them. For example:

When one researcher says boys' higher SAT scores mean that boys are biologically superior to girls in math, she gets invited to the "Today Show" and is written up in the New York Times.

But when another researcher says that society and test bias cause boys' higher SAT scores, she gets to go home and make dinner. Her results aren't considered news.

Be aware that there is a lot of incomplete, inaccurate, and just plain wrong information around about girls and math and science.

No matter what you have heard, there is no such thing as a math gene that causes boys to be better in math. The British Royal Society has concluded that "there is no convincing evidence of innate gender differences in mathematical ability."

The National Research Council of the United States found “almost no differences in performance among male and female students who have taken equal advantage of similar opportunities to study mathematics."

Many girls are very skilled in math and science, more skilled than most boys. Your daughter may be one of them.

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Take Action When Necessary

"In sixth grade, my daughter's teacher recommended her for 'average' math. Knowing that she liked math and was good at it, I said no, she should go into advanced math. Three years later, she is getting As in honors-level geometry."

Because of sex bias, some teachers and guidance counselors are not supportive of girls' interest in math, nor do they see a great need for girls to take upper-level math courses.

If you think your daughter is good in math and she thinks she might like to take more of it, you can insist that she be placed in a more advanced math class or that she not drop math.

In many states, parents have a right to override teacher and school decisions about their children. Your state representative's office or a lawyer can tell you if this is the case in your state. Together, you and your daughter can do it!

But we need to remember that teachers are people too. As parents, many of us feel intimidated by teachers and the authority they represent. This feeling can stop some parents from becoming involved and cause others to come on too strong. Teachers, like the rest of us, respond better to parents who:

• listen
• give praise, when it is deserved.
• know what they want.
• don’t give up.

Remember

• Biology is not destiny.
• Math and science can be fun.
• You can make a difference for your daughter.

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Now It’s Your Turn

10 Handy Hints for Surviving Your National Engineers week Event

1. Prepare with the teacher or leader.
   Find out as much as you can about the group. What have they been learning? Do they like math and science? What are the individual students like?
2. Surf the web for great ideas.
   Find activities at wwwdiscoverengineering.org and www.tryScience.org, to name two sites.
3. Plan a variety of elements for your visit.
   Don’t just be a talking head! Bring props, videos and demos.
4. Have some give-aways.
   Check with your community relations or education manager for items that students might like. Look for items in the product catalog at www.eweek.org. Generate certificates of participation using your computer.
5. Dress up.
   Treat this event like a job interview. You will make a good impression and let the students know that engineers are successful.
6. Prepare for press coverage.
   It's best to rely on communication professionals to work with the press. Check with your employer or engineering society or even the school.
7. Share personal stories.
   Tell the group your own story. Give them an example of your typical day. Share challenges that you faced in your education and career and encourage them to dream.
8. Encourage all students to participate.
   Be sure to draw out the more reserved students. Involve them in your demonstrations and activities.
9. Anticipate questions and prepare for them.
   Students will ask tough ones like: What does your company do about pollution? How much money do you make? Make a list of questions and prepare for them. In case no one asks questions be sure to have an extra activity, brain puzzler or anecdote.
10. Don’t assume a negative audience.
    There are plenty of kids who love math and science. They will be thrilled to meet a real engineer.

Leave contact names, phone numbers and email. The students may have questions once you leave.

Adapted from “10 Handy Hints for Surviving Your National Engineers Week Event” by Susan E. Schiffler, Manager, Worldwide Marketing Intelligence Operations, IBM Corporation.

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Ways to Participate
There are many ways to participate in Introduce A Girl to Engineering Day. You can visit a local classroom or Girl Scout troop. Invite a high school girl to shadow you on the job or host a "role model" luncheon for a dozen girls and women engineers. You can positively affect the future for a young girl. For more ideas visit our Introduce A Girl to Engineering Day National Pledge Roster archives.

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