NGCP Publications Archive

Libraries as STEM Education Centers

Libraries are essential to STEM education efforts because of their strong connections to families and communities. This white paper includes information about STAR_Net education programs that were created to inspire lifelong learning through inquiry and play and resources for librarians. STAR_Net’s Discover Earth and Discover Tech programs provide an example of the impact that a public library can have on its community by offering exciting and engaging STEM experiences.

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Girls Can Fly: Collaboration in Action

This white paper provides a comprehensive overview of the National Girls Collaborative Project (NGCP) and the valuable resources available for practitioners invested in engaging girls in science, technology, engineering, and mathematics. 'Girls Can Fly' describes how NGCP strengthens capacity of practitioners via state- and region-based Collaboratives, a National Champions Board, events and professional development opportunities, the online Program Directory, mini-grants, and sharing of exemplary practices.

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Afterschool Programs Build STEM Strength document imageAfterschool Programs Build STEM Strength

This white paper describes how the National Girls Collaborative Project (NGCP) helps afterschool practitioners provide high-quality science, technology, engineering, and mathematics (STEM) programming to the youth they serve. By serving as a partner in STEM learning, NGCP provides relevant professional development, facilitates collaboration to leverage resources and expertise, shares effective strategies, and creates a community of like-minded professionals working to expose youth to STEM in afterschool programs nationwide.

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Summary of NGCP Mini-Grants document imageSummary of NGCP Mini-Grants

This summary of 129 mini-grant projects funded by the National Girls Collaborative Project (NGCP) is based on responses to an online report administered to mini-grant recipients by the external evaluator of NGCP, Evaluation & Research Associates. The mini-grant projects implemented activities in 24 different states and reached a total of 12,163 girls and 5, 609 boys. Respondents provided information about their project implementation, the collaboration with their partners, and the exemplary practices they utilized. Findings suggest the collaborations between partners were successful, with 93% selecting a 4 or 5 on a scale from 1 = Not successful to 5 = Very successful. Recipients believed participants had an enhanced experience due to the collaborative effort of the projects and that activities benefited from each partner's resources and expertise. Seventy-one percent of respondents indicated they would continue to work with their partner(s) after their mini-grant project ended. This summary was prepared by Evaluation & Research Associates.

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A Watershed Moment document imageNGCP included in Landmark Conference Publication, "A Watershed Moment"

The first National Conference for Science and Technology in Out-of-School Time, held in Chicago September 17-19, 2008, brought together more than 300 practitioners, researchers, policy makers, and funders. Convened by the Coalition for Science After School and Project Exploration, the conference provided in-depth, interactive sessions with a particular focus on equity and access issues for underrepresented populations. A Watershed Moment: The First National Conference on Science and Technology in Out-of-School Time documents the conference and includes an article focused on the National Girls Collaborative Project.

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NGCP in The Journal of Women and Minorities in Science and Engineering document imageNGCP in The Journal of Women and Minorities in Science and Engineering

NGCP has published an article in the latest edition of The Journal of Women and Minorities in Science and Engineering. The article, co-authored by NGCP Principal Investigators Rose Marra, Karen Peterson and Brenda Britsch, explores the role of collaboration in the project, outcomes and future directions.

Collaboration as a Means to Building Capacity: Results and Future Directions of the National Girls Collaborative Project

It is commonly recognized that the representation of women in science, technology, engineering, and mathematics (STEM) fields is too low both from a perspective of equal opportunity (Gowan & Waller, 2002; Sadker & Sadker, 1994) and for meeting the projected need of STEM professionals (Chubin, May & Babco, 2005). Studies show that the low representation of women in STEM professions begins as early as eighth grade, when twice as many boys than girls show an interest in STEM careers (Commission on the Advancement of Women and Minorities in Science, Engineering, and Technology Development, 2000), and continues in college, where women received only 21% of bachelor's degrees awarded in engineering, 27% in computer sciences, and 43% in physical sciences (National Science Board, 2006). Factors such as perceptions of careers, confidence, role models, and career advice have been noted in the literature as contributing to the lack of females in information technology (Bartol & Aspray, 2006). Women constitute 45% of the workforce in the United States but hold 25% of science and engineering jobs and 29% of computer and mathematical occupations (U.S. Census Bureau, 2000).

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Collaboration Guide document imageCollaboration Guide

A user-friendly guide to implementing the National Girls Collaborative Project, including an overview of the project, description of events and activities, and helpful tools and templates.

View a PDF of the National Girls Collaborative Project Collaboration Guide.