Criteria and Indicators for Successful
Science, Technology, Engineering, and Mathematics Activities for Girls
Revised -2001-2002

1.  Activities reflect significant content and process in science, technology, engineering and/or mathematics.

• Activities reflect the content of physical science including such topics as properties and changes of properties of matter; motions and forces; transfer of energy.
• Activities reflect the content of life science including such topics as the structure and function of living systems, reproduction and heredity, regulations and behavior, populations and ecosystems, diversity and adaptations of organisms.
• Activities reflect the content of earth and space science including such topics as the structure of the earth system, earths history, and the earth in the solar system.
• Activities reflect the content of technology and computer science including such topics as web page design, computers as tools for communication and problem solving, electronic components of computer systems.
• Activities reflect the content of engineering including such topics as architecture, chemical engineering, structural engineering, electrical engineering, environmental engineering.
• Activities reflect the content of mathematics including such topics as ratio and proportion, logical reasoning, measurement, geometry, and problem solving.

2.  Activities are active and engaging.

• Activities encourage exploration, investigation, creativity and risk-taking.
• Activities encourage a playful, friendly, adventuresome climate.
• Activities offer opportunities to use tools to build, take apart, and measure.
• Activities encourage participation of all girls.
• Activities are interconnected and may culminate with a special event or public display of girls work.
• Activities include science experiments in which girls test hypotheses by manipulating variables.
• Activities use simple materials in order to promote girls further exploration of STEM ideas at home.
• Activities relate to phenomena and/or objects that occur in a girls everyday life.
• Activities include games and/or puzzles.

3.  Structure of the session is flexible.

• Girls choose materials and/or tools for a particular task.
• Girls choose the topic of study or an area within a topic.
• Girls choose which activities they want to do and how long to spend with each.
• Sessions offer opportunities for girls to work individually, in pairs, in small groups, in large groups.
• Activities offer opportunities for competition and for cooperation.

4.  Activities promote conversation.

• Girls talk about STEM with each other.
• Girls talk about STEM with educators.
• Girls talk about STEM careers.
• Educators pose good questions that ask, "How?" "Why?" and "What if?"
• Girls pose good questions that ask, "How?" "Why?" and "What if?"
• Girls interact with women who work in STEM fields.

5.   Activities promote positive attitudes about STEM.

• Girls show enthusiasm about trying activities.
• Girls talk about activities at home and school afterwards.
• Activities provide positive female role models and career examples.
• Activities provide information about the contributions women scientists have made to their fields.
• Activities provide opportunities for success with STEM.
• Activities require perseverance and persistence.
• Girls discuss feelings about STEM and possible STEM careers.
• Educators facilitate discussions about the important contributions people in STEM careers make towards solving social, environmental and ecological concerns.

6.   All girls participate fully in STEM activities. The voice of each girl is heard.

• Educators do more asking than telling.
• Educators and girls provide encouragement for all.
• Educators practice appropriate wait-time.
• Educators make a deliberate effort to engage each girl in each activity.
• Educators guard against any individual or group dominating the conversation during an activity.
• Educators acknowledge and respect diversity among girls including cultural diversity, maturity/age differences, multiple learning styles, and personality differences.
• Educators promote participation by keeping activity materials in the hands of girls rather than in their own.