Whether attendees use the print catalog or the online scheduler, browsing through the session descriptions at this year’s conference is tantalizing.  From large keynote sessions by Bill Nye and Jeff Goldstein to more intimate ones presented by teachers, university professors, or consultants, I wish I could be in two (or more) places at once.
The program reflects an emphasis on STEM topics. For example, Chris Triola from the General McLane School District (Edinboro, PA) showed how fifth-graders could be engaged in A Full Year of STEM with problem-solving and design projects, from turbines to robots to roller coasters. He described four interconnected “requirements” for their program: strong scientific procedures, accuracy in application, insight and inspiration, and incorporation of technology. The last thing we want, he noted, is for students to think of STEM class as a “game.” It seemed evident that his students were learning and enjoying the challenge.

Abigail James from the University of Virginia (and author of Teaching the Female Brain) addressed the topic of Girls and STEM: How to Get Them Involved. On why girls don’t seem to like STEM subjects, she noted that “Recent research says it is not due to stereotype threat, but due to the way that science and math are taught.” She then shared suggestions for capitalizing on the skills girls bring to class and for strategies such as encouraging schools to have students work with women scientists and engineers in the classroom or their places of work. She also advised attendees to “Get girls to solve their own problems; keep your hands in your pockets” rather than doing things for them.