Abstract:

A recent study shows that, with current trends, gender parity in Computer Science (CS) authorship will be reached in 118 years from now, around 2137 [1]. This is part of a more general “gender segregation” workforce in the STEM (Science, Technology, Engineering, Mathematics) labor market, where men (32%) are five time than women (6%) [2], with the peak of the problem in ICT (Information and Communication Technology) subjects, whereas employment opportunities for engineering and ICT specialists are expected to rise and exceed many other occupations [3,4]. The root of this problem is to be found at education level, with a persisting underrepresentation of women among STEM graduates as a result of a mix of social, cultural, economic and educational factors [5], in addition to a general gender independent decline of pupils’ interest in STEM subjects noticeable already at the secondary school level [6].

Our proposal. PinKamP [7] is an initiative of the Department of Information Engineering, Computer Science and Mathematics of the University of L’Aquila with the twofold objective of 1) guiding young girls towards STEM careers and 2) developing effective and attractive STEM teaching methods.

Method. PinKamP is structured as a 2-weeks (70 hours) intensive summer camp on CS, Information Engineering and Mathematics. Three example technological platforms (drones, robots, virtual reality) were chosen and related STEM subjects (problem solving, programming principles, fundamentals of euclidean/non euclidean geometry, logic, graph theory) were selected within a hands-on project-based integrated system, expected to favor greater motivation [8]. The designed format includes plenary theoretical lectures (34 hours), group project-based parallel laboratories (17 hours), softskills (3 hours), along with 14 hours of conferences, social debates and witnesses held by successful women in the IT scientific/professional fields, and a final contest (2 hours).

Results and future activities. In 2019 the 2nd edition of PinKamP was attended by 50 selected high schools girls (the “pinkampers”). Group projects’ results were presented to an external jury which selected the 3 best projects awarded by IEEE Women in Engineering Italy. Follow up initiatives are being carried out to keep in touch with the pinkampers. Due to the many positive feedbacks, Pinkamp will be an annual appointment (in 2020, in a distance teaching modality if the COVID-emergency persists).

References:
[1] L. Lu Wang, et al.(2019), Gender trends in computer science authorship, arXiv:1906.07883
[2] European Institute for Gender Equality, Gender Equality Index 2017: Italy.
[3] Attstroem, K et al, Mapping and analyzing bottleneck vacancies in EU
[4] European Institute for Gender Equality, Economic benefits of gender equality in the EU – How gender equality How gender equality in STEM education leads to economic growth.
[5] European Parliament (2015), Encouraging STEM studies for the labour market.
[6] Rohaan, E. et al. (2010): Reviewing the relations between teachers’ knowledge and pupils’ attitude in the field of primary technology education, International Journal of Technology and Design Education, no. 20, pp15–26.
[7] www.pinkamp.disim.univaq.it, https://www.facebook.com/pinkamp/
[8] Beres, P. (2011): Project-Based Learning and its Effect on Motivation In the Adolescent Mathematics Classroom. Education and Human Development Unpublished Master's Theses. The College at Brockport, Paper 39.

Keywords:

Learning by doing & Experiential Learning, New Teaching Models, girls in STEM studies, gender gap in STEM.