Eight research based strategies to improve classroom effectiveness in engineering classrooms (and other classrooms as well). Also included are summaries of the supporting research for each strategy. Strategies range from the immediately implementable (Periodically stop talking and pause) to those that take a little more planning (Provide research experiences for undergraduates [and others]).

Although 12 years old, this 8-page brochure is still timely, providing activities for school counselors and administrators to determine if there is a problem in their schools and listing a variety of suggestions for things they can do to improve diversity in advanced math and science courses.

This eight-page brochure focuses on the rationale for equitable classrooms as well as providing activities to define and assess classrooms for equity.

This eight-page brochure is full of teacher-generated strategies to involve girls, and boys, in math and science. While the strategies reflect individual teacher styles and personalities, they do reflect some common beliefs including:

• the classroom environment must be respectful of individuals, both students and teachers.
• all students should participate in class.
• classrooms need to incorporate multiple modes of learning.

This 32-page report and 8-page summary analyzes why successful individual reform efforts have not led to broader increases in students achieving at high levels nor entering science and math-oriented careers and identifies three components necessary to increase success in quantitative sciences including engineering: Engagement - an awareness, interest, or motivation (the spark) Capacity - the knowledge and skills to advance in increasingly rigorous subject matter (the skills) Continuity - opportunities, resources, and guidance to support advancement (the pathways) The report gives recommendations based on the ECC Trilogy for what educational policy makers, sponsors, curriculum/program directors, evaluators, district/school administrators, teachers, museums, and other informal science institutions can do to bring about student success in the sciences and quantitative disciplines.

This 29-page overview examines minority women's and White women's progress in science, mathematics, engineering, and technology (SMET) over the past decade. Starting from an exploration of participation and achievement data, the authors move on to cover the theories behind SMET gender differences, including those based on testing, biology, social-psychology, and cognitive sciences. Looking at practice, as well as theory, the authors explore the impacts that interventions and contextual influences, such as societal change and education reform, have had on efforts to achieve gender parity in SMET. The article concludes with the recommendation of logical next steps to preserve and expand the gains made by women in these fields.