STEM club

Girls in the Hamilton Public School STEM Club, work through STEM tasks using the design thinking process. A need or opportunity is identified, and a design solution is developed.

The students have worked through numerous projects, such as designing a K–2 maker space and storage systems for a nature play area. They use technologies supported by teachers or industry professionals such as architects, designers, and product manufacturers.

The program specifically supports girls engaging in STEM by building skills and knowledge to engage in projects that require creativity, critical and creative thinking, collaboration, and communication.

Project example

Students designed a maker space – an area where students collaborate to make or create using various materials and technologies. They:

• interviewed students and staff to assess needs and parameters
• researched possibilities and sought advice from designers and product specialists
• used mapping skills to develop and work with plans
• used SketchUp to turn 2D plans into 3D models

The design components were purchased, constructed, and presented to other school students for their enjoyment.

Benefits

The girls STEM club program is demonstrating its impact on student engagement, skill development, and future aspirations through:

• Growth in participation – a significant increase in interest from girls wanting to enrol in the program.
• Embracing STEM concepts – girls actively engage with complex topics and activities, dispelling stereotypes and demonstrating their inherent capacity for success in STEM fields.
• Sharing knowledge and passion – girls readily share their learning and achievements in a collaborative environment, presenting and creating their work, discussing new ideas, and learning from each other, creating a vibrant atmosphere and passion for STEM.
• Dedicated learners – the commitment to STEM extends beyond scheduled sessions, students utilise breaks and free time to further explore projects and concepts, revealing a deep and self-directed interest in these subjects.
• Envisioning STEM futures – career discussions spontaneously occur during STEM club, with girls actively exploring possibilities, sharing connections with STEM professionals they know, and building aspirations for their future careers in diverse STEM fields.
• Building confidence and skills – the program provides an additional supportive environment where girls develop their technical skills (problem-solving, critical and creative thinking and collaboration) and their social and emotional confidence to pursue their passions and build upon their individual strengths.
• Breaking barriers and empowering growth – girls are gaining the confidence to embrace STEM subjects traditionally perceived as male-dominated through engaging activities and positive role models.

This program represents a valuable mechanism for nurturing girls' interest in STEM, equipping them with essential skills, and opening doors to exciting career possibilities.

Promoting STEM pathways

The school connects with the CSIRO STEM Professionals in Schools program to engage with industry specialists. Industry professionals have worked with the girls to support them in their projects. For example:

• female scientists have worked with students on aspects of neuroscience and talked to the school about STEM professions
• a female architect worked with the girls on their bush cafe designs.

Experiences such as these have positively impacted students by helping them understand that males or females can work in STEM careers. This is supported by teachers who understand that anyone can bring a different perspective to the profession.

Advice for other schools

Show students how STEM can have an impact locally by engaging with a wide range of authentic experiences at the school level and broadly by linking with institutions and researching global challenges.