Take Our Kids to Work

Take Our Daughters and Sons to Work^® Day
Thursday, May 10, 2012
Registration and excused absence forms and a volunteer schedule will be posted Spring 2012 for the 20th Anniversary Program.

Career Exploration for kids ages 8-11! Activities encourage confidence, inquisitiveness, and resilience through participation in activities that introduce them to the br

oad range of science-, environmental-, and engineering-based careers fostered at ESF. Session leaders supervise experiments or facilitate discussions and role-playing. Invited quests answer questions about what they do on the job, and why they like to do it. Many of our students and employees are also active in the larger community, and sometimes activities feature this aspect of their lives. Members of the ESF community serve as escorts between sessions.

Why daughters and why this age-range?
This national event was launched in 1993 by the Ms. Foundation as a response to studies by Harvard University, American Association of University Women (AAUW) and the Minnesota Women's Fund, which indicate that a girl's self esteem, confidence in intellectual development, and interest in math, science, and technology (and thus their chance at a variety of future jobs) plummet as they advance toward adolescence. Other studies have shown that girls are more likely to see themselves as scientists and engineers when they perceive these fields to be relevant to their lives. Girls even have fewer fictional role models, as children's literature and television generally feature boys in the starring and most other roles (SeeJane.org) or inappropriate role models (miss representation).

By encouraging girls to develop an early interest in careers that require math and science, and ultimately, maintain that interest as they grow up, we help ensure a more diverse, dynamic, and productive workforce in the future. Additional findings show that children, both girls and boys, assign gender to a host of professions, and it is therefore important for them to interact with female role models, and envision both women and men in a variety of careers. Former astronaut Sally Ride recommends introducing girls to women scientists to "allow them to put a female face on these careers." She also stresses the importance of involving parents and preventing the perpetuation of stereotypes that girls are not good at math or science.

We encourage you to look for additional options for your older or younger child, or for you to arrange to "shadow" you, a relative or family friend.

Why sons? The program was expanded in 2003 in response to comments by fathers that they, too, want balance between work and other aspects of their lives, and the realization that for girls to reach their full potential in the workplace, community, and at home, their future coworkers and partners must be encouraged to do the same.

When? The National "Take our Daughters and Sons to Work^® Day" is the fourth Thursday in April, and schools are encouraged to build on the program when kids return to regularly scheduled classes on Friday. However, ESF's program may be changed to a different date when laboratory spaces are available or to avoid religious holidays or statewide testing.

What about missing school? School districts may not recognize this as an excused absence, and you may need to make arrangements with your child's school. The excused absence form explains the ESF program, and should facilitate your communication with your child's teacher and/or principal.

What is the program format? The program is set up kind of like a school day. After you sign your child into "homeroom", your child will be in "classes" until you (or someone you designate) sign them out. There are few differences, of course: we have a heavier focus on science than the average middle school and make use of working laboratories, kids are escorted between all the activities, "PE" is focused on healthy work-life or life skills, many parents join their kids in our "lunchroom", and "homework" is voluntary. We hope that when you and your child discuss the activities, you will complete an evaluation form that we can use in developing next year's program.

Is there a fee? No. However, if you can help out by offering an activity, donating materials, escorting kids to and from sessions, or assist session leaders or planners that day or in preparation thereof, we welcome your support.

Sounds great, but I don't have kids. "Our" daughters and sons includes all the children in our lives. So bring nieces and nephews, grandchildren, neighbors and friends, and/or volunteer to facilitate an activity, escort kids to and from sessions, or to assist a session leader.

What else do I need to know ?
Space is limited, and registration is required. Registration forms will be available about one month prior to the program.

It takes a lot of coordination to make sure everyone gets where they need to be. The registration form includes room for you to let us know when during the day you can be available to help. This is not required for your child's participation, but is certainly appreciated by the organizers, and a fairly unobtrusive way for you to check in on your child during the day.

Lunch is provided. Our regular menu is make-your-own sandwich, chips, fruit, cookies and juice. For questions about food, contact Diane Kuehn (dmkuehn@esf.edu).

What sorts of activities do the kids do? We feature different activities each year so that children can try out a broader variety of careers and healthy lifestyle activities, and to share the benefits, and costs, of the programs across campus.

2011: Introductions were facilitated by Janine DeBaise. Artistic Wax (using chemistry to make crayons, keeping manufactured pigments, and one very special naturally derived one-Russian soil--suspended in wax, so its transferable to paper. Kelley Donaghey and Joy Logan). Sustainable Construction (Siting buildings correctly helps make the best use of natural light in windows and solar panels. And the same angle necessary for positioning those panels was used in the construction of functional sundials. Paul Crovella). Seed Bombs for Native Plant Biodiversity (compared caterpillar populations among the different microclimates of the quad, then headed to the greenhouse to mix potting media and imbed native seed within it in 'seed bombs' to use in enriching our yards, empty lots, or wherever butterflies would be welcome. Kathy McGrath and Caterhine Landis). EE Round Robin--the kids helped the Environmental Interpretation class try out their lesson plans in population dynamics (Oh, Deer--how do they respond to resource scarcity?), mini-herb gardens, and learned about tracks (Beth Folta and class). Forest Health and Management (what things do foresters and arborists look for in assessing individual tree health and development? looked at tree cookies, insect and fungal specimens, and took some measurements, too. Jess Gibson, Jessica Craft, Colin Bartholomew, and Bill Van Gorp). Bike Safety.Tish Jubinville from the National Safety Council shared rules for the road, guidelines for proper helmet use to ensure maximum protection, the importance of seeing and being seen by motorists, and even a computer game to test bike safety decision making. Acknowledgements: We thank Wegmans for providing lunches and snacks, the International Society of Arboriculture for temporary tattos, and J.L. Darling for the rite-in-the-rain notebooks, for each participant. Other support from the program came from the Provost's Office, Alumni Association/Campus Bookstore, Moon Library, Outreach, Centennial Hall, The Offices of the Vice President for Administration and Communication. We are greatly appreciative of the departments and individual laboratories for the time and supplies used in the activities.

2010: Introductions were facilitated by Janine DeBaise. The Chemistry of Art (how does dye work? how do jewelers get those cool colors of metal? Kelley Donaghy and Julie McGaulley), Tissue Culture: Plants in a Test Tube (phosphorescent and carnivorous plants, among others, Linda McGuigan), Engineering in Action: Landfills (how do civil engineers handle our waste stream? what can individuals do to make their jobs easier? Jennifer Smith), Paper Making (handcrafted paper--with some high tech help, Beth Arthur), The Dirt on Worms (various plants and animals serve as indicators of forest health--conservation biologists use tools and safety protocols to check out one of those species, and return it safely back home, Cait Snyder and Stacy McNulty), and African Dancing and Drumming (local artist Biboti Oukahilo transformed Nifkin Lounge into a introductory dance studio; everyone had a chance to try the instruments, as well as to learn one of the dances.) Kids also witnessed the Remote Sensing class attempt to launch a weather balloon from the Quad. Financial and other support for the program came from the Provost's Office, Alumni Association/Campus Bookstore, Moon Library, Outreach, The Office of the Vice President for Administration and The Office of Communication. We also thank the departments and individual laboratories for the supplies used in the activities.

2009: Dean Cynthia Sedgwick welcomed our kids to campus this year. Kids then headed to the chemistry lab to investigate polymers (as well as some oxymorons) with "Bouncing liquids, hard water and ice-less ice cream" (Kelley Donaghy/Julie McGaulley). They also checked out dilant properties of "Oobleck" (a suspension of cornstarch in water). Kids conducted a biodiversity survey with a biologist (Melissa Fierke), and participated in a demonstration of "Losing Your Habit." In "Engineering a Fountain" (Ted Endreny), they observed the height of a fountain as the velocity of water and the diameter of fountain were altered, and then used this information in the preliminary design of their own fountains. "Bits, Bytes, and Bugs" demonstrated how viruses and spyware snatch credit card information, social security numbers, and passwords; slow a computer down, and even corrupt pictures of Aunt Sue. Finally, kids learned the history of "Morris Dancing," as well as the songs and steps of two dances with Maria Hosmer-Briggs and others from the Bassett Street Hounds. Financial and other support for the program came from the Provost's Office, Alumni Association/Small Stores, Moon Library, The Office of the Vice President for Administration and The Office of Communication. Back to Top

2008: Introductions were facilitated by Janine DeBaise. Kids visited a botany lab to propagate moss (Shana Gross and Brittany Cronk), Outreach to discuss "food miles" (Nicole Werner), a chemistry lab to "extract from the environment" (Kelley Donaghy/Julie McGaulley), a soils lab to get "the dirt on dirt" (Ruth Yanai), the quad/greenhouses to determine "Ladybugs: friend or foe?" (Melissa Fierke and Terry Ettinger) and participated in a "self-defense/cardio-kickboxing seminar" (Marcia Barber). Financial and other support for the program came from the Provost's Office, Alumni Association/Small Stores, Moon Library, The Office of the Vice President for Administration, The Office of Communication, and Computing and Network Services. Supplies for activities were courtesy of the Departments of Chemistry, Environmental and Forest Biology, and Forest and Natural Resources Management. Back to Top

2007: Janine DeBaise introduced the program, and facilitated introductions. This year's sessions included Clean and Green: Household Chemistry (Becky Jarrell), Yoga (Mary Hagemann), Buds and Bugs (an ecotourism hike with Diane Kuehn), Landscape Architecture (Robin Hoffman), and We all need trees (can you identify which everyday items use wood ingredients? Many more than most would expect--Heather Engelman). Who am I? guests represented a wood decay specialist (Sue Anagnost), a hydrologist (Laura Lautz) and a environmental writing instructor (Maria Hosmer-Briggs). Financial and other support for the program came from the Provost's Office, Alumni Association/Small Stores, Moon Library, The Office of Communications, and Wegmans. Supplies for activities were courtesy of the Faculties of Chemistry and Landscape Architecture. Back to Top

2006: Janine DeBaise introduced the program, and facilitated introductions, asking each participant to tell a little bit about what they like to do, and what they might like to be when they grow up. Smaller groups then headed off to lessons in Microbiology (Annette Kretzer), engineering (The world in maps and images-Lindi Quackenbush), Information literacy (Internet scavenger hunt-Jo Anne Ellis), and Chemistry (Molecules in motion-a chemical expedition-Julie McGaulley). Who am I? guests represented analytical (Deb Driscoll) and environmental chemistry (Sarah Fitzpatrick). And because we hope our kids have a healthy work-life balance, they concluded the program with a cardio-kickboxing/self defense seminar (Marcia Barber, with trusty assistants Heather Engelman, Andrea Baird, and Tim Blehar). Financial and other support for the program came from Admissions, Alumni Association, Computing and Network Services, the Provost's Office, Moon Library, and News and Publications. Back to Top

2005: Raydora Drummer opened the program with "A cold wind blows", a diversity appreciation and get-to-know one another activity. The kids then divided into smaller groups to investigate chemistry (Amusing Molecules--Julie McGaulley and States of Matter--Marlene Braun), environmental law and policy (Pollution Solutions--Sharon Moran and Thane Joyal), and Landscape Architecture (Playground design--Scott Shannon). Special Who am I? guests Lee MacBeth and Heather LeFever were quizzed in 20-question style about what they do in the community. Now that their identities have been revealed by the inquisitive participants, we can share that Lee is the Watershed Coordinator for Skaneateles Lake, and Heather is a volunteer firefighter--she also teaches biology at Henninger High School. Back to Top

2004: Acclimatizing Venus Fly Traps (Linda Polin), Papermaking (Senior PSE students), Community Design (Ellen Soffa and Scott Shannon), Who am I? (Sue Senecah, Chris Langlois, Janet Marsden), Fun with Chemistry (Julie McGaulley)

2003: Microfungus among us (June Wang and Cathy Catranis), The Wonderful World of Chemistry (Venera Jouraeva), Who am I? (Tory Gray, Jim Williamson, Karin Limburg, Lisa Engelman), Going the Distance (Heather Engelman), Down and Dirty (Ruth Yanai)

Girls Inc., offers an annual Girls Summit Career Conference for 5th-10th graders.

Odean, Kathleen. 1997. Great Books for Girls: More than 600 books to inspire today's girls and tomorrow's women. Ballantine trade paperback. See description at http://www.randomhouse.com/rhpg/promos/greatbooks/

Great Science for Girls. Funded by the National Science Foundation, Great Science for Girls has seven programs operated by intermediary organizations to provide informal opportunities for elementary to high school grade girls to explore science. Some of the programs focus specifically on astronomy, women scientists, engineering, and scientific inquiry. Visitors can find basic information about the target audience of the program, the setting, how long each session takes, and the cost to the organization for materials is provided in the introduction to each program. The website provides "Evaluation and Results" and "Materials and Activities" information for each of the seven curricula, under the "Curriculum" tab. The "Resources and Research" tab has resources for practitioners, staff, organizations, role models, and, of course, girls. There is also a section on "Research" that provides access to documents like the "Status and Participation of Women in STEM", "Effective Practices in STEM", and "Afterschool Program Effectiveness". For any educator looking to encourage young women to discover STEM disciplines, this site is well worth a visit. [KMG]

Readings about girls and boys in American education:

Gender Gaps: Where schools still fail our children, American Association for University Women, 1998.

Ong, Walter, 1981. Fighting for Life. Cornell Univerisity Press.

Orenstien, Peggy. 1994. Schoolgirls: young women, self-esteem, and the confidence gap. Doubleday.

Sadker, Myra and Sadker, David. 1993. Failing at Fairness: How our schools cheat girls. Touchstone.

Shortchanging Girls, Shortchanging America: A Call to Action, American Association for University Women, 1991.

If your own career decisions were affected by previous participation in a Take our Daughters or Daughters and Sons to Work Day program, the Ms. Foundation would like to hear from you. Please use the link below to reach their survey.