Engaging Women with Context in Hard Science: A Visit to SpaceX

June 5, 2014 at 8:05 am 2 comments

After the NCWIT Summit, we had two days of meetings with ECEP State Partners and our Advisory Board, hosted by Debra Richardson at the University of California at Irvine. Then, Barbara and I got a chance to visit with Alan Kay for a few hours on Friday. As always, we came away with pages of notes and a long list of things to read and think about. All of these meetings were productive and interesting, but the next stage on our California adventure has had me thinking about how we teach hard science and hard computer science.

A former student at Georgia Tech and one of the first MediaComp Teaching Assistants, Jim Gruen, now works at SpaceX. He invited Barb and I to come up for a tour. We rented a car and drove to Hawthorne.

Barb-at-SpaceX

Barb at SpaceX

What an amazing place! The front third of the building are where the 40 programmers (“Everything is software,” Jim told us) sit with other engineers and developers. The back 2/3’s of the building is the factory floor where rockets are assembled. As you walk onto the floor, there is mission control to your right, and above your head is the actual Dragon capsule that first docked with the International Space Station. It is an inspiring sight as you walk onto the factory floor.

We saw rockets being built! Jim showed us where engines are being assembled into racks, where carbon composites are molded into parts, where detailed metal parts are made with 3-D (metal!) printers, and where the parts of the fuel tanks are welded together then painted. We saw the shop where they’re making prototype space suits. We saw via live video stream (on a giant TV on the wall of the developers’ floor) the amazing Dragon Taxi that was just recently unveiled. We saw lots of people (mostly men, unfortunately) working to build a future where humans are space-faring.

I was deeply impressed. SpaceX has a corporate goal to put human beings on Mars. What a noble goal! (Perhaps we could compare that to a corporate goal of, say, getting more people around the world to drink fizzy, flavored sugar-water?)

Jim does kernel-level hacking. He works on the boot sequence for the flight computer, networking, and device drivers. He showed us his current project. He is integrating in the module responsible for firing the rocket that will pull the astronauts off of the rocket in case there is an explosion during take-off.

I left the SpaceX feeling like I just had a glimpse of the future. The discussions when I tell people about our visit have had me thinking about how we prepare students for that future.

SpaceX is exciting and motivating to everyone I’ve talked to. Admittedly, I tend to hang out with people interested in science and engineering. Our daughters were jealous that we got to visit SpaceX. The other night, my 16 year old daughter had a girlfriend over for dinner, and the friend had questions for me about SpaceX.  I was shocked — my teenage daughter is telling her female friends stories about her parents’ adventures?!?  All the undergraduate and graduate students that I have told about SpaceX were impressed and had questions about our visit, both male and female students.

I do believe in the literature that suggests that women are socialized to be motivated to help people, and that efforts like service learning can motivate women to study CS. That’s part of the motivation for efforts like HFOSS. Many people are asking the question why women aren’t pursuing the “hard sciences.”

Maybe we’re using the wrong context in the hard sciences. Many people (not just women) don’t get too excited about physics, chemistry, and engineering. Everyone I’ve talked to is very excited about SpaceX. Working at SpaceX requires lots of “hard science.” The stuff that Jim is doing is low-level and geeky — rebuilding the Linux kernel stuff.  My kids are still fascinated about it. Maybe women and other students would be more excited about science if the connection was made to end goals like SpaceX and to helping get humans onto other planets.

Context matters for science education, as well as for computing education. As my colleagues Betsy DiSalvo and Amy Bruckman (2011) wrote:

Computer science is not that difficult but wanting to learn it is.

Maybe that goes for “hard science,” too.  SpaceX is a great reason to want to learn a lot of “hard science.”


 

Postscript: I told my daughters about this blog post.  One daughter said, “We’ve both been to Space Camp (in Huntsville).  Space Camp would be great except for that one annoying guy who always thinks he knows everything and wants to tell everyone all about it.” The other daughter agreed.  Context is important, but we have to get the social stuff right, too.

 

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2 Comments Add your own

  • 1. alfredtwo  |  June 5, 2014 at 8:33 am

    I think that students, male and female, often just want to “do stuff” not “learn stuff.” Often they have to learn things to do what they want and they seem fine with that. In fact better than fine with it.
    Most subjects students learn early that they have to learn them. Math, English, Social Studies, and a few more. But other subjects, often computer science included, they haven’t been socialized to see as something they have to do because it is part of school so they are more likely to search for other meaning to take or to do well in them.

    Reply
  • 2. gasstationwithoutpumps  |  June 5, 2014 at 12:27 pm

    I agree with alfredtwo about the “do stuff” vs. “learn stuff”. I’ve been getting good feedback from students on my “Applied Circuits for Bioengineers” class, because the class focuses on designing and building useful circuits, rather than on learning math or formulas. The students taking the course are mostly not interested in electronics, and the class is more work than almost anything else they take, but they do seem to get a lot out of. (I do include a fair amount of “metacognition” stuff in the class, in an attempt to get some transference to other fields of engineering.)

    Reply

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