Like any great scientist, one of our key objectives is to measure and gather data to help inform our work and provide valuable information to the greater STEM community.

Focusing on attitudinal development, mentoring, and familial and community engagement Project Scientist programs create an environment and atmosphere that foster self-discovery, self-confidence, and encourages girls to envision themselves in non-traditional roles and fields.

How does Project Scientist determine success?

The need for Project Scientist was based off a vast amount of research that shows girls with a high skill, aptitude, and talent for the STEM fields are not currently served, or identified at a young age. They are not provided STEM opportunities at a pace, depth, and breadth commensurate with their talents and interests.

Learn more about the Research »

At Project Scientist our success is measured by the increase in number of girls and women in STEM majors and careers. We exist to create scientists that will solve our world’s most pressing issues. And, we have made great progress...

Harvard University's Dimensions of Success Program in Education, Afterschool, and Resiliency (PEAR) Academy 2016 Observation Report

Click report image below to view full report. 


OR View the summary below

Highlights from University of North Carolina Charlotte:

2018 Key Findings: 

2018 Key Findings

2017 Key Findings:

2016 Key Findings:

2015 Key Findings:

The internationally recognized Draw A Scientist Test was issued every Monday and Friday.  Past national tests have resulted in only 28 girls and no boys drawing a female scientist, out of 5,000 children.  UNCC results from summer 2014:

  • At the end of the week, students had less stereotypical depictions of who a scientist is/what a scientist does.

  • Students who spent five weeks at camp drew the least stereotypical pictures.

Highlights from Harvard research summer 2014:

  • Student interest in science was higher at the end of the Project Scientist  Academy compared to the beginning. 

  • Students were significantly more likely to see themselves as a scientist, and have met a woman scientist after participation in Project Scientist Academy.

  • Students were significantly more likely to have higher amounts of science career interest and science career knowledge at the end of Project Scientist compared to the beginning.

  • Overall,  students reported positive changes in indicators of social-emotional/21st century skills after participating in Project Scientist programs.

Short-Term Goals:

  • Number of interested females identified and enrolled in the programs - In just five years we've grown from serving 95 girls to serving over 1,500

  • PS participants perception and attitudes toward their future in STEM - outcomes proven by Harvard and University of North Carolina Charlotte 

  • PS participants entry into STEM majors and careers and achieved science awards and scholarships

  • Cultivation of best practices for mentoring, curriculum and teacher development in STEM - Provided Professional Development for over 100 teachers on STEM equity teaching strategies in partnership with Sci-Girls.  Recognized as a Sci-Girls partner and trainer, enabling us to be one of the few organizations using this PBS created and National Science Foundation funded curriculum.

  • Execute public relations and marketing efforts to change society's perception of girls in STEM

Long-Term Goals:

  • Build nationwide model and increase the number of women in STEM majors and careers

  • PS alumni will be positioned as leaders in the field that solve some of our world’s most pressing issues

  • PS research will raise the caliber of STEM communities that work with girls/women