1.jpeg-4

The Code Busters: The Girls Who Code Outreach Program at Cornell

Founded in 2013, Women in Computing at Cornell aims to increase the visibility of women in computing fields. The organization empowers and advises women in academic, social and professional settings and helps young girls pursue their passions in computing. One WICC program, the Girls Who Code Outreach Program, aims to solve the gender disparity in the tech industry. According to Stephanie Shum ’20, vice president of the WICC Outreach program, the GWC club has two classes offered every Sunday for middle school and high school students in the greater Tompkins community. Their lessons are typically taught in JavaScript but also utilize HTML, CSS, Arduinos and GitHub.

In a bid to raise the profile of women in STEM, members of the Cornell and Ithaca community participated over the weekend in the Women in the Sciences’ Wikipedia Edit-a-Thon — an annual event where volunteers gather to create or expand upon entries in the online encyclopedia.

Wikipedia Edit-A-Thon Celebrates Women in STEM

The Sunday event — which coincided with Ada Lovelace Day, which celebrates the contributions of one of history’s first computer programmers — was organized by librarians Selena Bryant of Mann Library, and Wendy Wilcox of Olin Library.

Picture1

BARAN | STEM and Humanities? Apples and Oranges.

“Yeah, I’m a bioengineering major,” he says, his eyes shifting upwards as he does so. He knows what they’re thinking. The flash of admiration in their eyes and the almost-almost-imperceptible deference in conversation tell all. My friend Rollin is the smartest person I’ve met, and he deserves this treatment. But not for the simple reason that he is a majoring in biological engineering.

Screen-Shot-2015-10-08-at-12.42.00-AM

Funding Art is Important: A Defense of Cornell Cinema

Cornell is not a university specifically reserved for the STEM disciplines. We were founded under a proud cosmopolitan banner of “Any Person, Any Study,” and we differ from MIT or CalTech in that we claim to offer the highest possible level of instruction in any field a person might choose. As a former PMA/English major I can say I was never belittled on campus, but I noticed an unquestionable lack of interest in funding arts departments and activities, compared to the hard sciences. This comes with the territory — the arts students tend to be far fewer in number than the STEM ones — but there is a very real danger that eventually, History, Philosophy, Comp Lit and Comm majors will have a far less rigorous education than the name of Cornell promises. The Schwartz Center has seen this with its extensive budget cuts passed seven years ago, and with its folding of three majors into one.

Editorial

EDITORIAL: Our Hope for Cornell Tech

This Wednesday marks the official opening of Cornell Tech on Roosevelt Island, the culmination of a series of events that began with the school’s founding at the Google office in Chelsea, New York. The vibrant, modern architecture sweeping through the campus is a nod to its goals of sustainability and innovation, and its curriculum is designed to explore intersections between many types of disciplines. We hope Cornell Tech becomes the best of its kind — an institution unparalleled in its ability to promote interdisciplinary learning and understanding between all corners of this contemporary world. Over the past several months, Cornell Tech has established partnerships with a diverse range of corporations and external organizations in hopes of allowing students to apply their skills in a variety of ways. This will allow Cornell Tech to realize its goal of bridging academia and industry.

Symbolic of the gender inequality in STEM, 1927's Solvay Conference on Physics featured only one woman, Marie Curie (bottom row; third from left)

New Study Offers Insight Into Gender Imbalance in Higher Education

Gender inequality in science, technology, engineering and math has been a long documented issue, but a new study coming out of the Cornell Center for the Study of Inequality offers encouraging evidence of avenues to bridge this divide. Dafna Gelbgiser, grad, and Kyle Albert, grad, found that green fields in higher education tend to bridge the gender divide in both STEM and non-STEM fields. Gelbgiser defined green fields as those that contribute to green jobs, which provide goods or have production processes that benefit the environment. Examples of such fields include environmental science and sustainability studies. Gelbgiser explained that both she and Albert were interested in studying green fields since they could track “what happens when a new field of study emerges in terms of gender inequality in those fields.”

According to Gelbgiser, green fields are unique because they do not have clear roots in other disciplines.