I am currently working on two STEM studies that I hope will transform the conversation on STEM research.

The first study attempts to link STEM success with musical instrument mastery. This study is based on years of observation in K-12 administration and volunteer hours in high school music programs. My observations showed that there was a correlation (real or perceived) between high academic achievement and musical instrument mastery for grades 5 through 12. The research literature is almost evenly divided on the topic of the influence of music on math and science achievement but none ties musical instrument mastery to high achievement in STEM curriculum.

The second study attempts to show that the research on women and girls in STEM curriculum and careers misses an important variable. My research study assumes that the missing variable is artistic expression and creativity. The majority of women and girls tend to be more artistically and creatively expressive than their male counterparts, which affects how they learn and interpret the STEM curriculum. My assumptions are that if STEM-related curriculum and careers allowed more artistic and creative expression, then women and girls will not only improve in STEM achievement but will be more attracted to STEM careers. I further propose that the technical and engineering components of STEM be less emphasized and the science and math components are more emphasized. This is a departure from the STEAM (science, technology, engineering, art, and math) community of thought and more of a SMart (science, math, and art) community of thought. My working title for this study is "Are Girls Too SMart for STEM?"