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In part II of our Q&A with Teza employee Alexey Goldin, Alexey discusses STEM education and offers advice for young people interested in pursuing careers in science, technology, engineering and math. Make sure to check out part I of the conversation if you haven’t already seen it.

Can you tell us a little bit about your background in STEM?

I’ve been interested in physics since I was around 12 or 13 years old. There were a lot of popular publications back in the USSR where I grew up promoting math and science for kids, and some of them were quite high quality. I was going to Science Olympiads (they have similar U.S. events now) and I eventually managed to attend a high school in Kiev, the capital of Ukraine, with a focus on science and math.  We had good teachers who had a lot of freedom in selecting curriculum, so I learned a lot there. I went on to attend the Moscow Institute of Physics and Technology (just like Misha Malyshev), and hoped to pursue a career in space research afterwards.

After the fall of the Soviet Union, there was very little money left for research. I decided to apply to some U.S. universities and graduate programs and was eventually accepted to the University of Chicago. There I worked on radio astronomy projects with highly interesting people. I focused on cosmic microwave background radiation—the oldest type of radiation in the universe—and built detectors and designed radio telescopes.

After graduating in 2000, I went on to work at the NASA Jet Propulsion Laboratory for postdoctoral research. After shifts in funding caused cuts across many astrophysics programs, I switched gears to focus on the Space Interferometry Mission (SIM). After my time at SIM, and another round of funding cuts, I decided to switch gears yet again and ended up working in finance.

Do you have any advice for young people interested in pursuing a career in STEM?

First of all, science, math and engineering are incredibly interesting and fun. Would I still be dabbling in astronomy 12 years after giving up on a scientific career otherwise?  Secondly, science, math and engineering are great foundations for a career in our fast changing world. I managed to end up with a rewarding career surrounded by great people despite some setbacks along the way. My foundation in STEM was strong enough that I am doing challenging things that I had no idea existed when I started my career in science.

I know of many people who, with backgrounds similar to mine, became successful writers, business professionals, and company founders. Math, science and engineering open doors and teach you a different, more consistent and robust way of thinking, which can be applied to many situations.


 The following is a Q&A with Teza employee, Alexey Goldin. Alexey’s work on Tabby’s Star has been creating some impressive buzz, so we asked him to discuss his research and how he got interested in the subject. Make sure to check back in for the second installment! 

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What is Tabby’s Star?

Tabby’s Star was accidentally detected by an exoplanet-seeking satellite. The star changes brightness a lot (at times dimming by much as 20 percent). There is no known physical explanation for why this star, which is so similar to our Sun, can change its brightness so drastically. The standard hypothesis is that something is occluding its light. The subject became popular when someone hypothesized that super-powerful aliens were building structures to collect star energy (similar to an unfinished Dyson sphere)!

I looked at the data carefully alongside Valeri Makarov of the U.S. Naval Observatory in Washington, D.C., and we came to the conclusion that there is another weak, but probably unrelated, object close to this star’s line of sight. It is just accidentally there. We believe there is a lot of space junk (e.g., comets, some protoplanetary material) associated with that other, weak and almost invisible object that is occluding Tabby’s Star. It’s not as fun as aliens, but it is more likely.

Can you tell us about how you conducted the research?\

Valeri is my former colleague. We worked together on SIM mission. Before that I did not have experience with astrometry and optical astronomy –this was entirely new field for me. As a result, Valeri and I worked closely together — he did most of the astronomy work while I focused on data analysis — to produce a series of articles beginning around 2007.

Why are you interested in Tabby’s Star?

This kind of work is interesting and exciting to me generally, even when we work with less famous objects. But I also find that this type of work is more pertinent to my role at Teza than you may think. To find a relevant trading signal we have to go through a large amount of data to find a weak signal. Astronomers (especially ones looking for exoplanets) often have to do the same.


A woman attends a buildOn Adult Literacy class in Nepal

The gender gap in science, technology, engineering and math (STEM) starts young – a recent survey found that young girls become interested in STEM subjects around the age of 11, but quickly lose interest by age 15. By the time young women reach college, only 6.7 percent graduate with STEM degrees, compared to 17 percent of men. While there are undoubtedly many factors influencing young girls’ decision to shy away from STEM, lack of female role models has been cited as a key issue.

That’s what makes several recent projects focused on spotlighting the important contributions of women in STEM so exciting. New magazines showcasing female scientists,  Google phone cases  honoring the American space program’s leading women, and LEGO’s women of NASA set all underscore the important role women have played throughout STEM history.  These and other initiatives highlighting STEM’s female superstars will continue to play an important role when it comes to inspiring women and girls of all ages to pursue careers in these fields.

ASAS Hour of Code

Through the support of organizations like After-School All-Stars, Misha Malyshev and the Teza Technologies team are working to inspire tomorrow’s STEM stars.



Research shows that by the first grade, young students seem to be embracing the stereotype that girls are not as good at robotics and programming as boys. Other recent reports have pointed to confidence as a major issue when it comes to female students and STEM – a study published in Frontiers in Psychology found that boys rated their abilities in math and science 27 percent higher than their female peers. That lack of confidence in girls seems likely to be a contributing factor towards decreased STEM opportunities for women. For example, the National Center for Women and Information Technology reports that women hold only 25 percent of computing related occupations.

While girls start internalizing the idea they aren’t as good at math and science at a young age, a recent report from the University of Washington provides a great approach for parents looking to combat STEM gender stereotypes. When 6-year-old girls participated in a computer programming activity involving robots, they showed more positive attitudes about their own STEM abilities. This study serves to underscore a point we’ve discussed before – when it comes to STEM education, getting an early start is key.

At Teza Technologies Misha Malyshev and team have been working closely with organizations to encourage children to develop an interest in STEM from an early age. Through the support of organizations such as Adler Planetarium and After-School All-Stars, we hope to inspire the next generation of scientists and coders.



Science, technology, engineering and math (STEM) jobs are growing at 1.7 times the rate of non-STEM jobs, but only 16 percent of high school seniors are interested in pursuing careers in these fields. While there has been a lot of conversation surrounding the role of the education system, engagement in STEM outside of school can be just as important when it comes to sparking youth interest in STEM.

It Starts at Home

Research shows that parents who talk to their high school students about the relevance of math and science can help to increase both competency and career interest in these fields. Alongside ongoing conversations about the importance of STEM, thinking of fun and interesting ways to incorporate STEM activities into children’s lives after school can also help inspire students.

  • Practical experiments: Instead of leaving STEM education to the books, try building a sand volcano or creating a roller coaster out of straw.
  • Mentorships: When it comes to high school-aged students, consider working on STEM literacy skills as a family or setting them up with a STEM mentor. Giving students an extra push outside of school is the key when it comes to fostering an interest in STEM careers.

Misha Malyshev and the rest of the Teza Technologies team are committed to inspiring the next generation of STEM stars through the support of organizations like After-School All-Stars and the Adler Planetarium.



Science, technology, engineering and math (STEM) skills are in high demand. STEM jobs are growing at 1.7 times the rate of non-STEM jobs, but only 16 percent of high school seniors reported interest in pursuing STEM careers. What’s more, there are serious racial and gender gaps when it comes to STEM education (a recent report from Google and Gallup found that black students are less likely to have access to computer science in the classroom).

That’s why we’re proud to present our new STEM resource guide. Developed in partnership with After-School All-Stars (ASAS), this guide provides information about the state of STEM education, ideas for ways to engage students in STEM activities at home, and information about the work we’re doing in partnership with ASAS to inspire the next generation of STEM superstars. Through this resource guide and other initiatives, the entire team at Teza Technologies is committed to highlighting the importance of STEM education.


From buzz surrounding the new film about NASA’s female mathematicians Hidden Figures to discussions about the opportunities for women in data science, there has been a lot of great news about women in STEM lately. One of the most exciting pieces of news is General Electric’s new campaign focused on closing the gender gap. GE has promised to place 20,000 women in technical roles by the year 2020, and is working towards equal gender representation in all of their entry-level technical roles. But our favorite part of this campaign is this inspiring commercial focused on female scientists – “What If Scientists Were Celebrities?

Misha Malyshev

When it comes to inspiring young girls and women to pursue careers in STEM, representation in films, television and other forms of popular media is essential. We applaud GE’s campaign to highlight the (often untold) stories of women in STEM. At Teza Technologies, Misha Malyshev and the rest of our team are working to inspire young children to pursue careers in STEM by supporting incredible organizations like After-School All-Stars and the Adler Planetarium.

Celebrate Computer Science Education Week!

Computer Science Education Week (CSEdWeek) is upon us! Organized by and held in recognition of trailblazing computing pioneer Admiral Grace Murray Hooper’s birthday (December 9, 2016), CSEdWeek is dedicated to inspiring students of all ages to take an interest in computer science! Students are also encouraged to try an “Hour of Code” – a one-hour tutorial (available in over 45 languages) geared towards showing students just how fun programming can be!

What you need to know about U.S. computer science education:

There are more than 500,000 unfilled computing jobs in the United States, yet only 42,969 computer science graduates from U.S. universities entered the workforce in 2015. Only 40% percent of K-12 schools teach computer science courses, and only 32 states allow these courses to count towards graduation requirements.  Furthermore, new research from Google and Gallup reveals that there are serious issues related to racial and gender diversity in the field. While black and hispanic students are more likely to be interested in learning computer science, these students have less exposure to computers. The same research revealed similar issues when it comes to girls – boys are 1.5 times as likely to be told they’d be good at computer science by teachers and 1.7 times as likely to receive the same encouragement from parents. Boys are also twice as likely to see someone like them doing computer science in the media.

Get involved with #CSEdWeek!

When it comes to encouraging a love for computer science, or any STEM subject for that matter, it’s important to start early. A recent survey asked a group of 1,000 middle school students around the U.S. if they preferred math homework or eating broccoli. The winner? Broccoli (by 56 percent).


Eat your vegetables! Math homework is less popular than eating broccoli for middle schoolers.

You don’t have to be a rocket scientist to get your kids interested in coding and STEM from a young age. There are toys, coding programs and afterschool programs all geared towards generating interest in science, technology, engineering and math. Additionally, check out this list of resources created especially for Computer Science Education Week.

While putting the focus on computer science is certainly important this week, it’s important to encourage children to pursue careers in computer science and other STEM fields year round. At Teza Technologies, Misha Malyshev and his team are working to inspire the next-generation of computer scientists and STEM heroes through the support of organizations like Adler Planetarium, buildOn and After-School All-Stars.



This is a guest post by two Teza employees, Kelly and Lou, about their recent volunteer experience at After-School All-Stars STEM CampUs event, sponsored by Teza Technologies. STEM CampUs is a five-day immersion program that prepares at-risk eight graders for high school and encourages them to explore careers in science, technology, engineering and math (STEM). Teza Technologies and Misha Malyshev are proud to support events like STEM CampUs that provide educational opportunities for students.



Lou: Focused on encouraging STEM pursuits

As a father of two children, it was great to be able to volunteer with a program focused on encouraging students to pursue an education and career in STEM. Both professionally and personally, this is a passion of mine. For example, my 11-year-old son is especially interested in video games, so I’ve been working to translate his love of video games into a broader understanding of STEM.

At STEM CampUs I had the opportunity to judge the STEM app competition. I was impressed by how much thought the students had put into their presentations. When we asked them questions it was clear they’d considered the different kinds of feedback they might receive from the judges and the audience. The thoroughness of their presentations and their overall preparedness was truly remarkable!

After the competition, Kelly and I were able to sit down with some of the students for dinner and one-on-one conversations. I was happy to answer their questions about pursuing a career in STEM and to share my experience majoring in computer science and how I came to work at Teza.

Overall I had a great time getting to know the students and learning more about their individual interests and goals. I’m looking forward to participating in more events like this in the future!


Kelly: Learning about students’ passion for STEM

While Lou was judging the STEM app competition, I enjoyed viewing the presentations as a member of the audience. Like Lou, I was very impressed with how much work the students had put into their creations!

For me, the best part of the event was talking with the kids during dinner. For example, I had a great conversation with a young girl who was hoping to attend Temple University in the future. She told me about how much she loves Philadelphia, her family and siblings, and how much she had enjoyed her time at STEM CampUs. I was blown away by her maturity – she was extremely goal-oriented and it was great to hear about her plans for the future and how ASAS was helping her along her path.

Overall, I was highly impressed with the event, and I’m looking forward to more ways that we can support ASAS in the future, including through ASAS’s Climb 4 Kids event in October!

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A Look at Why Women in STEM are Switching Careers

The science, technology, engineering and mathematics fields have historically been dominated by men. Although there are increased numbers of women working in STEM, there continues to be a lack of female representation. It was reported earlier this year that women comprise of just 28 percent of employed science and engineering professionals.

Why Women Leave STEM

For the women that go on to pursue careers in STEM, more than half leave them within a decade, which is close to twice the frequency of men in those fields. There have been many different reasons that have been introduced in regards to this occurrence, one being a difference in values between men and women. Whereas men focus more on short-term items such as cost reduction, hierarchy, and resource constraints, women value accountability, balance, continuous improvement, coaching/mentoring and empowerment. Although men also find bureaucracy and hierarchy to impede their achievement, they are more likely to endure the dissatisfaction and continue working. Women, on the other hand, tend to leave for another career when they encounter unnecessary obstacles in their work.

Another reason associated with women leaving STEM jobs is sexual harassment. This is more prevalent in Silicon Valley, where 60% of women have reported being the target of unwanted sexual advances from a superior and 90% have witnessed sexist behavior at company offsites and/or industry conferences. More statistics from the report can be found here.

Additionally, there is the perception that women do not have the traits needed to succeed in science. In a study done by Wellesley College, women were viewed as having communal characteristics such as caring and unselfish, whereas men were associated with agentic characteristics including competitiveness and courageousness. The study revealed that people tend to associate scientists with agentic characteristics and that women appear to be incompatible with science. These cultural stereotypes are creating barriers for the women of today and future generations of women that aspire to be engineers or scientists.

Shaping the Future of Girls in STEM

In recent years, there has been a push for not only increased STEM programs in schools, but also programs tailored to girls to peak their interest and open their eyes to new opportunities. Misha Malyshev and employees from his company, Teza Technologies, support many organizations including buildOn, Adler Planetarium, After-School All-Stars and After School Matters that provide programs that inspire young children to dream of being future engineers or coders. Such programs include Girls Do Hack, Hack Day, Noble STEM Expo, Hour of Code, STEM CampUs, and Junior Research Scientists. Throughout the programs, girls can gain confidence by supporting each other, build a network of peers and find mentors/role models. It’s through these and similar programs where they hopefully begin to break through barriers – where their thoughts are heard, their actions are admired and they are no longer looked upon as inferior.