Learning In and Out of School in Diverse Environments is the product of a two-year project during which a panel convened by the LIFE Center (an NSF Science of Learning Center) and the Center for Multicultural Education identified important principles that educational practitioners, policy makers, and future researchers can use to build upon the learning that occurs in the homes and community cultures of students from diverse groups. This report lays out an argument for focusing on cross setting learning as key to equity in STEM education.
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TEAM MEMBERS:
The LIFE Center (The Learning in Informal and Formal Enivronments Center)University of WashingtonJames BanksKathryn AuArnetha BallPhilip BellEdmund GordonKris GutierrezShirley HeathCarol LeeYuhshi LeeJabari MahiriNa'ilah Suad NasirGuadalupe ValdesMin Zhou
resourceresearchProfessional Development, Conferences, and Networks
Funding for informal science education in the United States is shifting. Federal funds once dedicated exclusively to the informal science education field are decreasing; competition for those funds is increasing. And there is a growing anti-science movement that threatens to drown out the field’s financial concerns. These reverberations are felt in everything from the specific rejection of the science behind climate change to the general elimination of science reporting in U.S. news outlets. Overall, these changes signal an urgent need for the field of informal science education to position
This paper from Phi Delta Kappan describes how growing inequality threatens American education. One of the leading indicators is the amout of resources spent on young people during their out-of-school time.
This short video entitled "Urban Science for the Hip-Hop Generation: The Documentary" provides an overview of a research program led by Chris Emdin of Teacher's College in NYC. Professor Emdin has designed a science program that builds on students' cultural and personal resources to engage students in STEM learning from a position of familiarity and strength. This is a powerful example of making STEM culturally relevant to students as a way to engage and excite them in learning.
An annual conference gathers young Native Americans from several states and many tribes to celebrate their culture, deal with issues they face in their communities, and get involved in tribal and state political issues.
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TEAM MEMBERS:
Sara Hill
resourceresearchProfessional Development, Conferences, and Networks
BELL (Building Educated Leaders for Life) cut training costs by two-thirds and improved outcomes for students in its summer program by developing e-learning modules for program staff and managers.
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TEAM MEMBERS:
Matthea MarquartZora Jones RizziAmita Parikh
resourceresearchProfessional Development, Conferences, and Networks
An effective youth development-based training program includes such key elements as building trust, engaging participants, and setting high expectations. This article presents practical suggestions and a useful checklist for program planners.
This paper examines "New Faces, New Places: An Introduction to Science, Technology, Engineering, and Math," a program designed to promote the formation of 4-H STEM programs to engage urban youth in science learning.
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TEAM MEMBERS:
Walter BarkerEric KillianWilliam Evans
Supervising youth workers is a challenging, demanding job in a complex field. Too frequently youth workers get mired in reacting to the everyday crises that dominate their work, finding it difficult to rise above the daily demands to reach a place where reflection can help guide their work. Strategies based in action research can empower youth work supervisors to invest in their own growth and in the continuous improvement of their programs.
Exemplary career programming overcomes the obstacles to engaging older youth and shows them how to find the "next rung on the ladder." This article draws from several disciplines to integrate what is and is not known about engaging youth in career programming during out-of-school time.
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TEAM MEMBERS:
Kathryn HynesKaylin GreeneNicole Constance
The “shared research dialogue” that emerged from the collaborative atmosphere of inquiry in a college out-of-school time (OST) certificate course suggests that developing the capacity for reflective practice is an important component of OST professional development.
A survey of out-of-school time administrators and staff shows that professional development can influence providers' willingness and ability to include children with special needs in their programs.
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TEAM MEMBERS:
Jane SharpElizabeth RodasAlan Savodnik