Digital media and technology are revolutionizing how, where and when children learn, compelling many educators to completely re-imagine what a learning experience looks like. At the core of effective digital media and learning is the principle that instructional strategies should be personalized and that technology is a tool that supports effective teaching and learning practices. Afterschool programs are an ideal setting for digital learning--excelling at providing interest-driven learning opportunities can learn at their own pace, participate in hands-on learning experiences, and engage in
Afterschool programs have long partnered with other youth-serving and community organizations to better meet the needs of their students. As interest and momentum grows around STEM programming in afterschool , partnerships become increasingly important in offering high-quality, hands-on STEM experiences for youth. This issue brief demonstrates several models of how afterschool programs are partnering with STEM-rich institutions like science centers and museums, universities and colleges, business and industry, and government agencies. The brief highlights the strengths of each type of STEM
The number of jobs requiring proficiency in the science, technology, engineering and math (STEM) fields is projected to grow by 17 percent between 2008 and 2018, which is almost double the growth of non-STEM occupations. Computing and engineering represent a majority of these STEM jobs, and it is important that students are prepared to take advantage of these opportunities. Afterschool programs represent an avenue to provide robust learning experiences in computing and engineering, especially as schools are under many constraints and pressures that might prevent them from offering these topics
Based on the Department of Education's National Center for Education Statistics' most recent report, 13 percent of public school students approximately 6.4 million students were identified as having a disability or other special need and served by a federally supported special education program. Research shows that, compared to students without disabilities, students with disabilities and other special needs face additional challenges as they move through school and into adulthood. However, inclusive learning environments where students of all abilities can take part in meaningful learning
WaterBotics is the underwater robotics curriculum and program that is being disseminated to four regions through a National Science Foundation grant, in collaboration with national and state partners. Its goal is to provide hands-on experiences for middle and high school age youth to engineering design, information technology tools, and science concepts, and to increase awareness and interest in engineering and IT careers. The curriculum, which can be used either in traditional classroom settings or in after-school and summer-camp situations, is problem-based, requiring teams of students to work together to design, build, test, and redesign underwater robots, or “bots” made of LEGO® and other components. Students use the NXT and LEGO Mindstorms® software to program their robots to maneuver in the water, thereby gaining valuable experience with computer programming. Teams must complete a series of increasingly sophisticated challenges which culminates with a final challenge that integrates learning from the prior challenges.
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TEAM MEMBERS:
Stevens Institute of TechnologyMercedes McKayPatricia Holahan
In 2006, Lucy Friedman of The After School Corporation and Jane Quinn of the Children’s Aid Society, both founding members of CSAS, published a commentary piece in Education Week entitled “Science by Stealth.”
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TEAM MEMBERS:
The Coalition for Science After SchoolLucy FriedmanJane Quinn
Across the country many schools and communities are trying to create and support efforts to institutionalize partnerships for learning, including those that rethink the use of time across the school day and year, and across the developmental continuum. These partnerships are not merely transactional in nature but rather transformative: partnering entities work together to integrate and complement their services with the shared goal of supporting children’s learning. Referred to by different terms—integrated, expanded, or complementary learning—the concept has one critical element in common
This review conducted by the National Institute on Out-of-School Time (NIOST) explores the current discussion and research findings on STEM (Science, Technology, Engineering, and Math) in out-of-school time and reflects on the ways the INSPIRE program model (see Appendix A) incorporates research-based practice in implementing STEM education experiences in out-of-school time. The purpose of the literature review and analysis project is to inform the INSPIRE program managers during the planning and implementation stage of INSPIRE.
Research in the out-of-school time (OST) field confirms that there is a strong connection between professional development (PD) for staff and positive outcomes for youth. According to Heather Weiss, Founder and Director of the Harvard Family Research Project (HFRP), professional development for those who work with children and youth is fraught with challenges and ripe with opportunity and specifically, the opportunity to increase staff quality, which experts agree is critical to positive experiences for children and youth (Weiss, 2005/2006). However, as Thomas Guskey (1998) states, "For many
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TEAM MEMBERS:
University of PennsylvaniaNancy Peter
This article describes how after-school programs can nurture young scientists and boost the country's scientific literacy. It makes a case for integrating science into high-quality afterschool programs.
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TEAM MEMBERS:
The After-School CorporationLucy FriedmanJane Quinn
Pipeline for Remote Sensing Education and Application (PRSEA), will increase awareness, knowledge and understanding of remote sensing technologies and associated disciplines, and their relevance to NASA, through a combination of activities that build a “pipeline” to STEM and remote sensing careers, for a continuum of audiences from third grade through adulthood. This program will be led by Pacific Science Center. The first objective is to engage 50 teens from groups underrepresented in STEM fields in a four-year career ladder program; participants will increase knowledge and understanding of remote sensing as well as educational pathways that lead to careers in remote sensing fields at NASA and other relevant organizations. The second objective is to serve 2,000 children in grades 3-5, in a remote sensing-based out-of school time outreach program that will increase the participant’s content knowledge of remote sensing concepts and applications and awareness and interest in remote sensing disciplines. PRSEA’s third objective is to engage 180 youth, grades 6-8, in remote sensing-themed summer intensive programs through which youth will increase knowledge of remote sensing concepts and applications and increase awareness and interest in educational and career pathways associated with remote sensing and NASA’s role in this field. The final objective is to engage 10,000 visitors of all ages with a remote sensing-themed Discovery Cart on Pacific Science Center’s exhibit floor. By engaging in cart activities, we anticipate visitors will increase their level of awareness and interest in the topic of remote sensing and NASA’s role in contributing to this field.
The NASA Science Research Mentoring Program (NASA SRMP) is an established mentoring program that presents the wonders of space exploration and planetary sciences to underserved high school students from New York City through cutting-edge, research-based courses and authentic research opportunities, using the rich resources of the American Museum of Natural History. NASA SRMP consists of a year of Earth and Planetary Science (EPS) and Astrophysics electives offered through the Museum’s After School Program, year-long mentorship placements with Museum research scientists, and summer programming through our education partners at City College of New York and the NASA Goddard Institute for Space Studies. The primary goals of the project are: 1) to motivate and prepare high school students, especially those underrepresented in science, technology, engineering and math (STEM) fields, to pursue STEM careers related to EPS and astrophysics; 2) to develop a model and strategies that can enrich the informal education field; and 3) to engage research scientists in education and outreach programs. The program features five in-depth elective courses, offered twice per year (for a total of 250 student slots per year). Students pursue these preparatory courses during the 10th or 11th grade, and a select number of those who successfully complete three of the courses are chosen the next year to conduct research with a Museum scientist. In addition to providing courses and mentoring placements, the program has produced curricula for the elective courses, an interactive student and instructor website for each course, and teacher and mentor training outlines.