Skip to main content

Community Repository Search Results

resource research Public Programs
The purpose of this toolkit is to provide library professionals and library workers who work with and for tweens and teens with materials and resources for professional development, outreach, collections, and programs to successfully integrate Science Technology, Engineering, and Mathematics (STEM) into programs and services.
DATE:
TEAM MEMBERS: Young Adult Library Services Association (YASLA) Erica Compton
resource research Public Programs
The John G. Shedd Aquarium’s Department of Learning Planning & Evaluation synthesizes learning research, develops evaluation plans with Learning Group staff, and assists with data analysis and interpretation for education programs. The Research Associate’s primary responsibility is reviewing literature, both research-based and practitioner-based, and synthesizing these findings into comprehensive research narratives. These narratives are used by staff members in the Learning Group to help them determine their suite of experiences and instructional strategies. Depending on the topic of the
DATE:
TEAM MEMBERS: John G. Shedd Aquarium Sue Magdziarz
resource research Media and Technology
One of the most recent additions to the range of Immersive Virtual Environments has been the digital fulldome. However, not much empirical research has been conducted to explore its potential and benefits over other types of presentation formats. In this review we provide a framework within which to examine the properties of fulldome environments and compare them to those of other existing immersive digital environments. We review the state-of-the-art of virtual reality technology, and then survey core areas of psychology relevant to experiences in the fulldome, including visual perception
DATE:
TEAM MEMBERS: Simone Schnall Craig Hedge Ruth Weaver
resource research Media and Technology
The National Science Foundation (NSF) has funded a number of informal STEM programs that provide funding for media producers, including public television (TV) stations, to provide children’s STEM programming in out-of-school-time (OST) settings. These projects typically include a children's TV series (animated or not) aired on the Public Broadcasting Service (PBS), plus resources such as hands-on activity guides, educator toolkits, and other materials that can be used to support STEM learning in OST settings. This paper explores the lessons learned from seven such programs and their respective
DATE:
TEAM MEMBERS: Christine Paulsen
resource research Public Programs
This paper describes initial findings from the Mapping Out-of-School Time Science (MOST-Science) study. The study examines the characteristics of out-of-school time programs and their home organizations, including aspects of program design, structure, funding, staffing, and youth audience. We then discuss how organization types differ in these program aspects and draw out implications for practice.
DATE:
TEAM MEMBERS: Sandra Laursen Heather Thiry Tim Archie Rebecca Crane
resource research Public Programs
Science, technology, engineering, and mathematics(STEM) programs in out-of-school time (OST) are designed to supplement school work, ignite student interest, and extend STEM learning. From interactive museum exhibits to summer-long science camps, opportunities for informal student engagement in STEM learning abound. What difference do these programs make, and how can we improve them? These questions preoccupy educators and funders alike. OST program developers and providers can benefit from understanding why evaluation is critical to the success of STEM OST programs, what data collection
DATE:
TEAM MEMBERS: Stephanie Wilkerson Carol Haden
resource research Public Programs
This article focuses on three approaches to STEM in out-of-school time that would be instructive for any organization seeking to develop STEM opportunities for teen girls. While Techbridge and Queens Community House focused on reaching populations most underrepresented in STEM—girls of color and those from immigrant and low-income families—the strategies they used could be applied to any population of adolescent girls.
DATE:
TEAM MEMBERS: Harriet Mosatche Susan Matloff-Nieves Linda Kekelis Elizabeth Lawner
resource research Public Programs
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.
DATE:
TEAM MEMBERS: Walter Barker Eric Killian William Evans
resource research Public Programs
Recognizing that schools can’t boost STEM performance alone, policy makers and educators have called for “all hands on deck” to boost STEM achievement, ignite passions in science, and expose students to STEM career possibilities.
DATE:
TEAM MEMBERS: Jessica Donner Yvonne Wang
resource research Public Programs
This article reflects on the author's experience leading the 21st Century Community Learning Center (21st CCLC) program, which aimed to create a "culture of STEM" for both participants and staff. The author describes the experience of the children, the training of staff, and places for improvement.
DATE:
TEAM MEMBERS: Michael MacEwan
resource research Public Programs
This article presents research on collaboration between the New York City Department of Youth and Community Development and the New York Academy of Sciences to provide STEM learning opportunities in out-of-school time.
DATE:
TEAM MEMBERS: Meghan Groome Linda Rodriguez
resource research Public Programs
Based on lessons learned from more than a decade of OST STEM programming for urban youth, Project Exploration proposes an alternative to the pipeline: Youth-Science Pathways. Youth-Science Pathways enable program providers to move beyond “pipeline” priorities to design for outcomes in which STEM learning experiences support young people’s social and emotional development. Changing the metaphor from a pipeline to pathway transforms the purpose of the educational effort: rather than an endeavor in which students’ experiences support STEM academic and workforce outcomes, STEM experiences are put
DATE:
TEAM MEMBERS: Gabrielle Lyon