In 2006 the Coalition for Science After School, under a subcontract from SEDL as part of their U.S. Department of Education grant, began an investigation of the potential of out-of-school time programs as a network of early support for advanced STEM coursework, including Advanced Placement courses and their prerequisites. This undertaking responded to research findings that math and science are "critical filters," that continuation in STEM education and careers depends on opting for sequential and rigorous courses, and that young people need messages and preparation that encouraged them to
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TEAM MEMBERS:
The Coalition for Science After SchoolLynn Dierking
In 2006 the Coalition for Science After School, under a subcontract from SEDL as part of their U.S. Department of Education grant, began an investigation of the potential of out-of-school time programs as a network of early support for advanced STEM coursework, including Advanced Placement courses and their prerequisites. This undertaking responded to research findings that math and science are "critical filters," that continuation in STEM education and careers depends on opting for sequential and rigorous courses, and that young people need messages and preparation that encouraged them to
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TEAM MEMBERS:
The Coalition for Science After SchoolYolanda S. George
In 2006 the Coalition for Science After School, under a subcontract from SEDL as part of their U.S. Department of Education grant, began an investigation of the potential of out-of-school time programs as a network of early support for advanced STEM coursework, including Advanced Placement courses and their prerequisites. This undertaking responded to research findings that math and science are "critical filters," that continuation in STEM education and careers depends on opting for sequential and rigorous courses, and that young people need messages and preparation that encouraged them to
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TEAM MEMBERS:
The Coalition for Science After SchoolNicole YohalemAndrew Shouse
The Coalition for Science After School was initiated through two NSF-funded meetings in 2004 and 2005 that brought science education and out-of-school time leaders together to explore strategies for further merging the two fields. Through the second conference, held in Marina del Ray, CA, a blueprint for CSAS was designed and finalized. Under the leadership of an eight-member Executive Committee, an expanded 20-member Steering Committee, and acting director Bronwyn Bevan, CSAS was launched with 40 members. The meeting report, A Blueprint for Action (2007), laid out CSAS priorities and
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TEAM MEMBERS:
The Coalition for Science After SchoolThe Coalition for Science After School
In 2008 the Coalition for Science After School and Afterschool Alliance published an issue brief on STEM in out-of-school time, "Afterschool programs: At the STEM of Learning."
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TEAM MEMBERS:
The Coalition for Science After SchoolThe Afterschool Alliance
In 2009 the Coalition for Science After School hosted the First National Conference on Science and Technology in Out-of-School Time. Funded by the Noyce Foundation, with additional support from Science Chicago, the Motorola Foundation, and the United States Department of Education, the meeting took place in Chicago, IL and resulted in a 2009 report, "A Watershed Moment."
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TEAM MEMBERS:
The Coalition for Science After SchoolThe Coalition for Science After SchoolProject Exploration
During 2008, CSAS worked to document the key projects, resources and people working to incorporate STEM learning opportunities as part of out-of-school time programs. This work resulted in the formation of three communities of practice: Staff Capacity and Professional Development, Development of STEM Learning Activities, and Programs and Program Improvement. The purpose of these communities of practice was to strengthen the intellectual foundation of out-of-school time STEM education, and provide the professionals who serve the out-of-school time field with common concepts, models and
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TEAM MEMBERS:
The Coalition for Science After SchoolThe Coalition for Science After School
In preparation for its sunset of operations, the Coalition for Science After School Steering Committee decided to organize a Summit, Passing the Torch: Advancing Opportunity for Quality Science Learning. The meeting took place in March 2014, hosted by the Exploratorium in San Francisco. An invited group of sixty leaders came together from across the STEM education, youth development, and out-of-school time communities to assess the accomplishments, challenges, gaps, and essential resources needed to provide quality STEM learning opportunities for all youth, and to pass the torch for making
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TEAM MEMBERS:
The Coalition for Science After SchoolKaren Stratvert
In 2007, CSAS Steering Committee member Lucy Friedman and Sylvia James from the National Science Foundation published a chapter on STEM in out-of-school time in Afterschool Advantage by Foundations, Inc.
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TEAM MEMBERS:
The Coalition for Science After SchoolLucy FriedmanSylvia James
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