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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The Coalition for Science After SchoolThe Coalition for Science After SchoolProject Exploration
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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The Coalition for Science After SchoolKaren Stratvert
The Coalition for Science After School was launched January 28, 2004 at the Santa Fe Institute, home to the world’s leading researchers on the study of complexity. Against the dazzling backdrop of the New Mexican mesa, 40 educational leaders from diverse but overlapping domains—science, technology, engineering and mathematics education and after-school programs—met to grapple with three emerging, important trends in youth development and science learning in this country: 1. An explosion in the number of U.S. youth attending after-school programs, and increasing links between school and after
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The Coalition for Science After SchoolLeah Reisman
The "Setting the Agenda for Giant Screen Research" workshop was conducted at the 2013 Association of Science-Technology Centers (ASTC) conference held in Albequerque, NM. This document outlines the workshop agenda and background reading. The purpose of this workshop is to create a working document that details key questions and proposals for giant screen research.
In September 2008 the Greater Screen Cinema Association (GSCA) hosted the one-day symposium Connecting Society with Science: the Greater Potential of Giant Screen Experiences. Funded by the National Science Foundation (NSF), the symposium was held in Jersey City, New Jersey, one day before the GSCA International Conference and Trade Show.
Designed learning environments like museums have the potential to change the way that families think and talk about scientific topics together in everyday contexts like the home. The current study examines the affect of a visit to a museum exhibit highlighting the processes of manufacturing on the ability of parents and children to talk about how familiar objects are made. A model for family knowledge building is also presented as a means of assessing whether parents and children improved their understanding of manufacturing processes after their museum visit. A simulated home activity
From March 26-28, 2014, the Coalition for Science After School (CSAS) hosted its final summit, Passing the Torch: Advancing Opportunity for Quality Science Learning. The Summit was intended to: (1) celebrate a decade of progress in strengthening and expanding STEM learning opportunities in out-of-school time; (2) call attention to critical issues in ensuring that all young people have opportunities for quality STEM experiences in their local communities; and (3) stimulate ideas, strategies, partnerships and commitments to continue to increase opportunities for quality STEM experiences across
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TEAM MEMBERS:
The Coalition for Science After SchoolLeah Reisman
To explore how the United States can harness the powerful features of digital games for learning, the Federation of American Scientists, the Entertainment Software Association, and the National Science Foundation convened a National Summit on Educational Games, on October 25, 2005 in Washington, DC. The Summit brought together nearly 100 experts to discuss ways to accelerate the development, commercialization, and deployment of new generation games for learning.
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Federation of American ScientistsHenry Kelly
New mobile device features and the growing proportion of visitors carrying mobiles allow the range of museum exhibit design possibilities to be expanded. In particular, we see opportunities for using mobiles to help exhibits scale up to support variable-sized groups of visitors, and to support collaborative visitor-visitor interactions. Because exhibit use is generally one-time-only, any interfaces created for these purposes must be easily learnable, or visitors may not use the exhibit at all. To guide the design of learnable mobile interfaces, we chose to employ the Consistency design
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TEAM MEMBERS:
Priscilla Jimenez PazminoLeilah Lyons
resourceresearchProfessional Development, Conferences, and Networks
This poster session showcases ten examples of expertise development in everyday domains of personal relevance and consequence to learners. The collection of cases highlighted in the posters stem from ethnographic research studies investigating learning from socio-cultural-historical perspectives. In each poster, authors describe their ethnographic project, explicate a case of expertise development, and detail the specific learning processes, practices, and pathways associated with that expertise development. Implications for understanding personally relevant and consequential learning for the
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TEAM MEMBERS:
Leah Brickler
resourceresearchProfessional Development, Conferences, and Networks
This paper describes a frequently-overlooked aspect of embodied interaction design: physical effort. Although exertion is the direct goal of many embodied activities (e.g., exergames), and is used indirectly to discourage certain user interactions (as with affordances), exertion has not been used to support direct expressive interaction with an embodied system. Situating exertion in both psychological and physiological literature, this paper suggests guidelines for employing exertion as more than just an incidental component of proprioception in embodied interaction designs. Specifically, the
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TEAM MEMBERS:
Leilah LyonsBrian SlatteryPriscillia JimenezBrenda LopezTom Moher
resourceresearchProfessional Development, Conferences, and Networks
Science, technology, engineering, and mathematics (STEM) permeate the modern world. The jobs people do, the foods they eat, the vehicles in which they travel, the information they receive, the medicines they take, and many other facets of modern life are constantly changing as STEM knowledge steadily accumulates. Yet STEM education in the United States, despite the importance of these subjects, is consistently falling short. Many students are not graduating from high school with the knowledge and capacities they will need to pursue STEM careers or understand STEM-related issues in the
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Steve OlsonJay LabovNational Research Council