"Local Investigations of Natural Science (LIONS)" engages grade 5-8 students from University City schools, Missouri in structured out-of-school programs that provide depth and context for their regular classroom studies. The programs are led by district teachers. A balanced set of investigations engage students in environmental research, computer modeling, and advanced applications of mathematics. Throughout, the artificial boundary between classroom and community is bridged as students use the community for their studies and resources from local organizations are brought into school. Through these projects, students build interest and awareness of STEM-related career opportunities and the academic preparation needed for success.
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TEAM MEMBERS:
Robert CoulterEric KlopferJere Confrey
The 21st century's information economy is creating more jobs that require not only a college education but also at least some expertise in the fields of science, technology, engineering and math, collectively known as STEM. In order to stay competitive in the global marketplace and provide our children with the best chance to succeed in life, we must get more students on the STEM path. Combining STEM learning with afterschool programming offers middle school students a fun, challenging, hands-on introduction to the skills they will need in high school, college and the work place. This MetLife
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.
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
Project LIFTOFF works with local, regional, and national partners to engineer statewide systems for Informal Science Education that inspire: YOUTH to pursue STEM education and careers through increased opportunities for quality, hands-on STEM learning. AFTERSCHOOL STAFF to facilitate STEM learning experiences that contribute to the overall STEM education and aspirations of youth in their programs. PROGRAM ADMINISTRATORS to encourage and support staff in the integration of STEM enrichment into the daily programming. STATE LEADERS to sustain and expand afterschool learning opportunities so that all students have access to engaging STEM experiences outside of the regular school day. Project LIFTOFF is dedicated to the development of the following essential elements of statewide systems for informal science education:
Access to appropriate STEM Curriculum for youth of all ages, abilities, and socio-cultural backgrounds that meets the needs and interests of individual community programs
Systematic STEM Professional Development that matches individual skills in positive youth development with abilities to facilitate discovery and science learning
A diverse Cadres of Trainers who will deliver the professional development, technical assistance and curriculum dissemination in their local communities
Authentic Evaluation of informal science efforts that determine the impacts on youth aspirations and the capacity of youth programs to provide quality STEM experiences
Local STEM education leadership to identify the ways in which collaborative education efforts can advance the development of 21st Century Skills and the preparedness for STEM workforce and higher education
Partnerships in support of youth development and informal science education that convene local, regional, and statewide organizations and stakeholders
To advance national initiatives and states' sySTEM engineering efforts, LIFTOFF coordinates an annual convening, the Midwest Afterschool Science Academy, that brings together national informal science experts, system leaders and youth development professionals to elevate the levels of science after school. The 5th MASA will be in the spring of 2014 in Kansas City, MO
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TEAM MEMBERS:
Missouri AfterSchool NetworkJeff Buehler
Evaluators sought to determine impact on math attitude and content knowledge of students (3rd - 6th grade), and math literacy workers (high school and college students), based on pre-post testing and observation of YPP after school programs, in which college and high school students teach math games to elementary and middle school students in marginalized and vulnerable communities. The study focused on the Chicago YPP site, 1 of 7 in the YPP national network. Increases in math attitude scores were not statistically significant, however in some instances evaluators found significant increases
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TEAM MEMBERS:
Norman LedermanYoung People's Project, Inc.
The intent of this project is to use social network methods to study networks of afterschool and informal science stakeholders. It would attempt to create knowledge that improves afterschool programs access to informal science learning materials. This is an applied research study that applies research methods to improving access to and enactment of informal science education programs across a range of settings. The investigators plan to collect data from 600 community- and afterschool programs in California, conduct case studies of 10 of these programs, and conduct surveys of supporting intermediary organizations. The analysis of the data will provide descriptions of the duration, intensity, and nature of the networks among afterschool programs and intermediary agencies, and the diffusion patterns of science learning materials in afterschool programs. The project will yield actionable knowledge that will be disseminated among afterschool programs, intermediary organizations, funding agencies, and policymakers to improve the dissemination and support of afterschool science learning opportunities. The project is focused on free-choice settings where every day the largest numbers of children attend afterschool programs at schools and in other community settings. It seeks information about what conditions are necessary for informal science programs to significantly impact the largest possible number of children in these settings.
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TEAM MEMBERS:
Barbara MeansAnn HouseCarlin LlorenteRaymond McGhee
The Cryptoclub: Cryptography and Mathematics Afterschool and Online is a five-year project designed to introduce middle school students across the country to cryptography and mathematics. Project partners include the Young Peoples Project (YPP), the Museum of Science and Industry in Chicago, and Eduweb, an award-winning educational software design and development firm. The intended impacts on youth are to improve knowledge and interest in cryptography, increase skills in mathematics, and improve attitudes towards mathematics. The secondary audience is leaders in afterschool programs who will gain an increased awareness of cryptography as a tool for teaching mathematics and adopt the program for use in their afterschool programs. Project deliverables include online activities, online cryptography adventure games, interactive offline games, a leader\'s manual, and training workshops for afterschool leaders. The project materials will be developed in collaboration with YPP staff and pilot tested in Year 3 at local afterschool programs and YPP sites in Chicago in addition to four national sites. Field testing and dissemination occurs in Year 4 at both local sites in Chicago and national locations such as afterschool programs, science centers, and community programs. Six 3-day training workshops will be provided (2 per year in Years 3-5) to train afterschool leaders. It is anticipated that this project will reach up to 11,000 youth, including underserved youth in urban settings, and 275 professional staff. Strategic impact resulting from this project includes increased awareness of cryptography as a STEM topic with connections to mathematics as well a greater understanding of effective strategies for integrating and supporting web-based and offline activities within informal learning settings. The Cryptoclub project has the potential to have a transformative impact on youth and their understanding of cryptography and may serve as a national model for partnerships between afterschool and mentoring programs.
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TEAM MEMBERS:
Janet BeissingerSusan GoldmanDaria TsoupikovaBonnine Saunders
Building Demand for Math Literacy is a comprehensive project designed to increase arithmetic and algebraic mathematical competency among underserved youth, as well as high school and college students trained as Math Literacy Workers. This project builds on the success of the nationally renowned Algebra Project that is designed to foster mathematics achievement among inner city youth. Math Literacy Workers will deliver after school activities to African-American and Hispanic youth in grades 3-6. In addition to offering weekly math literacy workshops, Math Literacy Workers will also develop and implement Community Events for Mathematics Literacy and activities for families in the following cities: Boston, MA; Chicago, IL; Jackson, MS; Miami, FL; Yuma, AZ; New Orleans, LA; San Francisco, CA and Newark, DE. The strategic impact will be demonstrated in the knowledge gained about the impact of diverse learning environments on mathematics literacy, effective strategies for family support of math learning, and the impact of culturally relevant software. Collaborators include the Algebra Project, the TIZ Media Foundation, and the Illinois Institute of Technology, as well as a host of community-based and educational partners. The project deliverables consist of a corps of trained Math Literacy Workers, workshops for youth, training materials and multimedia learning modules. It is anticipated this project will impact over 4,000 youth in grades 3-6, 700 high school and college students, and almost 4,000 family and community participants.
Voyage of Discovery is a comprehensive and innovative project designed to provide K-12 youth in Baltimore City with an introduction to mathematics, engineering, technology, environmental science, and computer and information science, as it relates to the maritime and aerospace industries. The Sankofa Institute, in partnership with the Living Classrooms Foundation and a host of marine, informal science, community, and educational organizations, collaborate to make science relevant for inner-city youth by infusing science across the curriculum and by addressing aspects of history and culture. Youth are introduced to historical, current, and future innovations in shipbuilding as a means to learn the science, mathematics, and history associated with navigation, transportation, environmental science, and shipping. Activities will take place at the Frederick Douglass-Isaac Myers Maritime Park and Museum where students participate in intensive afterschool, Saturday, and summer sessions. Families are invited for pre-session orientation meetings and again at the end of each session to observe student progress. This project will provide over 3,900 K-12 youth with the opportunity to learn mathematics (algebra, geometry, and trigonometry), physics (gravity, density, mechanics), design, and estuarine biology while participating in hands-on sessions. Project deliverables include a 26-foot wooden boat, a working model of a dirigible, a submarine model, and pilot control panel models, all constructed by students and subsequently incorporated into exhibits at the USS Constellation Museum. The project also results in the production of two curricula--one each on celestial navigation and propulsion. Voyage of Discovery informs the literature on inquiry-based informal science education programs and strategies to engage minority and low-income youth in learning science and technology.