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  • Date: 12/14/2016
    Resource Category: Peer-reviewed article
    Stephanie Spiris is a 12-year veteran teacher at George Washington High School in Denver, teaching courses in biomedical science (Figure 1). Last year, Spiris spent four weeks in a summer internship at Terumo BCT, a medical device company that focuses on blood processing for medical treatment and care. Decked in full lab gear and ready to learn, ... »
  • Date: 12/14/2016
    Resource Category: Peer-reviewed article
    Informal learning opportunities are increasingly being recognized as important for youth participation in authentic experiences at the intersection of science, technology, engineering, and math (STEM) (Dorsen, Carlson, and Goodyear 2006). These experiences may involve specialized equipment and dedicated time for learners to gain familiarity with ... »
  • Date: 12/07/2016
    Resource Category: Peer-reviewed article
    The Center for the Advancement of Informal Science Education defines informal STEM education as “lifelong learning in science, technology, engineering, and math (STEM) that takes place across a multitude of designed settings and experiences outside of the formal classroom.” The design of an informal experience can vary widely. On one end of the ... »
  • Date: 11/29/2016
    Resource Category: Peer-reviewed article
    Social media is increasingly being used by science communicators, journalists and government agencies to engage in discourse with a range of publics. Despite a growing body of literature on Twitter use, the communication of science via Twitter is comparatively under explored. This paper examines the prominence of scientific issues in political ... »
  • Date: 11/29/2016
    Resource Category: Peer-reviewed article
    This study of the science communication views and practices of African researchers ― academics at the National University of Science and Technology (NUST) in Zimbabwe ― reveals a bleak picture of the low status of public science engagement in the developing world. Researchers prioritise peer communication and pay little attention to the public, ... »
  • Date: 11/21/2016
    Resource Category: Peer-reviewed article
    According to the Harvard Family Research Project (2010), schools need collaborative partners to help children and youth thrive. For over a decade, afterschool programs have been positioning themselves as viable partners. After all, afterschool programs challenge students’ thinking, teach collaboration, and help children and youth find their ... »
  • Date: 11/21/2016
    Resource Category: Peer-reviewed article
    A skilled workforce is critical in high-quality out-of-school time (OST) programs (Smith, Devaney, Akiva & Sugar, 2009). However, the workshops commonly used to train OST staff are not adequately preparing practitioners to deliver quality programs that can benefit youth(Durlak & Weissberg, 2007; Smith et al, 2009). ... »
  • Date: 11/21/2016
    Resource Category: Peer-reviewed article
    STEM learning is a process that unfolds through dynamic interactions over time and across settings. Formal education in schools is not the only—or necessarily the most significant—context for STEM learning. ... »
  • Date: 11/21/2016
    Resource Category: Peer-reviewed article
    Out-of-school time (OST) youth programs are inherently difficult to assess. They are often very dynamic: Many youth interact with one another and with staff members in various physical environments. Despite the challenge, measuring quality is critical to help program directors and policy makers identify where to improve and how to support those ... »
  • Date: 11/21/2016
    Resource Category: Peer-reviewed article
    How can programs be exciting, innovative, and engaging when providers and youth do not have what they need? How can youth feel valued and respected when they are surrounded by worn-out and broken materials? ... »

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