Although virtual conferences have become commonplace in the age of COVID-19, this format poses both challenges and opportunities for organizers to design, implement, and engage participants in productive and connected ways. We created this brief to share an example of the process and lessons learned as we designed and hosted a virtual NSF-funded conference called: Mapping Connections Between STEM and Social-Emotional Development (SED) in Out-of-School Time (OST) Programs. This conference focused on identifying outcomes at the interface of STEM and SED in OST research and practice (e.g
Afterschool programs have emerged as a dynamic and vibrant setting for innovative STEM education and there has been rapid growth in this field over the past few years. Although many of the statewide afterschool networks are collecting data from afterschool providers in their states on afterschool STEM programming, this report offers the first national look at availability and access to afterschool STEM programs and parental attitudes and expectations for such programs. The America After 3PM survey is the most comprehensive study of how school-age children in the United States spend their after
Afterschool programs that provide strong STEM learning experiences are making an impact on participating youth not only become excited and engaged in these fields but develop STEM skills and proficiencies, come to value these fields and their contributions to society, and -- significantly -- begin to see themselves as potential contributors to the STEM enterprise. This paper summarizes evaluation data from a selection of strong afterschool STEM programs, providing a snapshot of the types of substantive impacts afterschool programs are having on youth.
The Coalition for Science After School (CSAS) was established in 2004 in response to the growing recognition of the need for more opportunities for STEM in out-of-school time, and the increasing attention being paid to out-of-school time programs. CSAS sought to build the field of STEM in out-of-school time by uniting science education goals with out-of-school time opportunities and a focus on youth development. Over a decade of work, CSAS Steering Committee members, staff and partners advocated for STEM in out-of-school-time settings, convened STEM in out-of-school time leaders, and created
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TEAM MEMBERS:
The Coalition for Science After SchoolLeah Reisman
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
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
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
In 2008, CSAS conducted a market study in partnership with the Center for Research, Evaluation, and Assessment (REA) at the Lawrence Hall of Science (LHS), University of California, Berkeley, with funding from the S. D. Bechtel, Jr. Foundation. The purpose of the market study was to help answer some highly practical questions for CSAS, including: Which after-school programs are "doing" science? What exactly are they doing? What are their needs? By collecting data that answered these questions, CSAS proposed to gain a greater understanding of existing science programs in after-school settings
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TEAM MEMBERS:
Bernadette ChiJason FreemanShirley Lee
In 2008, with funding from The Noyce Foundation, CSAS undertook a review of staff development for after-school STEM. A select group of CSAS members, representing key staff development providers, formed a community of practice. The discussions of that community, combined with the existing research base, were used to create this report. I hope you will find the report useful in defining the need for after-school STEM staff development, a range of strategies, and the priorities for future projects.
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TEAM MEMBERS:
Jason FreemanRena DorphBernadette Chi
The Out-of-School Time Resource Center (OSTRC) conducted literature searches of the UPENN library databases including PsycInfo, ERIC and Professional Development Collection for articles pertaining to promising practices in professional development and evaluating professional development. In addition to searching the library database, we conducted Google searches. We used various search terms and key words including the following: professional development and out-of-school time; professional development and program quality; promising practices and out of school time; professional development