Science, technology, engineering & math

STEM Documents

The OSTRC gathers and posts documents pertaining to STEM, informal science education, and opportunities to blend both with out-of-school time programming.

General STEM STEM, Girls and Minorities
STEM, Afterschool and Youth Development STEM Integration

 

General STEM

2014 STEM Funding Opportunities. (August 2014) This publication offers details on funding opportunities for STEM-related projects. Readers can find additional information at Stemgrants.com and are able to sign up for a mailing list. Stemgrants.com.

A Letter on STEM Education to America's Parents. (2012) This letter was written by The Committee on K-12 Education in Washington, DC. It explains their focus on Science, Technology, Engineering and Mathematics (STEM) education - not because other fields are unimportant, but rather because excellence in STEM will to a large degree form the basis of our children’s ability to obtain jobs; to defend themselves in a dangerous world; and to live healthy, happy, rewarding lives.

A Watershed Moment: The First National Conference on Science and Technology in Out-of-School Time. (2009) This publication documents the first National Conference for Science and Technology in Out-of-School Time and offers a series of essays and reports from conference participants. It provides a snapshot the ideas, issues, and themes emerging from this new field.

Advancing Research on Youth Motivation in STEM: A Report on the NSF ITEST Convening. (2013) This report outlines the discussions and outcomes of the Advancing Research on Youth Motivation in STEM Convening held at Boston College (Chestnut Hill, MA) in September 2011. The convening was hosted by the ITEST Learning Resource Center (LRC) at Education Development Center, Inc. (EDC). Stelar.  

Advancing STEM Learning Across the Educational Pipeline: Statewide Efforts in Ohio. (2009) This American Youth Policy Forum issue brief is focused on state efforts to improve education in science, technology, engineering, and math - collectively known as the "STEM" disciplines. The brief is largely based on a March 2009 AYPF field trip to Columbus and Dayton, Ohio, and describes Ohio's success in advancing STEM education across the state.

Bringing in the Tech: Using Outside Expertise to Enhance Technology Learning in Youth Programs. (2015) This case study highlights the promise of insert programs in STEM and other content areas while also revealing important challenges in implementation. Afterschool Matters.

Building aScience, Technology, Engineering and Math Education Agenda. (2011) Results from the National Assessment of Educational Progress over roughly the past 10 years show little improvement in high school seniors' knowledge of math and science. Moreover, the United States lags behind its competitors in producing STEM graduates. This article takes a detailed look at the reasons the U.S.lags behind its competitorsand the actions states have taken to address these challenges.

CAISE Guide to Resources for Broadening Participation in STEM. (October 2016) This guide is intended to provide a starting point for those developing proposals and projects designed to broaden participation in science, technology, engineering and mathematics (STEM) through informal learning experiences. Center for Advancement of Informal Science Education (CAISE).

Can Digital Games Boost Students' Test Scores? (2013) A new SRI study suggests that playing digital games can actually improve student achievement, at least in STEM subjects. Findings show that "for a student sitting in the median who doesn't have a game, his or her learning achievement would have increased by 12 percent if he or she had that game."

Can’t do Math? Dance it Out. (October 2014) The SHINE program, created by an MIT graduate, encourages math learning through dance. The program boasts a 300% improvement in student math scores and a 100% improvement in confidence. SHINE has been credited with engaging more girls in STEM subjects and facilitating learning through movement. CNN.

Carnegie Science Center Develops STEM guide. (2013) With the variety of Science, Technology, Engineering, and Math programs available, it is often difficult for parents to navigate their options. So this fall the Carnegie Science Center will be giving parents their own STEM roadmap through STEMisphere, an online central hub for STEM resources for students in p-K through 12th grade.

Classroom Tinkers and Inventors. (2013) This article provides supporting views on the importance of tinkering and inventing in the STEM field. "We must reimagine middle school science and math not as a way to prepare students for high school, but as a place where students are inventors, scientists, and mathematicians today."

Communities for Maker Educators: A Study of the Communities and Resources that Connect Educators Engaged in Making. (September 2016) This study identified clear trends in how educators access resources, the kinds of resources they are interested in, and the ways they seek to connect with one another. These trends point to specific implications for the design and management of maker-centered communities for educators. SRI Education.

Connecting the World's Children With Nature Environmental Action Kit. (2011) This Action Kit has been made possible through the support of many committed organizations and funders, all working in partnership with the World Forum Foundation, with the hope that the information found here will strengthen world-wide efforts at helping the next generation grow up in a "greener" world.

Corporations and Foundations Filling the STEM Funding Gap. (2013) As the economic crisis lingers, school systems are facing severe budget challenges, and public dollars for education are dwindling in many cities. This lack of funding hits children from low-income communities especially hard. Thankfully, many corporations and foundations are stepping in to fill the critical funding gap.

Defining STEM. (2012) The most recent US efforts to foster innovation in education resulted in a Race to the Top infusion of funds earmarked to improve STEM education programs. This article introduces several educators and school administrators who have turned the corner on defining STEM education in their districts and regions.

E-Learning 2010. (2010) This new special report from the technology team at Education Week Digital Directions aims to highlight the progress made in the e-learning arena, as well as the administrative, funding, and policy barriers that some experts say are slowing the growth of this form of education.

Education and Video Games Are No Longer Enemies. (2013) Educators in many parts of the country are using video games such as "World of Warcraft" and "Angry Birds" to help teach students develop an array of skills - from writing and physics to teamwork and problem-solving. Lucas Gillispie, a former biology teacher in coastal Pender County, is a leader in this national movement. He helped to create a language arts curriculum tied to "World of Warcraft," and he launched a grant program for local teachers to incorporate "Minecraft" into their classes. Gillispie notes that the fast-paced, globally connected world of digital learning lets educators create new career paths and emerge as leaders, no matter where they work or what their job titles are. And that is exactly the kind of versatility teachers are trying to spark in their students.

Educational Website Relates Math, Other Subjects to Real World. (2012) Making math relevant and less abstract may improve students' understanding of the subject. This is the idea behind CK12, an online resource that contains free lesson plans, tips and other materials for math and other subjects. Resources include a math activity using scores from the game Temple Run and videos from Khan Academy and PBS.

Experts Urge Earlier Start to Teaching Science. (2010) This article from EdWeek explores the finding that children tend to show relatively little growth in their understanding of science in preschool, but interest in changing that is growing.

Families Matter: Designing Media for a Digital Age. (2011) This report focuses on two complementary studies that document how families with young children are integrating digital media into the rhythm of daily life. Results from a survey of more than 800 parents of children ages 3 through 10 reveal how parents nationwide feel about raising children in a digital age.

Focusing Web Searches for K-12 Students. (2013) Unlike previous generations, today's K-12 students have a plethora of information at their fingertips. Unfortunately, this phenomenon has become a double-edged sword for educators who want to provide pupils with access to the information online in a safe and age-appropriate manner. This article describes the tool known at netTrekker Search, which curates web resources and connects information to reviewed resource collections.

Frontiers in Urban Science Exploration (FUSE) Resource Guide. (2010) There is widespread consensus regarding the urgent need for improved science, technology, engineering and math (STEM) education in the United States and the implications for our nation's competitiveness in science fields, particularly for underserved youth. Students' performance in science and math has been failing for years, and is reaching an all time low, with US students ranking 21st of out of 30 in science literacy and 25th out of 30 in math literacy among students from developed countries.

Full STEAM Ahead: Arts, STEM, and 21stCentury Learning. (2012) This article takes a look at the argument for adding an "A" to STEM to create STEAM and acknowledge the role of the arts in 21st century learning. Readers need to ask themselves: Will adding the "A" to STEM create more confusion, dilute student preparation for a technically advanced work environment or improve innovation by acknowledging the creative act and processes more commonly associated with the arts? 

Full STEM Ahead: Afterschool Programs Step Up as Key Partners in STEM Education. (September 2015) Learn more about the opportunities offered after school to activate students' interest in STEM and view a national map to dig into the data. Afterschool Alliance.

Games and Simulations Help Children Access Science. (2011) With all the time today's youths spend on computers and mobile devices, technology can serve as a familiar vehicle for learning. Educators at the Minnesota Zoo, located in a suburb south of the Twin Cities, created an online game a few years ago that has proved immensely popular-and educational. Called WolfQuest, it allows players to learn about wolf ecology by exploring Yellowstone National Park as that creature.

Getting Intentional about STEM Learning. (2013) Weaving STEM through OST program activities is on step toward offering intentional, high-quality STEM learning outside the classroom. Taking the next step to create a program-wide theme-based curriculum would ultimately foster a culture of holistic learning for enrolled youth. This article provides insight into this process, as explained by a program director working to create a "culture of stem".

Getting started with the Next Generation Science Standards. (July 2016) The goal of this document is to help afterschool practitioners understand how NGSS' content was developed and organized, a few challenges that schools and districts are facing, and the opportunities that NGSS provides to afterschool programs. Afterschool Alliance.

Got Engineers, America? (2012) Have your Kids Study LEGO Bricks in School! While visiting BrickCon, a convention of LEGO brick aficionados from across the country, writer Michael Venables witnessed LEGO fans supporting a movement to inspire future generations of American engineers. This post explores how using LEGOs encourages appreciation for science and technology from a young age, leading to interest in STEM careers later in life.

Got Science? (2009) This article from the After School Corporation advocates for hands-on science activities in after-school programs that match the grade-by-grade scope and sequence of schoolwork.

Growing computer science education in afterschool: Opportunities and challenges.(December 2016) This report illustrates the very significant level of interest in computer science within the afterschool field and seeks to gauge the perceived challenges and potential solutions that could help the afterschool field expand its computing education offerings. Afterschool Alliance.

How Student Engagement Facilities STEM Interest.  (October 2014)  To engage students in STEM content, strive to connect personal interests to instructional material. The author recommends inviting questions and dialogue from students on a regular basis and offering optional challenges and projects. NOVA Education.

The impact of afterschool STEM: Examples from the field. (December 2016) 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. Afterschool Alliance.

Impacts and Outcomes of Afterschool STEM Programs. 2014. This four page easy-to-read and engaging pamphlet relays the importance of STEM education in afterschool programs. This resource may be used as a tool for advocacy work with stakeholders. Afterschool Alliance.

Indiana Afterschool Specialty Standards: STEM. (2012) This special STEM addition to the Indiana Afterschool Standards outlines best practices and recommendations specific to STEM programming for K-12 youth in out-of-school time programs. In order to develop these specialty standards, the Indiana Afterschool Network convened a taskforce of STEM experts in education, business, and youth development. The taskforce researched standards and best practices throughout the nation and compiled these standards from many sources. Indiana is on the leading edge in developing STEM standards for out-of-school time programs.

Informal Science Education: Lifelong, Life-Wide, Life-Deep. (November 2014) Authors present information on a variety of Informal Science Education (ISE) programs. Article contributors encourage scientists to participate in ISE and help to engage students in the discipline. PLOS Biology.

Integrative STEM Education As Best Practice. (2012) In accordance with a conference theme of “Exploring Best Practice in Technology Design& Engineering Education,” the author makes a case for investigating “integrative STEM education” as a prospective best practice in technology education.

Know Your Funders: A Guide to STEM Funding for Afterschool. (2012) The need for competency in science, technology, engineering and math (STEM) skills is not only increasingly important for success in the workforce but also to navigate the modern world and to make decisions that will inform public policy. In response to this need and to maintain the United States'global competitiveness, the federal government as well as private philanthropies and corporations are increasingly investing in a variety of STEM education initiatives.

Learning Across Space Instead of Over Time: Redesigning a School-Based STEM Curriculum for OST. (2015) This paper describes the process of translating an existing teacher-led STEM curriculum to fit a learner-led, voluntary learning environment. Afterschool Matters.

 

Learning from Summer: Effects of Voluntary Summer Learning Programs on Low-Income Urban Youth. (September 2016) The largest-ever study of summer learning finds that students with high attendance in free, five to six-week, voluntary summer learning programs experienced educationally meaningful benefits in math and reading. RAND Corporation.

Learning in the Wild. (2010) This article from the journal Nature addresses the importance of informal science education for youth

Learning Science in Informal Environments: People, Places, and Pursuits. (2009) Each year, tens of millions of Americans, young and old, choose to learn about science in informal ways - by visiting museums and aquariums, attending after-school programs, pursuing personal hobbies, and watching TV documentaries, for example. This report notes that experiences in informal settings can significantly improve science learning outcomes for individuals from groups which are historically underrepresented in science, such as women and minorities.

Math Is Like a Scary Movie? Helping Young People Overcome Math Anxiety. (2016) This article includes both research and reflections of personal experience with respect to helping students overcome math anxiety. Afterschool Matters.

 

Models of Providing Science Instruction in the Elementary Grades: A Research Agenda to Inform Decision Makers. (2009) This article describes the outgrowth of a recently held invitational conference, supported by the National Science Foundation, to define, describe, and examine existing models for the use of elementary science specialists. The authors explore the educational, policy, and financial issues that affect the use of science specialists as well as offer a research agenda to assess the quality and effectiveness of specialist-managed elementary science programs to ensure that students experience high-quality science teaching.

More Students Engaging in STEM Degrees, Report Shows. (January 2015) Overall, the numbers of degrees in Science, Technology, Engineering, and Math are increasing. For men, 40% of undergraduates are getting STEM degrees. And for women, 29% of bachelor’s degrees are in STEM fields. However, the report showed that women are losing ground in the field and there is a need for more female STEM graduates. US News.

Narrations of Race in STEM Research Settings: Identity Formation and Its Discontents. (2008) This paper discusses conceptions of identity in relation to science education and presents materials from a series of interviews and focus groups with graduate students in science and technology.

National Science Standards Likely to Raise 'Ruckus'. (2013) The recently released academic standards have revived simmering debates about how to teach science in public schools. While the new standards are voluntary, many states find them much more demanding than their current standards. This article discusses some of the pertinent issues around the release, as well as a link to the 71-page document.

New Science Standards Designed for Wide Range of Learners. (2013) When the writes for the Next Generation Science Standards began sketching out a new vision for K-12 science education, they gave themselves a mandate: Develop standards with all students in mind, not just the high achievers already expected to excel in the subject. Three years later, that mandate has helped produce a set of standards meant for all students.

Passing the Torch: Advancing Opportunity for Quality Science Learning. (2014) Over the last decade, STEM in out-of-school time has experienced outstanding growth. The simple idea that launched this work-that science should be as common in out-of-school time as basketball and snack-has expanded into a movement, with a range of science and out-of-school organizations championing STEM in out-of-school time. This report summarizes findings from the most recent summit.

Pennsylvania Non-Formal Environmental Educator Certification. (2011) As national awareness of environmental education (EE) has grown over the past decade, efforts to raise the quantity and quality of EE programming have taken root across the country. Recent reports by the National Environmental Education Advisory Council and the Environmental Education and Training Partnership (EETAP) have focused these efforts on improving educator preparation as the most effective means of raising quality and expanding access to EE programming.

Pennsylvania's STEM Report Card 2014. (2014) There is bipartisan consensus that the US needs to live within its means and cut the federal deficit in a smart and thoughtful way. If we want youth to have good jobs, STEM programs should be top priorities for federal investments. This report card summarizes key figures such as STEM spending and top recipients for the state of Pennsylvania.

Playing with Legos to Support After-School STEM Lessons. (2013) This article describes some instances in which educators learned that toys like Legos and K'NEX can also be used outside formal classroom time to teach STEM. It provides examples of programs such as Build It in Perrysburg, Ohio or RoboFun in New York, which believe that hands-on activities have the potential to engage students in ways traditional teaching methods may not. In addition, students who participate in such programs not only learn STEM principles but they also learn life skills such as teamwork and problem solving.

Policymakers Need to Increase their Focus on STEM. (2014) The Research and Technology Subcommittee held a hearing on January 9th to explore the effects of STEM initiatives undertaken by businesses and nonprofits. The hearing included two panels: the first included academic, nonprofit, and business leaders and the second interviewed three high school aged students.

Report to the President. Prepare and Inspire: K-12 Education n STEM For America’s Future. (2010) Afterschool initiatives figure prominently in this report from the President's Council of Advisors on Science and Technology. The Obama administration is pressing for more attention to science, technology, engineering, and math (STEM) initiatives in and out of school. The document, unveiled by President Obama at the White House, calls for a variety of new federal steps.

Researcher and Practitioner Dialogue: Advancing Program Quality and Research. (Spring 2016) This third issue of JELO features research articles on program quality, STEM learning, social emotional development, and more. Journal of Expanded Learning Opportunities.

Response: Teaching Science By Being a "Learner". (2012) What is the best advice you would give to help an educator become better at teaching science? This article attempts to answer this question, detailing three educators' responses. The article details the concept of becoming a learner yourself, looking to other teachers, your students, research, and yourself.

Science, Technology, Engineering, and Mathematics (STEM) EducationWhat Form? What Function? (2009) This article provides an overview of STEM education and why it is essential. It also discusses the function of K-12 STEM education, challenges and barriers as well as the design effective of STEM curricula.

Shifting Expectations: Bringing STEM to Scale through Expanded Learning Systems(2013) There is widespread consensus that improving our nation's competitiveness in science fields urgently demands improved STEM education, particularly for under-served youth. This article discusses the national strategy to build STEM education systems and promising approaches.

Social Media is a Must for America's STEM Future. (2013) Over the last several decades, the U.S. has declined as an economic and educational global leader in science, technology, engineering, and math (STEM). To regain economic success and global competitiveness, government at all levels should launch campaigns that raise STEM awareness and increase student engagement.

STEM and Early Childhood - When Skills Take Root. (May 2016) The report finds nearly two-thirds of Pennsylvania 8th graders aren't proficient in math and science while suggesting that interest in science, technology, engineering and math fields takes root as early as preschool and kindergarten. Mission:Readiness, ReadyNation.

STEM Learning is Everywhere: A Summary of a Convocation on Building Learning Systems. (2014) This report provides an overview of a recent meeting convened by the Teacher Advisory Council. Formal, informal and afterschool providers discussed how best to coordinate STEM related learning for elementary and middle school aged students. National Research Council of the National Academies.

STEM Teachers in Professional Learning Communities: From Good Teachers to Great Teaching. (2011) STEM teaching is more effective and student achievement increases when teachers join forces to develop strong professional learning communities in their schools. This finding is supported by a two-year National Science Foundation funded study, STEM Teachers in Professional Learning Communities: A Knowledge Synthesis ("Knowledge Synthesis"), conducted by the National Commission on Teaching and America's Future (NCTAF) and WestEd, based on an analysis of nearly two hundred STEM education research articles and reports.

Students on STEM: More Hands-on, Real-World Experiences. (June 2016) A new survey finds that American teens like science and would welcome the opportunity to do more engaging, hands-on science in school; recommending that leaders in government, education, and industry support schools' and teachers' critical efforts to offer these experiences in and outside of school. Change the Equation.

Studies Find Payoff in 'Personalizing' Algebra. (2012) While "personalization" has become a buzzword in education, it can be hard to determine what really makes a subject relevant to individual children in the classroom. An ongoing series of studies at Southern Methodist University suggests learning students' interests upfront and incorporating them into lessons can get struggling students to try harder and substantially improve their performance in algebra.

Teaching the Value of Science.  (December 2014)  Authors present four ways to reveal the significance of STEM lessons to students.  Connecting STEM topics to long-term goals assists students in understanding eventual benefits.  To facilitate this process, educators must understand how students self-identify and explain cost value of STEM skills. ASCD.

Teaching Students Better Online Research Skills. (2013) This article describes why improving web research tactics is a priority. By providing recommendations on smart searching, choosing search engines, and evaluating websites, this article provides resources on how to model the process for youth.

Ten Ideas for Bringing Geography Into the Classroom. (2012) Literacy in geography is an essential skill needed if students are going to understand the world, write Tom Marshall and Michael Gonchar. They offer what they call a "grab-bag" of 10 ideas for bringing the subject into the classroom, including geography bingo and lessons about maps, interconnected economies, weather and the environment.

The Consumer's Guide to Afterschool Science Resources. (2009) Read reviews of high-quality, hands-on science content for afterschool programs. 

The Modern Parent: Why Kids Need to Think Like Computers. (2013) What does it mean to "think like a computer"? It means analyzing data, identifying patterns, seeing opportunities to create shortcuts, which ultimately translate to better, faster real-life applications. Kids are growing up to be great consumers of technology, but to be great makers, they'll need to better understand how gadgets work.

The STEM in Stadiums. (2013) Sports can be an excellent vehicle for teaching students about STEM topics. At the prompting of his father who during a baseball game remarked, "You know, stadiums would make a good topic for The STEM Classroom. You should research that", the author discusses the various ways through which sports can be integrated into STEM teaching.

Theme-Based Curriculum Gets Workout with Program's iPod Project. (2009) This article in School-Age Notes by Mike MacEwan, a participant in the Philadelphia Practitioner Fellowship, is about the innovative use of i-pods in OST programs.

Three Quick Tips to Connect STEM and The Next Generation Standards.  (December 2014)  Fostering an inquiry-based learning environment and giving students control over their learning has been shown to increase engagement. The author also encourages ongoing summation of learning material and thoughtful discourse. ASCD.

To Make Science Real, Kids Want More Fun. (2013) Are American kids adequately prepared in the sciences to compete in a highly competitive global high-tech workforce? A majority of American parents say no. This article disusses how to get youth interested in science by making time for students to explore.

Understanding STEM Education Funders. (2013) STEM education funding comes from various sources. Currently, the federal government has restricted new funding due to sequestration. Turning to other resources requires anticipating their expectations and a way to meet their increasing expectations for data demonstrating program efficacy.

Updates from the Field: Meeting on Assessment in Informal Science Education. (2014) In early December 2013, a group of six informal STEM learning assessment projects met to discuss the state of the art in how informal STEM experiences are assessed. This article summarizes the context of the meeting and next steps.

User’s Guide for Evaluating Learning Outcomes from Citizen Science. (2014) While this publication is intended for those evaluating science-based programs, afterschool providers across subjects can benefit from its in-depth description of effective evaluation. Readers may benefit from a list of evaluation types, definitions related to assessment, and checklists for designing and implementing evaluations. Cornell Lab of Ornithology.

Variations on a Theme: Characteristics of Out-of-School Time Science Programs Offered by Distinct Organization Types.(2013) The OST domain offers a promising opportunity for enriching young people's experience of STEM. In fact, OST programs are ideal locations for underrepresented groups to learn science. This article maps the national OST science landscape, discusses how organization types differ, and highlights implications for practice.

Ways Game-Based Learning Can Be a Helpful Tool. (2013) As game-based learning becomes more prevalent, it is important for educators to understand how to utilize games as helpful tools for engaging students in rigorous and authentic learning. According to Andrew K. Miller, a national faculty member for tge Association for Supervision and Curriculum Development (ASCD) and the Buck Institute for Education, games are excellent models for assessment best practices. As students play games they are assessed on their progress, provided feedback and allowed to try again without fear of failure. Well-designed games also engage students by providing opportunities for multiple victories on rigorous challenges. The rigor engages them, and a game scaffolds that rigor intentionally and in an exemplary manner. Finally, games provide opportunities for students both to learn content and apply that content in complex problems.

What Questions do Students Ask Scientists? (October 2014) Questions asked by students were divided into four subgroups: philosophical, content based, issues related to citizenship, and more personal questions. The least commonly asked questions were in the category of 'the nature of science.' Informal Science.    

Where Career Tech meets STEM Education. (February 2015) Career and Technical Education (CTE) is a field that can play an integral role in advancing STEM fields. Youth that are involved in CTE are going down a variety of different career paths, including healthcare, agriculture, architecture, and construction. Middle Web.com.

 

Youth Development through Service to Nature: A Study of Student Conservation Association Programs. (June 2016) An assessment of the impact of intensive conservation experiences on 484 SCA members' personal development and readiness for school, work, and engaged civic life. Search Institute.

 

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STEM, Afterschool and Youth Development

2013-14 STEM Learning Community Evaluation. (2014) San Francisco afterschool program providers participated in a year-long learning community and benefited from ongoing trainings, one-on-one coaching and continual resource offerings. Participants in the program reported gains in STEM content knowledge. Youth expressed interest in learning how to connect STEM lessons to the world outside of the program. Public Profit.

Afterschool: A Vital Partner in STEM Education. (2011) There is widespread recognition of the need for literacy and proficiency in Science, Technology, Engineering, and Mathematics (STEM) to navigate the modern world. Furthermore, there is an urgent national priority to transform STEM learning and engagement in order to meet the nation's need for a STEM-skilled workforce. The afterschool setting is well-placed to close the opportunity gap that many children and youth from under-served and under-represented communities face.

Afterschool: Middle School and Science, Technology, Engineering, and Math. (2010) This article summarizes the need for middle schoolers to be engaged in afterschool STEM programming. It concludes with ways in which to incorporate STEM learning into afterschool programs and the potential barriers practitioners may come across during implementation.

Beyond Computer Literacy: Supporting Youth's Positive Development Through Technology. (2011) In a digital era in which technology plays a role in most aspects of a child's life, having the competence and confidence to use computers might be a necessary step, but not a goal in itself. Developing character traits that will serve children to use technology in a safe way to communicate and connect with others, and providing opportunities for children to make a better world through the use of their computational skills, is just as important.

Beyond the Pipeline: STEM Pathways for Youth Development. (2012) The dominant metaphor describing participation in STEM is a "pipeline", which suggests that students have a single path to a career in STEM. Unfortunately this pipeline is often described as "leaky" since minorities and girls are notoriously underrepresented in STEM careers. To address this issue, the authors explain that a "Pathways" approach capitalizes on relationships with scientists and on institutional partnerships to ensure that students build social capital. In doing so, "Pathways" enable program providers to move beyond the STEM "pipeline" to support youth development goals and STEM learning, instead of putting students to work to serve STEM workforce demands.

Computing and Engineering in Afterschool. (2013) The number of jobs requiring proficiency in STEM fields is projected to grow to 17 percent between 2008 and 2018, which is almost double the growth of non-STEM occupations. This article discusses how afterschool programs can help, particularly with underrepresented populations.

Computing in Afterschool. (December 2015) This resource guide includes curricula, professional development resources, and some background reading curated especially for afterschool educators. Afterschool Alliance. 

Curriculum and Professional Development for OST Science Education. (2014) Authors encourage use of research-based curriculum and are proponents of the 4-H Youth Development Program.  4-H has focused efforts on staff professional development, program evaluation, and funding development. NIOST.

Defining Youth Outcomes for STEM Learning in Afterschool(2013) Afterschool programs are increasingly recognized as playing a valuable role in improving science, technology, engineering and mathematics (STEM) education. However, the expectations for how such programs support young people's STEM engagement and learning are varied. A recently issued report by the Afterschool Alliance aims to identify what STEM learning outcomes afterschool programs can contribute to, what the indicators of progress toward such outcomes might be, and what types of evidence could be collected by afterschool programs.

Effective STEM Programs for Adolescent Girls. (2013) This article focuses on three approaches to STEM in OST that would be instructive for any organization seeking to develop STEM opportunities for teen girls. Although the referenced programs focused on reaching populations most underrepresented in STEM, the strategies they implemented could be applied to any population of adolescent girls.

Examining the Impact of Afterschool STEM programs. (2014) The program evaluations and studies included in this paper point to important contributions that afterschool STEM programs can make. Even though the sample of programs described isn't representative of the afterschool field, they serve as a glimpse of the potential outcomes possible.

Federal Agencies Collaborate to Improve Afterschool Science, Technology, Engineering, and Math (STEM). (January 2015) The U.S Department of Education’s 21st Century Community Learning Centers (21st CCLC) program is bringing new hands-on STEM learning opportunities to high-need students during out-of-school time. This is being done through partnerships to get students engaged in solving real-world STEM challenges. U.S Department of Education.

 

Full STEM Ahead: Afterschool Programs Step Up as Key Partners in STEM Education. (September 2015) Learn more about the opportunities offered after school to activate students' interest in STEM and view a national map to dig into the data. Afterschool Alliance.

 

Getting started with the Next Generation Science Standards. (July 2016) The goal of this document is to help afterschool practitioners understand how NGSS' content was developed and organized, a few challenges that schools and districts are facing, and the opportunities that NGSS provides to afterschool programs. Afterschool Alliance.

 

Growing computer science education in afterschool: Opportunities and challenges.(December 2016) This report illustrates the very significant level of interest in computer science within the afterschool field and seeks to gauge the perceived challenges and potential solutions that could help the afterschool field expand its computing education offerings. Afterschool Alliance.

 

How Elementary School Teachers’ Bias can Discourage Girls from Math and Science. (February 2015) A new study highlights how unconscious biases of teachers can influence young girls’ interests in STEM areas. These biases may set young girls on a path that leads them away from math and sciences, creating a pipeline to jobs that are not in these fields. This research shows how crucial it is to be aware of one’s actions and words when working with young girls. New York Times.

 

Identifying and Supporting Productive STEM Programs in Out-of-School Settings. (2015) To help policy makers, funders and education leaders in both school and out-of-school settings make informed decisions about how to best leverage the educational and learning resources in their community, this report identifies features of productive STEM programs in out-of-school settings. The National Academies Press. 

Implementing Out-of-School Time STEM Resources: Best Practices from Public Television. (2013) In order for the United States to retain its standing as a world leader, public and private institutions need to better work together to develop a well-qualified workforce, versed in STEM. However, the number of graduates with STEM degrees has not equaled the demand, partly because many students arrive at college unprepared to handle math and science. This article describes promising practices on how to effectively implement STEM resources in OST, as recommended by the seven public TV programs.

Incorporating Technology into Out-of-School Time Programs: Benefits, Challenges, and Strategies. (2010) Technology and technologically-based learning environments are extending student learning beyond the conventional classroom. This Child Trends brief draws on results from research and from practitioners' insights to outline the benefits, challenges, and strategies associated with using technology in out-of-school time programs.

Know Your Funders: A Guide to STEM Funding for Afterschool. (2012) This resource can help program leaders identify, sort through, and take advantage of the many funding opportunities available for afterschool STEM. They have also developed a toolkit to help programs become advocates for STEM in afterschool. Making the Case for STEM Afterschool provides steps to developing a strong case to present to any audience. It helps users tailor the message and identify data and talking points, and offers policy recommendations.

 

Learning from Summer: Effects of Voluntary Summer Learning Programs on Low-Income Urban Youth. (September 2016) The largest-ever study of summer learning finds that students with high attendance in free, five to six-week, voluntary summer learning programs experienced educationally meaningful benefits in math and reading. RAND Corporation.

Learning Science in Informal Environments: People, Places, and Pursuits. (2009) Each year, tens of millions of Americans, young and old, choose to learn about science in informal ways - by visiting museums and aquariums, attending after-school programs, pursuing personal hobbies, and watching TV documentaries, for example. This report notes that experiences in informal settings can significantly improve science learning outcomes for individuals from groups which are historically underrepresented in science, such as women and minorities.

Nation's Leading Youth Development Organizations Hold Historic Meeting - Pursue Partnerships on Out-of-School Time STEM Programs. (2013).4-H and the Noyce Foundation recently hosted an OST STEM Executive Roundtable that brought together senior leaders and youth representatives from several nationally renowned OST programs, along with CEO's, government officials, and corporate and research partners. There was a high level of support for finding ways to partner on common goals, programs, and impact metrics.

Out-of-School Time: Lessons and Inspiration from Science Programs. (2010) Many organizations are using the hours outside school to provide students with opportunities for exciting science learning, using experiential, hands-on learning models that can't always be replicated in the traditional school environment. Anita Krishnamurthi, PhD, Director of STEM Policy, The AfterSchool Alliance.

Out-of-School Time STEM: Building Experience, Building Bridges Trends, Questions, and Findings from the Field. (2010) This report reviews patterns, challenges, and questions developing in the field of out-of-school-time (OST) science, technology, engineering and mathematics (STEM) programs by drawing on the efforts of some two dozen federally funded programs that participated and presented their work at a conference held in Washington, DC in October of 2009. Learning and Youth Research and Evaluation Center (LYREC) Exploratorium, San Francisco and SRI, International, Menlo Park.

Nutrition and Physical Activity PBL Toolkit. (2012) Everyone loves food, perhaps too much in this day and age. With an obesity epidemic on the rise, and children's obesity rates at 40.7% within the City of Philadelphia, it is important that we teach children how to eat a balanced diet and exercise right. Within this unit children will be guided to learn about where food comes from, what the five food groups are, what the digestive system is, what serving sizes are, how to read a food label, what physical activity is, and how healthy they actually are.

The Power of Nature: Natural Disasters PBL Toolkit. (2012) What student doesn't love learning about natural disasters? This unit will give students the ability to explore science and engineering concepts using tangible, hands-on activities. The first week will start with a broad focus on different natural disasters. The following weeks will move towards focusing on a specific type of natural disaster including: tornados, hurricanes, floods, blizzard, earthquakes, and volcanic eruptions.

Recognizing After-School STEM's Impact. (2013) Although few dispute that the after-school community makes a crucial difference and plays a vital role in promoting STEM learning, after-school providers are often so immersed in their work that they don't always present a unified voice in articulating their impact. In suggesting three major outcomes for youth in after-school STEM programs, the author argues that using these outcomes will provide the clarity needed to show that after-school programs are essential, and that without them STEM learning cannot thrive.

Role of Science Learning Outside of School Grows. (2011) This article explains how opportunities to learn about science outside the classroom are plentiful, from after-school programs to computer simulations to visiting a zoo. What's often missing from the national dialogue on the issue of low science scores is a concerted focus not simply on what happens in the classroom, but also on the opportunities to learn about science-and to inspire a passion for the subject-that come outside the school day and the formal curriculum.

Science After School Market Study. (2009) The Coalition for Science After School conducted this market study to find out: Which after-school programs are doing science? What exactly are they doing? What are their needs?

STEM and Early Childhood - When Skills Take Root. (May 2016) The report finds nearly two-thirds of Pennsylvania 8th graders aren't proficient in math and science while suggesting that interest in science, technology, engineering and math fields takes root as early as preschool and kindergarten. Mission:Readiness, ReadyNation.

STEM Fact Sheet. (2014) This brief fact sheet points out the current state of STEM interest in afterschool learning environments.  The sheet also presents Pennsylvania-specific statistics and additional resources. Project Accelerate.

STEM in Afterschool: Changing Perspectives. Shaping Lives. This document highlights the different impacts of STEM afterschool prrogramming in a visually-appealing and accessible format.

STEM Learning in Afterschool and Summer Programming: An Essential Strategy for STEM Education Reform. STEM is becoming an increasingly vital part of afterschool programming. To increase access to their programs, the afterschool field should expand their practices in order to effectively engage with policy and other practitioners and employers in STEM fields.

 

STEM Out-of-school Time Programs for Girls. (2011) Increasing knowledge of and engagement with science, technology, engineering, and mathematics (STEM) has recently been brought to the forefront of education reform in the United States in an effort to prepare students for the challenges of the twenty-first century global economy.1 Out-of-school time (OST) programs that focus on girls' involvement in STEM can play an essential role in improving female representation in these traditionally male-dominated fields.

 

Students on STEM: More Hands-on, Real-World Experiences. (June 2016) A new survey finds that American teens like science and would welcome the opportunity to do more engaging, hands-on science in school; recommending that leaders in government, education, and industry support schools' and teachers' critical efforts to offer these experiences in and outside of school. Change the Equation.

Students' Out-of-School-Time Science Projects Lead to Interest in Science and Math Careers(2011) Middle and high school students who engage in out-of-school time activities such as science clubs, camps and competitions, reading and watching science fiction and nonfiction are more likely to have interests in science, technology, engineering and math, or STEM, careers as college students, a University of Virginia study finds. Students who reported participating in science clubs and competitions at least a few times a year were about 50 percent more likely to select a STEM-related career plan once in college than those not participating in such activities, according to the study's lead author, Katherine Dabney. Read the full study published in the International Journal of Science Education, Part B HERE.

Transmedia Activities: Engaging Families to Improve Children's Early Mathematics Achievement. (June 2016) The study shows that regular use of PBS KIDS transmedia content at home, along with parent training around digital media for learning, improves mathematics outcomes for young children. Harvard Family Research Project.

Using Technology to Support At-Risk Students’ Learning. (September 2014) The Alliance for Excellent Education and the Stanford Center for Opportunity Policy in Education (SCOPE) describe how technology can be used to engage students and support achievement. This publication gives examples of situations in which technology directly improved the outcomes of at-risk students and provides direction for providers. SCOPE.

What Afterschool STEM Does Best: How Stakeholders Describe Youth Learning Outcomes. (2013) The Afterschool Alliance conducted a survey to identify common views on appropriate outcomes and indicators for afterschool STEM programs. The Afterschool STEM Outcomes Study found that these programs aim to develop youth's interest, capacity, and value in STEM learning activities.

Youth Development through Service to Nature: A Study of Student Conservation Association Programs. (June 2016) An assessment of the impact of intensive conservation experiences on 484 SCA members' personal development and readiness for school, work, and engaged civic life. Search Institute.

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STEM, Girls and Minorities

Advancing Underrepresented Youth in STEM During Out-of-School Time. (2014) This white paper offers detailed suggestions on how to engage youth in STEM initiatives. The Boys and Girls Clubs of America discusses the need for community engagement and application of advanced technologies. BGCA.

ATE Centers and Community Colleges: Increasing Underrepresented Minorities Participating in STEM Fields. (2009) ATE Centers and Projects have made it a priority to reach out of underrepresented populations by providing opportunities for exposure to new fields and academic support to succeed in postsecondary education. The programs highlighted at this forum described their programs and efforts to serve these student populations.

Cascading Influences: Long-Term Impacts of Informal STEM Experiences for Girls. (2013) Since the 1980s, funders largely began supporting informal science education programs for girls with the hope of heightening their interest in STEM fields and disciplines. This retrospective study explores the possible impacts of informal STEM experiences for girls through the use of a sociocultural lens and a web-based questionnaire.

Changing Our Message. (2013) Pink tools, dolls wearing lab coats, perfume-making science kits - these are often items at the forefront of efforts aimed at connecting girls with STEM. A recent publication focused on whether girls-only informal STEM experiences have potential long-term influences on young women's lives. This article summarizes findings from this study, as well as important points to consider.

Changing the Story for Minorities in STEM Subjects. (2013) This article highlights the Meyerhoff Scholars Program, which provides tutoring and educational resources to high-achieving black and Latino students in the STEM fields. Now in its 25th year, the program is changing expectations for undeserved students.

Computing Whether She Belongs: Stereotypes Undermine Girls' Interest and Sense of Belonging in Computer Science. (August 2015) A new study of 270 high school students shows that three times as many girls were interested in enrolling in a computer science class if the classroom was redesigned to be less "geeky" and more inviting. Journal of Educational Psychology.

Creating Connections with Role Models: The Power of Collaboration. (2014) This guide is designed to help you recruit and prepare role models to inspire girls in Science, Technology, and Engineering. It outlines the "recipe for success" for role models and provides tips for training. While this guide was designed with the input from partners, it provides flexibility for programs to tailor the suggestions to meet the needs of role models and interests of girls.

Effective STEM Programs for Adolescent Girls. (2013) This article focuses on three approaches to STEM in OST that would be instructive for any organization seeking to develop STEM opportunities for teen girls. Although the referenced programs focused on reaching populations most underrepresented in STEM, the strategies they implemented could be applied to any population of adolescent girls.

Girls and Physics: It's Essential to Go Beyond the Textbook. (2012) The author, a physics teacher at an all-girl high school in Singapore, explores the male domination of physics and other sciences. She suggests ways to go beyond the textbook to cater to girls'learning needs.

How to boost gender diversity in STEM.  (December 2014)  Less than 30% of tech jobs are believed to be held by women.  Researchers encourage educators to introduce STEM material to girls at a young age and bridge the gap between elementary and secondary STEM education. SmartBlog on Education.

"I Could See Myself as a Scientist": The Potential of Out-of-School Time Programs to Influence Girls' Identities in Science. (2016) Identity development like that fostered in the Coastal Ecology science camp may be key to encouraging more girls to enter STEM fields. Afterschool Matters.

 

INCLUDES: Achieving Scale for Inclusion in STEM Synthesis Report. (September 2015) The synthesis report on the INCLUDES workshop which convened thought leaders from across the nation, sectors, and academic disciplines on June 3, 2015 at the National Science Foundation.

Learning Science in Informal Environments: People, Places, and Pursuits. (2009) Each year, tens of millions of Americans, young and old, choose to learn about science in informal ways - by visiting museums and aquariums, attending after-school programs, pursuing personal hobbies, and watching TV documentaries, for example. This report notes that experiences in informal settings can significantly improve science learning outcomes for individuals from groups which are historically underrepresented in science, such as women and minorities.

Missing from Science Class. (2013) A big reason America is falling behind other countries in science and math is that we have effectively written off a huge chunk of our population as uninterested in those fields or incapable of succeeding in them. This article describes what's holding women back, why there are lower expectations, the need for more role models, and some conventional teaching methods.

More STEM Girls Please! (2013) Our nation will have more than 8.6 million STEM-related jobs available in 2018, and three million of those jobs may be unfilled by citizens. This article suggests that women can fill this gap and should be recruited, educated, and employed in these positions.

National Girls Collaborative Project Evaluation Highlights. (2013) The National Girls Collaborative Project (NGCP) prepared this brief to present highlights from its evaluation conducted by Evaluation & Research Associates (ERA). This brief contains data and information on how NGCP increased awareness of programs involved in STEM, increased levels of collaborations, and improved knowledge of effective strategies to engage girls in STEM.

Role Model Strategies: Encouraging Girls to Consider STEM Careers. (2014) STEM professionals are in a position to make real differences in girls' lives by becoming role models. By simply hosting field trips to their work sites, visiting classrooms, or working with after-school program, they can encourage youth in their communities to explore STEM. This publication offers basic training for role models, introducing them to best practices for their volunteer efforts.

STEM Equity and Diversity: A Sisyphean Task. (2013) STEM equity is an area that continues to elude educators. Often assessed in terms of undergraduate degrees awarded to women and traditionally underrepresented populations, STEM equity remains a source of concern for many. This article provides examples of national programs that attempt to address this issue.

STEM Out-of-school Time Programs for Girls. (2011) Increasing knowledge of and engagement with science, technology, engineering, and mathematics (STEM) has recently been brought to the forefront of education reform in the United States in an effort to prepare students for the challenges of the twenty-first century global economy.1 Out-of-school time (OST) programs that focus on girls' involvement in STEM can play an essential role in improving female representation in these traditionally male-dominated fields.

Taking Back Computer Science: Young Girls who Learn Code Acquire Problem Solving Skills, Feel Empowered. (March 2015) This article discusses the organization, Girls Who Code, founded by Reshma Saujani. This organization teaches girls to code and hopes to empower them to get into computer science or other STEM fields. It also discusses the details of Google’s new effort, CS, to get more young girls in the field of computer science. MedicalDaily.com.

To Attract More Girls to STEM, Bring More Storytelling to Science. (2013) Women and girls are historically underrepresented in STEM fields. As STEM becomes increasingly important in our globalized society, it is even more imperative that educators find ways to encourage the participation of girls in these fields, and storytelling seems to provide that opportunity.

Why Are There So Few Women in Science? (2013) Researchers at Yale published a study proving that physicists, chemists, and biologists are likely to view a young male scientist more favorably than a woman with the same qualifications. Surprisingly, female scientists were as biased as their male counterparts. This article discusses some of the contributing factors to this phenomenon.

Why Aren't More Girls Attracted to Physics? (2013) You don't need to be a social scientist to know there is a gender diversity problem in technology. But a new study from the University of Texas offers an interesting new perspective on this divide, that include factors such as the influence of their communities in revealing or blocking existing possibilities.

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STEM Integration

4 Ways Technology Can Make Your Music Lessons Sing. (December 2014) David Raths presents creative strategies to incorporate technology into music lessons: using a tablet for sheet music, taking advantage of computer-based music composition programs, and editing recordings using programs like Garage Band. He also discusses online opportunities for music rehearsal – this allows a wide audience to preview performances. The Journal.

5 Math Apps for Middle School Students. (2013) For those parents, parents, and youth workers looking for age-appropriate apps for middle-schoolers, this article provides a list of five apps that feature everything from Mayan numbers to cracking secret codes.

6 Ways Teachers Can Use Google Hangouts. (2013) One of the main challenges instructors face is how to effectively implement technology in the classroom. One of these platforms is Google Hangouts, a free video chat service that enables one-one-one or group chats with up to 10 people at a time. This article provides six strategies that educators can use when incorporating Google Hangouts into their classroom.

8 Things to Remember When Integrating STEM. (2014) STEM doesn't have to intimidate or overwhelm you. It is an essential component of most afterschool programs and a growing trend in the OST field. This article provides 8 tips to help you start the process of integrating STEM into your program. 

After-School Spaces: Looking for Learning in All the Right Places.  (April 2015) Researchers investigated means of student engagement in STEM-focused afterschool programs.  Findings reassert the need for regular student attendance and increased incorporation of social media tools.  Authors also encourage “free choice and self-directed learning” in afterschool spaces. Research in Science Education.

Age of Distraction: Why It's Crucial for Students to Learn to Focus. (2013) Digital classroom tools like computers, tablets, and smartphones offer exciting opportunities to deepen learning through creativity, collaboration, and connection, but those devices can also be distracting to students. If students don't learn how to concentrate and shut out distractions, research shows they'll have a much harder time succeeding in almost every area.

 

Bringing in the Tech: Using Outside Expertise to Enhance Technology Learning in Youth Programs. (2015) This case study highlights the promise of insert programs in STEM and other content areas while also revealing important challenges in implementation. Afterschool Matters.

 

CAISE Guide to Resources for Broadening Participation in STEM. (October 2016) This guide is intended to provide a starting point for those developing proposals and projects designed to broaden participation in science, technology, engineering and mathematics (STEM) through informal learning experiences. Center for Advancement of Informal Science Education (CAISE).

Curriculum Materials Make a Difference for Next Generation Science Learning: Results from Year 1 of a Randomized Control Trial. (June 2014) This study’s results reveal the strengths of project based learning in STEM subjects. Researchers analyzed test results of 3,000 students enrolled in STEM project-focused curriculum and observed no notable difference in scores between genders and ethnicities. To ensure equal access to field for all students, program providers may consider providing a curriculum which facilitates learning across gender and ethnicity. SRI Education.

Exciting New Perspectives on the Scientific Method in Interdisciplinary Learning. (2013) Interdisciplinary Learning is a trend still in its infancy, but beginning to catch on due to great success from early adopters. This method of education challenges students with problems requiring learning from traditionally disparate subjects.

For These Schools, Adding Arts to STEM Boosts Curriculum. (2013) Adding the arts to a STEM curriculum engages students who might otherwise have been left behind. This article provides contextual information on how STEAM was implemented in certain schools, the process that was required, and the consequential results.

Full STEAM Ahead: Arts, STEM, and 21st Century Learning. (2012) This article takes a look at the argument for adding an "A" to STEM to create STEAM and acknowledge the role of the arts in 21st century learning. Readers need to ask themselves: Will adding the "A" to STEM create more confusion, dilute student preparation for a technically advanced work environment or improve innovation by acknowledging the creative act and processes more commonly associated with the arts?

Getting started with the Next Generation Science Standards. (July 2016) The goal of this document is to help afterschool practitioners understand how NGSS' content was developed and organized, a few challenges that schools and districts are facing, and the opportunities that NGSS provides to afterschool programs. Afterschool Alliance.

How Cross-Sector Collaborations are Advancing STEM Learning. (2014) To spark a lifelong passion for STEM, science education can't begin and end in the classroom. This article introduces STEM learning 'ecosystems' as a strategy for connecting classroom learning to additional opportunities at home, after school, and in science-rich environments.

Integrative STEM Education As Best Practice. (2012) In accordance with a conference theme of “Exploring Best Practice in Technology Design& Engineering Education,” the author makes a case for investigating “integrative STEM education” as a prospective best practice in technology education.

Libraries as STEM Education Centers. (2013) STEM is a critical engine in innovation and growth. The STEM workforce accounts for more than 50% of U.S. sustained economic growth. Libraries are essential to STEM education efforts because of their strong connections to families and communities.

Linking Real-World Science to Schools. (2013) Various institutions and researchers are using technology to expand their connections with K-12 science educators, push students to become creators of science content, and blur the boundaries between classrooms, the real world, and virtual environment. This article describes various initiatives by institutions such as the Smithsonian and Harvard University.

Looking for Real-World Math Problems? Try Google Earth! (2013) One of the most common questions math teachers hear is "why does this matter?" They are constantly trying to convince students that math is useful and could help them in their everyday lives. But it can be a tough sell. This article chronicles how Thomas Petra teaches math using Google Earth.

National Science Standards Likely to Raise 'Ruckus'(2013) The recently released academic standards have revived simmering debates about how to teach science in public schools. While the new standards are voluntary, many states find them much more demanding than their current standards. This article discusses some of the pertinent issues around the release, as well as a link to the 71-page document.

Partnerships with STEM-Rich Institutions. (2013) Afterschool programs around the nation have enthusiastically embraced science, technology, engineering, and math (STEM). This publication features award winners and other exemplary afterschool programs that are having a significant impact on participants and demonstrate the potential of the afterschool space to contribute to broader national STEM education goals.

Scalable Game Design for Middle School. (2008) The middle school computing curriculum in Colorado's Boulder Valley School District uses Scalable Game Design to introduce computer programming in engaging ways and helps students develop IT skills aligned with national educational standards of creativity and innovation. This article provides the 6th case study on how to introduce computing in an engaging way.

Science, Technology, Engineering, and Mathematics Education: Assessing the Relationship between Education and the Workforce Report. (2014) Federal STEM education programs help enhance the nation's global competitiveness by preparing students for STEM careers. Researchers disagree about whether there are enough STEM workers to meet employer demand. GAO was asked to study the extent to which STEM education programs are aligned with workforce needs. The findings are presented in this report.

Should STEM become STEAM? (2013) STEM, or science, technology, engineering, and mathematics education has been a major component of  21st-century learning, but some say the acronym needs to be more inclusive. Several groups created by educators have emerged to support adding an A to represent the disciplines of art. Babette Allina, RISD's director of government relations at the The Rhode Island School of Design (RISD) plans to reintroduce a resolution to the U.S. House of Representatives, which promotes "adding art and design into federal programs that target the...STEM fields encourages innovation and economic growth." Other groups express similar beliefs, emphasizing that STEM itself is too logic driven, and that arts-related programs "support and foster creativity, which is essential to innovation." 

STEAMing Up Education. (2013) As students face new challenges and need new skills, schools like the Boston Arts Academy are adding arts programming to traditional STEM curricula. By using an artistic approach, educators hope to create an integrated learning experience that keeps the lessons more student-focused rather than teacher-led.

STEM Learning is Everywhere: Summary of a Convocation on Building Learning Systems. (2014) STEM education in the US, despite the importance of these subjects, is consistently falling short. This report summarizes the various themes and topics from a recently held convocation on building learning systems. Themes include cross-sector collaborations, the potential for afterschool programs, and a framework for STEM integration.

Student Choice: An Important Step for Meaningful Technology Integration. (2011) Sometimes students would share their work if there was extra time, but for the most part, there was a familiar pattern: Research and use one program to show what was learned, then submit to teacher. For teachers nervous about integrating technology, these types of lessons are a good start to get comfortable using technology with students. We learn how to design a lesson using the technology and manage/problem solve all the details with implementing the activity with real kids.

Students Have Their Say: Exploring Ideas to Improve Science Education. (2013) What does 'good' science education look like? What experiences, good and bad, have students had in science classes? In this lesson, students explore suggestions for improving the way science is taught and make their own proposals for new approaches to science teaching.

Students on STEM: More Hands-on, Real-World Experiences. (June 2016) A new survey finds that American teens like science and would welcome the opportunity to do more engaging, hands-on science in school; recommending that leaders in government, education, and industry support schools' and teachers' critical efforts to offer these experiences in and outside of school. Change the Equation.

Technology and Engineering Literacy Framework. (2012) Relating to national efforts in science, technology, engineering, and mathematics (STEM) fields, the National Assessment Governing Board's Technology and Engineering Literacy assessment measures the “T” and “E” in STEM, augmenting longstanding assessments in science and mathematics.

The Three Rs: Reading, Writing, & Rutabagas - The School-based Garden: A Classroom like No Other. (2009) This article in the Foundations Inc newsletter focuses on urban farming initiatives that give students experience in horticulture, business and science.

Using Project Based Learning to Teach Science. (2013) Project Based Learning (PBL) encourages students to be creative, think critically and engineer solutions to problems.  This article discusses the ways OST programs in Philadelphia are using the PBL model to teach STEM.

What District and School Leaders Can Do To Prepare Rural Students for a Brighter Future. (2015) This brief discusses the importance of college and career preparedness for rural youth and how STEM helps students learn meaningful skills connected to career pathways. Education Northwest.

Writing "Voiced" Arguments about Science Topics. (2013) This article shares the results of an action-research project that evaluated the success of the researcher in producing voiced arguments about topics from the science curriculum. The author offers an account of her instructional approach, student writing samples, and a discussion of the potential benefits and limitations of such an approach.

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To suggest additional STEM documents, contact OSTRC Consultant Nancy Peter.