Programs that infuse science, technology, engineering, and math enable hands-on, applied learning while preparing students for 21st century careers. Programs are especially effective in helping youth to develop these skills and increase their interest in STEM when their activities are hands-on, project or inquiry-based, sequenced in a way that allows youth to build on previous knowledge and their own experiences, and make connections to potential careers. And most importantly, they can exist anywhere.
Research and Reports
Building Learning SystemsFUSE: Next Generation BriefAssessing the state of STEM in BostonClick2Science: Online Professional Development for Out-of-School ProvidersPenny Noyce (Noyce Foundation) – Informal Science Education PresentationScience After School: How to Design and Run Great Program ActivitiesHow Cross-Sector Collaborations are Advancing STEM LearningExamining the impact of Afterschool STEM Programming
Description: This toolkit, sponsored by the Noyce Foundation, is intended to support communicators in framing the issues that surround STEM learning in both formal and informal learning contexts. It includes three main types of content:
- Communications guides, intended as “job aids” to be used while crafting communications that align with FrameWorks research.
- Sample communications, intended to be used in external communications. These include annotations that unpack the framing strategy being illustrated, so that the recommendations can be extended to new communications.
- Links to research reports, intended to be used as reference material.
Users are encouraged to borrow the language in sample communications verbatim if desired– no citation or special permissions are needed – and also to feel free to adapt the examples to the immediate needs of a local communications context.
For 15 years, FrameWorks Institute research has demonstrated that effective communications can help activate the public’s engagement with complex social issues – such as the education reforms needed to meet the demands of a complex and changing world. This toolkit is based on the findings of the Core Story of Education initiative, a multi-method research project which queried the thinking of over 35,000 Americans. For more on the extensive evidence base that informs the recommendations in this toolkit, visit this website.
Description: Science, technology, engineering, and mathematics (STEM) permeate the modern world. The jobs people do, the foods they eat, the vehicles in which they travel, the information they receive, the medicines they take, and many other facets of modern life are constantly changing as STEM knowledge steadily accumulates. Yet STEM education in the United States, despite the importance of these subjects, is consistently falling short. For decades, efforts to improve STEM education have focused largely on the formal education system, but students do not learn about STEM subjects just in school. Much STEM learning occurs out of school–in organized activities such as afterschool and summer programs, in institutions such as museums and zoos, from the things students watch or read on television and online, and during interactions with peers, parents, mentors, and role models.
STEM Learning is Everywhere, authored by the National Research Council, explores how engaging representatives from the formal, afterschool, and informal education sectors in California and from across the United States could foster more seamless learning of STEM subjects for students in the elementary and middle grades. The report also discusses opportunities for STEM that may result from the new expectations of the Next Generation Science Standards and the Common Core Standards for Mathematics and Language Arts.
Read the full report here!
Description: This brief by TASC, Every Hour Counts and ORGE Innovation Consulting presents a strategy to create real-world science learning experiences for kids that integrate Next Generation Science Standards with social and emotional learning experiences. Leveraging external experts, community integration and project-based learning, the model builds flexible science programs in both formal and informal settings. While intended for use by New York, Boston and Providence, the Frontiers in Urban Science (FUSE) initiative cities, this brief could be useful to STEM educators, community partners and district leaders nationwide who are forging new paths to expand access to STEM learning and opportunities.
This strategy employs cross-cutting concepts, activities to build social and emotional competencies, science-rich environments and diverse bodies of educators in an effort to positively impact student outcomes. To build successful learning experiences, the model endeavors to marry auxiliary support systems–like technology, public support systems, youth development opportunities, assessment tools and policy implementation–into a cohesive unit.
Read the full brief here!
The Boston STEM (Science, Technology, Engineering and Math) Network, in partnership with the Boston Public Schools, Boston After School & Beyond, and the Boston PIC released its first report this spring titled “Assessing the State of STEM in Boston”. The report provides a foundational understanding of Boston Public School student achievement and interest in STEM subjects and careers as well as the capacity of the out-of-school time STEM community to serve our students.
September 2010: The After-School Corporation
This guide for program leaders offers a framework and practical advice for creating and maintaining high-quality science learning programs in out-of-school time sites. (Abstract Source: The After-School Corporation)
In this July, 2014 report, the Afterschool Alliance overviews some of the recent research findings about the importance of afterschool and other out-of-school time experiences for STEM learning and analyzes evaluation data from a selection of strong afterschool STEM programs. Several themes emerged in the analysis:
- Afterschool STEM programs are successful in engaging and retaining large numbers of students from diverse populations.
- Young people in these programs express curiosity and interest in STEM subjects, in ways that extended that interest in school and out of school.
- As they participate, young people gain real skills and the ability to productively engage in STEM processes of investigation.
- Youth learn essential STEM-relevant life and career skills.
- Participants come to understand the value of STEM in contributing to society and solving global and local problems. They begin to see how STEM intimately connects to their everyday lives.
- Youth display an increased awareness of career options, as well as a nuanced understanding of those careers.
- Afterschool STEM programs can have an impact on academic performance.