After School: A Vital Partner in STEM Education

Afterschool Alliance, S.D. Bechtel, Jr. Foundation, Time Warner Cable, May 2011

This report makes the case for building after-school partnerships around STEM

and expanding the capacity to deliver high-quality informal STEM education.

http://www.afterschoolalliance.org/Afterschool_as_STEMpartner.pdf

 

Culturally Relevant Strategies to Build Student Interest in Science

Relating Research to Practice, 2013

This brief relates a study of exemplary African-American teachers

and their approaches to developing interest in science among lowincome

African-American elementary students to practice.

http://relatingresearchtopractice.org/article/253

 

Engagement, Capacity and Continuity: A Trilogy for Student Success

Science Museum of Minnesota and Campbell-Kibler Associates, Inc., 2004

This paper introduces a system to analyze what is needed for individual

students to be successful in mathematics and science.

http://www.smm.org/static/about/ecc_paper.pdf

 

Identity and Persistence in STEM: Why It Is Important to Think about

How Women and Girls See Themselves in Science and Engineering

Women in Engineering ProActive Network (WEPAN), 2011

This webinar explores what it means to have a science/engineering identity,

what and who influences that identity, and how gender plays a role.

http://vimeo.com/30814301

 

Out-of-School Time Science Activities and Their

Association with Career Interest in STEM

International Journal of Science Education, 2011

This study examines the association between OST science activities and

science interest in middle school and STEM career interest in university.

www.tandfonline.com/doi/abs/10.1080/21548455.2011.629455#.UqtCq0qMk00

 

Partnerships with STEM-Rich InstitutionsAfterschool Alliance, 2013

Expanded learning programs can partner with STEM-rich institutions—

science centers and museums, universities and colleges, businesses, and

government agencies—to impact students as well as instructors.

http://www.afterschoolalliance.org/issue_61_STEM.cfm

 

Reversing the Swing from Science: Implications

from a Century of Research

Cary Sneider, 2011

This paper summarizes a century of research on youth motivation

in science and urges researchers to build on each other’s work and

communicate findings to influence policy and practice.

http://www.noycefdn.org/documents/Sneider-The%20Swing%20from%20Science.pdf?v=snKYxbC8xiA

 

FUSE Resource Guide

Science Beyond the Classroom: Critical to New York’s Future

New York State Afterschool Network, 2012

This statewide network issue brief argues, that high-quality science learning

outside the traditional classroom is critical to young people’s success, and

examines the role of expanded learning opportunities in providing more

young people with inspiring, transformative science learning.

http://www.nysan.org/content/document/detail/3664/

 

Science by Stealth

Education Week, 2006

This classic article by TASC President Lucy Friedman and Jane Quinn, Vice

President and Director of the National Center for Community Schools at the

Children’s Aid Society, describes the value of science in after-school.

http://www.edweek.org/ew/articles/2006/02/22/24friedman.h25.html

 

Shifting Expectations: Bringing STEM to Scale through Expanded Learning Systems

Afterschool Matters, 2013

The 2010-2011 evaluation of the national FUSE demonstration offers lessons on how

expanded learning opportunities can help address the STEM education crisis.

http://www.niost.org/images/pdf/afterschoolmatters/asm_2013_17_spring/ASM_2013_spring_2.pdf

 

Surrounded by Science: Learning Science in Informal Environments

Board on Science Education, Center for Education, 2010

This book offers case studies and probing questions to support

practitioners in informal science settings with instruction, program

design, and development of students’ science identities.

http://www.nap.edu/openbook.php?record_id=12614&page=1

 

Vital Signs: Reports on the Condition of STEM Learning in the U.S.

Change the Equation, 2012

Change the Equation and Nielsen surveyed more than 17,000 U.S.

households with children in grades K-12 to assess the extent of participation

nationally in STEM programs outside of the school day.

http://changetheequation.org/sites/default/files/CTEq%20Vital%20Signs%20Lost%20Opportunity.pdf

 

 

(References and additional resources available through The FUSE initiative and this Resource Guide developed with the generous support of the Noyce Foundation. This guide was authored by Nina Agrawal, Policy and Communications Coordinator, and Jessica Donner, Director, Every Hour Counts. © 2014 by The After-School Corporation) file:///C:/Users/c.duggan/Downloads/file_FUSE_Resource_Guide_2014.pdf