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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
(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