Monday, December 20, 2010
Podcasts from the National Conference on Science and Technology in Out of School Time Now Available!
To access the podcasts, follow this link: http://tiny.cc/a3zwr
The link will open iTunes. To download iTunes for free, go to http://www.apple.com/itunes/download/.
Many thanks to our speakers, the staff of Swank AV at the Sheraton Universal Hotel, and the volunteers who assisted with recording!
Monday, December 13, 2010
Students filled out confidential surveys about their teachers, and researchers found that teachers who received positive reviews also tended to have students whose test scores improved over the school year. However, teachers who had their classes spend "a lot of time... practicing for the state test" consistently had lower rankings by students as well as lower test scores. This interesting finding has a lot of implications for education reform, and raises some questions about teaching effectiveness in out-of-school time as well.
Many afterschool STEM programs--including museum exhibits and programs, summer camps, and other opportunities for learning in out-of-school time--undergo evaluation to find out how well they are fulfilling their organization's mission or program's goals. This process, though often time-consuming, can be very important for keeping the program up-to-date with current educational standards and expectations as well as essential for proving success to current or potential funders. But how often does that evaluation process include input from students or participants?
Since afterschool program effectiveness many not be measured against test scores, another metric must be used to gather data or feedback on the program's teaching effectiveness. Participant feedback--from students or adults--provides meaningful data on how well the program is doing, and what it could do to improve. Though this study specifically addressed in-school time teaching, hopefully it will provide afterschool programs with an impetus to have themselves evaluated and make an even greater case for out-of-school time education.
Monday, December 06, 2010
Why is computer science important? According to CSEdWeek's website, the current number of students studying computer science will only fill 52 percent of the projected 1.4 million new computing jobs by 2018. Contributions in computer science shape other aspects of the economy, and are necessary to drive technological innovation. Studying computer science at any age helps kids build critical skills like creative and critical thinking, problem solving, and computer literacy in a digital age. And yet computer science programs are often overlooked and underfunded, leading to insufficient curricula, a lack of teacher training in computer science, and decreased gender and ethnic diversity in computer science programs and careers.
The CSEdWeek website has lots of resources to help advocates build a case for computer science education in and out of school time, including key facts, career guides, and activities for your classroom or program. They have also compiled a guide to events happening across the country promoting computer science. Plus, they're asking advocates to share their thoughts on Twitter (hashtag #CSEdWeek), Facebook, YouTube, and LinkedIn.
Members of the Coalition for Science After School are working hard to promote computer science in out-of-school time in their communities. Here are just a few:
- The Department of Computer Science at Purdue University in West Lafayette, Indiana
- The College of Engineering and Computer Science at Wright State University in Dayton, Ohio
- Computers for Children, Inc., in Buffalo, New York
- Computer Explorers in Tampa, Florida
- Bits, Bytes, & Bots Computer Adventures, a national program with opportunities for learning about robotics, game creation and other computer-based technology skills
- Computer Summer Science Camp at the University of Cincinnati, where high-schoolers learn to write programs in a real computer science lab
- Girl TECH CORPS from TECH CORPS Ohio, a program that brings together girls interested in technology and mentors to learn age-appropriate technological skills
Tuesday, November 30, 2010
If you're an educator looking for books to use in your program, the National Science Teachers Association has a huge, annually-released compilation of the best science trade books for K-12 students stretching back to 1996. Again, the books cover a wide range of science subjects and are organized by subject or purpose (such as "Science as Inquiry" and "Unifying Concepts and Processes in Science").
Do you use science books in your afterschool program? What are some of your favorites?
Monday, November 22, 2010
The whole article is definitely worth reading--especially the comments, where Afterschool Alliance Executive Director Jodi Grant jumps in and interacts with Jay, classroom teachers, parents, and advocates on both sides of the issue.
Certainly, students spending more time learning during the day--whether in a classroom or outside of it--has been shown to improve learning overall using test scores (see the article and comments for more specifics). But longer classroom hours and the increased learning effectiveness also correlate with better teaching skills and strategies overall--and it would be hard to argue that simply increasing school hours leads to better teachers. Rather, it would seem that teachers who are good at what they do tend to work at schools with longer hours overall.
And I would venture a guess that many of us know of teachers from our own educational experience who put in the extra effort outside of school hours to ensure that their students were truly learning--through informal chats, extra tutoring time, or running an afterschool program. The key to effective learning seems to be making learning engaging, through creative curriculum and good teaching--something that happens in informal educational settings, which take place in out-of-school time.
There's no doubt that extending learning time is essential to increasing learning effectiveness. Mounds of data--both international and domestic--help to support that case. And it's likely that education reform in the US will include increasing learning time during the school year and summer. It's up to advocates for out-of-school time to develop successful programs with meaningful learning outcomes and to influence the tone of the extended learning time debate.
Monday, November 15, 2010
Research into early childhood development in the past few decades has increasingly shown that very young children are constantly absorbing new information around them and that even the smallest interaction with adults or other children can be loaded with meaning. I can't help but wonder if the principle discovered in this study also applies to science--if parents who talk more about science affect their children's interest in science later in life. And most kids like to build structures with blocks and do puzzles--both of which use engineering concepts. Perhaps one way to increase interest in STEM subjects is to make them a part of the lives of young children.
Monday, November 08, 2010
The National Academy of Sciences recently published a study on the uncertainty of K-12 engineering standards in the United States. It is true that engineering has long been taught and learned exclusively or primarily in higher education, with introductory science and math classes in K-12 providing the basic skills necessary for professional engineers to complete their college degrees. But basic engineering skills can be necessary or useful for other professions that don't require advanced degrees--like work in manufacturing and construction.
Thankfully, many afterschool programs include engineering as part of their activities. Programs from the Directory -- like the Elementary Engineering with Legos in Ohio, Focus on the Possibilities career exploration program in Wisconsin, the Come Fly With Me program in Michigan, and the FIRST Robotics teams across the country, just to name a few. Here's hoping that the out-of-school world is able to keep students creating, innovating, and engaged in engineering.
Tuesday, November 02, 2010
For some last-minute information on the candidates and initiatives in your area, check out the Afterschool Alliance's Election Guide. Google maps has a great polling place finder too!
Monday, October 25, 2010
Here's how it works. Once users create an account, they can post guides to their favorite projects. This includes a description, time, materials cost, and subjects addressed, among other things. Other users can post comments on their experience with the activity and even try to tweak it. Activities can be added to user-generated lists to create collections of similar activities, and users can earn badges and points based on their participation.
"SMILE" stands for Science and Math Informal Learning Educators, but howtosmile.org can be used as a resource in lots of settings by non-educators too. Many of the activities are simple enough to be done by parents and kids at home, or by non-scientists in community groups, like Girl Scout troop leaders. The interface is simple enough to use that kids could search for interesting activities on their own. It's free to join, and if you get started soon, you'll have a chance to win an iPad!
Howtosmile is a joint project of science educators and researchers from across the country, including the Lawrence Hall of Science, The Association of Science and Technology Centers (ASTC), the Children's Museum of Houston, the Exploratorium, the New York Hall of Science, the Science Museum of Minnesota, and the National Science Digital Library (NSDL).
The Coalition for Science After School is proud to be a national partner!
Monday, October 18, 2010
That idea got a boost today when President Obama hosted the White House Science Fair, which honored winning science fair entries from across the country. President Obama stressed the importance of science education in his administrative agenda: "If you win the NCAA championship, you come to the White House. Well, if you're a young person and you produce the best experiment or design, the best hardware or software, you ought to be recognized for that achievement, too."
The projects that were honored truly are achievements that deserve national attention. Teams of high school students built a carbon-fiber solar car from scratch, developed a therapy using light energy to beat cancer, and invented a water purifier to ensure water quality in remote rural areas. Middle schoolers were represented too, including a team that designed a model city for earthquake refugees, eighth-graders who used nanotechnology to create a recyclable printer ink, and seventh graders that experimented with different materials to create a safer helmet for kids. You can see the full list of projects at the White House blog.
As an afterschool science institution, science fairs encourage kids to work in teams to create their own ideas and projects. The social aspect of science fairs gives kids an important support group that can help social and emotional development too. The nature of science fairs also links kids up with mentors in their communities, which is important for encouraging a long-lasting interest in science. And giving recognition to science projects, as President Obama did, goes a long way in encouraging other kids to participate in science too. Let's hope that the White House Science Fair becomes a tradition!
Monday, October 11, 2010
So what's the problem with "STEM"? On the one hand, it could be seen as overly inclusive--despite stereotypes, not every student interested in science is also fascinated by math, and vice versa. But the term might a little exclusive too--does it leave out specialized but important disciplines like computer science, medicine and health science, media studies, or archaeology? Some advocates argue for the inclusion of art--to make STEM into STEAM--because no science or technology innovation has ever been done without a little creativity.
And while STEM might be a handy acronym for those of us who work in the field, it might mystify those who need access to science and technology education the most. If you're not involved in the science education field in some way, you might not know what STEM means, and it's rarely explained in the media. The Coalition advocates for afterschool science for all, and it's hard to convince someone that STEM is important when you're not even speaking the same language as them!
We don't necessarily need to scrap the term altogether, though. As Dr. Elizabeth Stage--Coalition Steering Committee member and Director of the Lawrence Hall of Science--it's a "false distinction" to "silo out" the different disciplines, because they use the same type of analytical and critical thinking. But as the field of science education advocacy grows and changes, there's no doubt that criticisms such as Angier's will continue to be published.
What are your thoughts on the term "STEM"? Let us know in the discussion page at the Coalition for Science After School LinkedIn page.
Tuesday, September 28, 2010
Exciting and Unique Job Opening at the Coalition for Science After School and Lawrence Hall of Science!
Job Number: 10-104
Job Type: Coordinator of Public Programs VI-VIII
Job Area: Lawrence Hall of Science
Title: Director, Center for Quality Science Learning Afterschool (Coordinator of Public Programs VI-VIII)
Location: Lawrence Hall of Science, University of California, Berkeley
Salary Range: $76,800-98,900 annually
Duties and Responsibilities:
The Lawrence Hall of Science (LHS) is seeking a visionary leader to envision, plan and build a new Center for Quality Science Learning Afterschool (QSLA). As Center Director he or she will be responsible for creating an agenda that enables quality educational programs and innovative practices to flourish in afterschool. This senior academic appointee will play a visible role nationally in the field by serving as a spokesperson, advocate, and coalition builder to raise the profile of the Hall. The director will supervise staff as well as serve on the nine member LHS leadership team to promote institution-wide collaboration and excellence. The QSLA Center Director will be responsible for facilitating mutually beneficial relationships with outside agencies as well as build collaboration within the Hall's current efforts in afterschool science education. The QSLA Center Director will serve as author and project director on grants and fundraising documents to raise support for the work of the center. Through leveraging the Hall's existing excellence in research and evaluation, materials development, direct service, and technology innovation, the QSLA Director will be expected to build a strong and coherent program that make a measurable impact on the diversity of afterschool audiences.
The QSLA Center Director will concurrently serve (30-40%) as the Executive Director of the Coalition for Science After School (CSAS), a national network of over 1500 organizations, experts and committed individuals, dedicated to advancing after school science education. CSAS plays a national role in collecting and disseminating knowledge about best and promising practices in the field, serves as platform for advocacy, and a convener of communities of practice. The Executive Director, working together and guided by the CSAS Steering Committee, will enact the bold vision to make science a routine part of after school, such that CSAS will no longer need to exist in ten years.
" Masters in science or mathematics, science or mathematics education, youth development, or the equivalent required; Ph. D. desirable.
" A minimum of ten years of experience in science and/or mathematics education, in formal, informal, and/or afterschool settings; working with policymakers, diverse learners and stakeholders.
" Experience designing, implementing, leading, and managing complex projects; including building teams and raising funds
" Knowledge of science education and afterschool trends and policies required; knowledge of UC system policies and practices desirable.
" Excellent written and oral communications skills, computer skills, service-oriented with a strong customer service background required; bilingual and/or experienced with second language learning issues desirable.
" Self-starter with ability to work independently with minimal supervision, to set priorities, take initiative, exercise authority, and execute tasks while maintaining confidentiality, exercising judgment.
QSLA Center Description:
CSAS Strategic Plan:
Approximate Starting Date: February 1, 2011
Total Duration of Appointment: 1 year, renewable upon successful performance and the availability of funds.
Application Deadline: November 1, 2010
Please submit your CV and cover letter by e-mail to:
Sherry Hsi & Michael Radke, Selection Committee Co-Chairs
THE UNIVERSITY OF CALIFORNIA IS AN EQUAL OPPORTUNITY/AFFIRMATIVE ACTION EMPLOYER.
You can also view this posting at the UC Berkeley Academic Employment site.
Thursday, September 23, 2010
The folks at Project Exploration have been blogging all day over at http://www.projectexploration.org/blog/ and tweeting at #scienceafterschool. Lots of big updates over there, so take a look!
Wednesday, September 22, 2010
Not in LA? You can still follow the National Conference on Science and Technology in Out-of-School Time!
If you're unable to make it to LA, we have a lot of ways for you to follow the conference from afar! On Twitter, you can follow the conference proceedings at the #scienceafterschool hashtag. Our co-host Project Exploration will be liveblogging many of the conference events and proceedings--check out their blog at http://www.projectexploration.org/blog/. We'll try and post here and on our Facebook page too!
Monday, September 20, 2010
The 2010 National Conference on Science and Technology in Out of School Time brings together stakeholders in STEM (science, technology, engineering, and math) education, including policymakers, researchers, funders, scientists, program directors, and advocates. Attendees will learn about the latest developments in STEM education policy, funding trends, and professional development.
Volunteers will be operating simple audio recording equipment and recording breakout sessions at the conference. As a thank you from the Coalition for Science After School, you will receive lunch, compensated parking, and free admission to the plenary sessions during the rest of the day.
Volunteers will need to come to a short training to learn how to operate the equipment. Training will take place on Friday, September 24th, at 8:00 a.m.
Sessions take place during the following time slots. You can volunteer for one session in each time slot:
Friday, September 24th, 10:15 a.m.-11:30 a.m.
Friday, September 24th, 12:15 p.m.-1:30 p.m.
Preference will be given to volunteers who can attend multiple time slots.
Full details about the conference, our great speakers, and session descriptions are available at www.scienceafterschoolconference.org under “schedule”. For more information about the Coalition for Science After School, visit our website at www.afterschoolscience.org.
E-mail Kalie at the Coalition for Science After School at kaliesacco (@) berkeley.edu with your availability, and you will receive a confirmation email with more details. We are also happy to answer any questions you may have.
Thank you and we hope to see you on Friday!
Monday, September 13, 2010
We'll also have lots of opportunities for networking with funders, researchers, and providers, and a fun program showcase where you can learn more about programs from across the country.
You can visit the official conference website here to learn more details about our speakers, presenters, and sessions. For now, I wanted to share a snapshot of the breakout sessions. Here are some of the titles and presenters:
After School Experience as Snack and Basketball
Friday, September 03, 2010
During the summer, museums and science centers provide lots of services (not to mention air-conditioning) to vacationing families, summer campers, and parents and students who want to beat the summer "brain drain." But in September, the focus switches to classroom and homework time.
Low visitation means less crowds and more time spent with exciting exhibits, making September a great time to visit museums after school and on the weekends. Maybe that's why Smithsonian Magazine is having Museum Day on September 25th! Print out the admission ticket on their website and visit a participating museum near you (we love science museums, of course, but there are lots of art museums, natural history museums, and children's museums participating).
Check it out at the Smithsonian Magazine website !
Monday, August 23, 2010
If you're not a member, it only takes a minute to sign up. Membership is free, and is a great opportunity for networking, learning about new afterschool science resources, and making your voice heard in the national conversation on STEM in Afterschool! Join at the Coalition's website.
Monday, August 16, 2010
Afterschool stakeholders from across the country will be coming together to share their ideas about equity and access issues at our upcoming Conference in September. In the meantime, check out these great programs from our Directory:
Flandreau Indian School Success Academy at South Dakota State University: this program helps students pursue careers, including in STEM, identified by tribal leaders as being of particular need in their communities.
Junior Paleontologists at Project Exploration: Our good friends (and conference co-hosts) at Project Exploration take minority students on real paleontological excavations in Montana, South Dakota, and Wyoming.
Camp GOAL at the Intrepid Museum Foundation Inc.: a four-week summer science program for underrepresented middle-school girls in NYC.
Multiethnic Introduction to Engineering (MITE) at Purdue University: qualified students interested about engineering learn about how to pursue an engineering at the Purdue campus.
Latinos in Forestry at Oregon State University: a pre-college recruitment program for students interested in natural resource management.
Monday, August 09, 2010
One of the most challenging aspects of managing an afterschool program is securing adequate funding. Even if the program charges a participation or admission fee, it is rarely enough to cover the total costs of operation. Keeping track of grant opportunities ensures that programs will have adequate time to prepare successful grant applications.
Some organizations use professional grant management software that not only alerts users to upcoming grant deadlines, but also more easily keeps track of how grants are being spent. One of the best known is Grantstracker. Another excellent resource is The Foundation Center Online, which allows users to search for ideal funders and easily keep track of upcoming deadlines.
Free resources are also available. The US Government's Grants page is a massive, if somewhat bulky, grants resource for a huge variety of education programs. GrantsAlert is less extensive but easier to use.
An easy way to keep track of grant application deadlines is to create a Google account devoted to grants only. Google Alerts allows you to get daily or weekly updates on keywords relevant to your interests (such as "robotics afterschool program grants" , "Education grants Omaha NE" , or "STEM grants K-5"). A Google Calendar allows you to categorize the grants that you are interested in, and will send you alerts for when grant applications are coming up. Even if you find out about a grant deadline that has passed, keep track of its due date so you can check back next year.
Our upcoming Conference will have many more opportunities for learning about funding trends. Sign up today!
Tuesday, August 03, 2010
This is a special two part blog post on finding grants for your afterschool science program. Check back next week for a post on how to keep track of grant opportunities.
Though the economy is still recovering from the recent recession, funding is still available for education programs across the country. Government resources as well as corporate and private foundations continue to provide grants for a variety of educational purposes, including for administering and attending afterschool science programs.
The Coalition's website lists funders who have demonstrated a commitment to funding science, technology, engineering, and math education in informal and afterschool settings. The list includes government-funded entities like the Institute of Museum and Library Services, the National Science Foundation, and the U.S. Department of Education. Private foundations listed include the Motorola Foundation, the David and Lucille Packard Foundation, and Time Warner Cable (through their Connect a Million Minds Initiative).
Professional associations often offer grants or prizes to their members or participants. The NSTA (National Science Teacher's Association) and AAAS (American Association for the Advancement of Science) offer prizes for accomplishments in the field of informal education (as well as other areas).
If you're looking for even more granting opportunities—such as small grants to fund just portions of your program—consider joining or using one of the many grant databases that exist online. Here are some that are easy to use and extensive:
The Foundation Center lists thousands of grants that can be used for special projects, general operating funds, professional development, and more.
Grantwrangler is a searchable grant database devoted to education, and even has a specific STEM database.
The National Education Association (NEA) has a very extensive grant database. While many of the grants are for classrooms, there are many that can be applied to professional educational development as well as out-of-class time programs.
And don't forget that “funding trends” is one of the strands in our upcoming conference. Attending the conference will let you know about the latest developments in out-of-school time funding.
Monday, July 26, 2010
Tuesday, July 20, 2010
Monday, July 12, 2010
It may seem strange for a government organization to devote time to creating computer games for children. But Moonbase Alpha is more than just entertainment—it’s a part of a strategy by NASA to increase support for STEM education across the US.
Profiled on the website Ars Technica, the project manager for Learning Technologies, Daniel Laughlin, said that the project was developed as a direct response to the decline in STEM education in the US. Laughlin pointed out that “there are not enough students studying science, technology, engineering, and mathematics to fill our national needs in those areas” and that “NASA literally cannot function without STEM graduates.” (Read the full article here .)
This got us thinking about what kinds of other opportunities there are for students to engage in STEM education and learn the practical skills necessary to be competitive in the workforce today. A quick search of the Directory brought up several programs designed to prepare students for careers in research, advocacy, and education in a variety of STEM fields. Below are some standouts:
- Bright Students Training as Research Scientists (Bright STaRS) at the American Geophysical Union. At this conference, high school students have the opportunity to present original research and learn more about how to become professionals in the geosciences.
- Discover the Possibilities at the Milwaukee School of Engineering (MSOE). This weeklong program exposes potential engineering students to all of the different opportunities in the field, giving them the tools to pursue their ideal engineering career.
- Student Science Training Program (SSTP) at the Center for Precollegiate Education and Training. This prestigious research seminar teaches students the practical skills needed to conduct science research and to attain a career in science.
- Pasadena Technology Camp at the CA Space Education and Workforce Institute. This weekend program provides computer literacy training to disadvantaged student populations, teaching them an essential skill needed in the workforce today.
- Leadership Intern Field Training (LIFT) at Sustainable South Bronx. This internship gives high school students hands-on organizing experience in the growing field of environmental justice and gain advocacy skills that are applicable to many STEM fields
Do you know of a program that provides practical STEM career skills to high school students or young adults? Join the Coalition and add your opportunity to the Directory.
Monday, June 14, 2010
Not too long ago, we posted a story on our facebook/twitter pages about a group of middle-school youth who protested funding cuts to afterschool programs in New York City. After discovering that Mayor Michael Bloomburg had proposed cuts to afterschool programs in his preliminary budget, the youth took to the streets and marched on City Hall to advocate for themselves—an impressive and admirable reaction.
While not everyone can find time to hit the pavement in support of their favorite causes, there are other ways to show your support. In particular, sending a letter—even a form letter—to your congress -men and -women is an effective and relatively convenient way to have an impact.
In preparation for an important vote on afterschool funding, Afterschool Alliance recently put together an excellent example of an advocacy letter addressed to members of congress. If you would like to show your support for afterschool STEM, consider using/adapting the AA letter (attached below).
Monday, June 07, 2010
School may be out for the summer, but that doesn't mean that learning has to end. In fact, summer learning helps students maintain the essential skills that they gained during the school year. Research collected by the National Summer Learning Association at Johns Hopkins University found that young people experience learning losses when they do not participate in educational activities over the summer. Another study found that “parents consistently cite summer as the most difficult time to ensure that their children have productive things to do” (Duffett et al, 2004).
Summer presents a great opportunity for students to engage in informal learning through fun activities that take place outside of the classroom. By participating in fun and informal activities that combine science, art and sports, students keep their minds and bodies active and engaged. Many summer activities come in the form of camps and classes, which offer some structure and scheduling benefits for working parents, and allow students to participate in many kinds of activities during the summer.
Not a parent or guardian of a school-age child? You can still help encourage long-term learning by spreading the word about summer programs in your community. Consider volunteering your time or donating materials to an art or science camp.
A quick search of the National After School Science Directory found science-themed camps and summer classes all across the country for all ages and interests. Some highlights include:
The 2010 Summer Archaeology Camp at the El Paso Museum of Archaeology in El Paso, TX, where students will learn “about the science of archaeology, its tools, and the prehistory of the Americas” (http://afterschoolscience.
All Girls All Math camp at the University of Nebraska, where high-school girls will learn about Chaos and Codes mathematics and work with female professionals in the field (http://afterschoolscience.
The Caribbean Conservation Corporation Barrier Island Center Summer Camp in Melbourne Beach, FL, where 2nd-8th grade students will learn all about island ecology and even get to adopt their own sea turtle (http://afterschoolscience.
Still looking for a summer program for your child? Here are some tips for making the most of your summer:
Look at informal learning spaces for unique summer programs. Museums, zoos, and aquariums often have summer camps and classes; teenagers and older students may be able to volunteer and work with younger students.
Check out your local university or community college. College students and professors can act as mentors to your children by inspiring them with real science work.
Don't be afraid to have your children experience something outside of their ordinary level of interest. Encourage them to try new things!
You can encourage long-term learning by engaging with your child before and after their summer camp experience. Ask them what they learned and to share with you any projects that they bring home. Some camp instructors let adults come to portions of camp, especially at the end of the day. You might even learn something too!
Monday, May 24, 2010
We've launched a new 'Category' feature that makes it easier for parents and professionals to locate your opportunities in the National After School Science Directory. Now, you can classify your opportunities as:
* Fairs and Festivals
* Professional Development
Opportunities that are categorized will be better-optimized for search, and thus, more quickly found by users.
AND don't forget to login soon to add your summer opportunities before it's too late!
Monday, May 17, 2010
Become a certified trainer for NASA's Afterschool Universe program and bring the universe down to Earth for your colleagues and their students.
Afterschool Universe is a 12-session out-of-school-time astronomy curriculum for middle-school students. It explores astronomy concepts through engaging hands-on activities and takes participants on a journey through the universe beyond the solar system. The goal of the program is to introduce program leaders and students to astronomy and the universe we live in.
The program was developed in partnership with the DC Children & Youth Investment Trust Corp, and it is an approved resource for Great Science for Girls. General information is available at: http://universe.nasa.gov/au/. An independent review of the program is available on the Science After School Consumers Guide: http://www.sedl.org/cgi-bin/mysql/afterschool/science.cgi?resource=61
Applications are currently being soliciting from trainers in out-of-school-time networks to attend a train-the-trainer workshop in December 2010. You will attend a special, all-expenses-paid three-day training workshop at NASA Goddard (in Greenbelt, MD) that will prepare you to run training workshops in your own communities.
In order to participate, your network must commit to recruiting at least 10 middle school sites, offering the training, and ensuring that the sites implement the program. The commitment also includes participation in the project evaluation – we assure you that this program has already been rigorously evaluated and this train-the-trainer effort will also be studied for effectiveness. There is more information about the required commitment in the application: http://universe.nasa.gov/au/trainer_training.html
Monday, May 10, 2010
NSLA strives to connect and equip out-of-school time providers, like schools and community organizations, to deliver high quality summer learning programs to all of America's youth. The NSLA mission is complementary to the mission of the Coalition, and it is especially important this time of year-- In just a few short weeks, schools will let out for summer, and children will have hundreds of hours of free time lavished upon them. This time lends an exceptional opportunity for kids to explore and discover freely in informal learning environments.
We are working to get the message out about the importance of summer learning opportunities and make them accessible to more of the nation's youth. As part of the Connect a Million Minds initiative, the Coalition maintains the National After School Science Directory to help kids and families identify high quality science learning out-of-school time.
Help us by updating your organization's listings: directory.scienceafterschool.org
Also, locate opportunities for afterschool (and summer) science in your area: http://afterschoolscience.org/directory/
Tuesday, May 04, 2010
Hosted by the Coalition for Science After School and Project Exploration
Presented Sponsor: Time Warner Cable
About the Conference:
This conference convenes a national cross-section of 400+ stakeholders involved in the growing movement for science and technology out-of-school. Sessions highlight key developments in the field – with a particular focus on access and equity issues affecting populations historically underrepresented in science - including: research-based best practices, professional development for program providers, program and curriculum development, evaluation, systemic approaches to aligning science education in – and out – of school time, and funding trends.
Who is the Conference for?
This conference targets national and local leaders involved with science education out-of-school: youth development and out-of-school program directors; executive directors and CEOs of informal science institutions; leaders of community-based organizations; representatives from K-12, community colleges and higher education; researchers and policymakers tracking regional and national trends in innovation, science and workforce development; foundation and corporate funders involved with youth development and science education reform.
• Raise awareness about ways out-of-school time science and technology efforts positively impact students’ lives, enhance 21st-century skill-building, and expand the science and technology career workforce;
• Build capacity in the field by facilitating and strengthening the development of partnerships, networks and models that exemplify what works for engaging and retaining students to science;
• Outline an agenda for regional, state-wide and national efforts to support students’ involvement with science and technology.
For more information visit www.afterschoolscience.org or contact: Gabrielle Lyon at email@example.com or 773.834.7620.
Monday, May 03, 2010
Director, Center for Quality Science Learning Afterschool (Coordinator of Public Programs VI-VIII) Lawrence Hall of Science, University of California,
Salary Range: $76,800-98,900 annually
Duties and Responsibilities:
The Lawrence Hall of Science (LHS) is establishing a new center, the Center for Quality Science in Learning Afterschool (QSLA), to build on the work of existing LHS centers, programs, and partners and to assume leadership of the Coalition for Science After School (CSAS). The founding director will have the opportunity to establish the agenda for the LHS work in afterschool—research, development of materials and programs for afterschool settings, professional development for the afterschool instructional workforce, and creation of practical approaches to use technology to support of science in afterschool settings. He or she will also be the Director of CSAS, a network of national organizations, experts, and committed individuals who are working to bring together the fields of science education, afterschool education, and youth development so that the mutual benefits, of the afterschool setting for achieving science education goals and of science education for achieving the youth development goals, are recognized, understood, and implemented. As a center leader at LHS, the Director will serve on the leadership team, play a senior role in promoting the excellence of the institution, and report to the LHS Director.
• Masters in science or mathematics, science or mathematics education, youth development, or the equivalent required; Ph. D. desirable.
• A minimum of ten years of experience in science and/or mathematics education, in formal, informal, and/or afterschool settings; working with policymakers, diverse learners and stakeholders.
• Experience designing, implementing, leading, and managing complex projects; including building teams and raising funds;
• Knowledge of science education and afterschool trends and policies required; knowledge of UC system policies and practices desirable.
• Excellent written and oral communications skills, computer skills, service-oriented with a strong customer service background required; bilingual and/or experienced with second language learning issues desirable.
• Self-starter with ability to work independently with minimal supervision, to set priorities, take initiative, exercise authority, and execute tasks while maintaining confidentiality, exercising judgment.
Approximate Starting Date: September 1, 2010
Total Duration of Appointment: 1 year, renewable upon successful performance and the availability of funds.
Application Deadline: May 27, 2010
Please submit your CV and Cover Letter to Jami Rousseaux, firstname.lastname@example.org, or by postal mail to her at Lawrence Hall of Science, University of California, Berkeley, CA 94720-5200
THE UNIVERSITY OF CALIFORNIA IS AN EQUAL OPPORTUNITY/AFFIRMATIVE ACTION EMPLOYER
Monday, April 26, 2010
This past Thursday, Coalition Steering Committee Chair Dennis Bartels was one of the guests featured on KQED's Forum with Michael Krasny (NPR). Broadcasting from San Francisco's Exploratorium, where Dennis is the Executive Director, the program spotlighted innovative programs going on in the Bay Area, particularly those working to bring science to communities with limited resources and under represented demographics.
Congratulations, Dennis. The message about engaging kids in science is getting out!
Listen to the audio: http://www.kqed.org/epArchive/R201004220900