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Learn how educators and after school program providers recognize that hands‐on, inquiry‐driven science, technology, engineering and math (STEM) programs are in line with a schools’ approach to meeting curriculum goals and include STEM in after school programs.
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Tyler-Wood, T., Ellison, A., Lim, O. et al. Bringing Up Girls in Science (BUGS): The Effectiveness of an Afterschool Environmental Science Program for Increasing Female Students’ Interest in Science Careers. J Sci Educ Technol 21, 46–55 (2012). Retrieved from https://files.eric.ed.gov/fulltext/ED546628.pdf
This paper presents research findings about the importance of afterschool and other out-of-school-time (OST) experiences for STEM learning. The authors summarize evaluation data from a selection of well-regarded afterschool STEM programs, describing how these programs positively impact the programs’ youth.
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Krishnamurthi, A., Ballard, M., & Noam, G. G. (2014). Examining the Impact of Afterschool STEM Programs. Afterschool Alliance. Retrieved from https://eric.ed.gov/?id=ED546628
This article, written by the Founding Dean, School of Education, University of California, Irvine, gives insights into her studies of STEM programs and why they should be part after school programs.
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Baker, E. (2013). The importance of afterschool programs in education reform worldwide: Making it essential in America. Expanding Minds and Opportunities: Leveraging the Power of After-school and Summer Learning for Student Success. Washington, DC: Collaborate Communications Group. Retrieved from https://www.expandinglearning.org/sites/default/files/expandingminds_section_3_0.pdf
The images on this webpage are from 2026 wind and solar KidWind STEM programs at Makersmiths, Inc.
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