Computing and Engineering in Afterschool. Afterschool Alert. Issue Brief PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Computing and Engineering in Afterschool. Afterschool Alert. Issue Brief PDF full book. Access full book title Computing and Engineering in Afterschool. Afterschool Alert. Issue Brief by Afterschool Alliance. Download full books in PDF and EPUB format.
Author: Afterschool Alliance
Publisher:
ISBN:
Category :
Languages : en
Pages : 12
Get Book Here
Book Description
This Afterschool Alert Issue Brief explores how afterschool programs are offering innovative, hands-on computing and engineering education opportunities. Both these subjects have emerged as priority areas within the "STEM" fields. Computing is one of the fastest growing industries, and yet current rates of college graduation in computer science do not keep pace with the projected number of job openings over the next ten years. Many high-profile efforts have been launched to raise awareness of this issue and get students interested in computing. Engineering faces similar challenges. Despite the availability of well-paying jobs, few students graduate with a degree in engineering. There is also an equity issue, with few women and students of color majoring in these fields. Similar to computing, students and teachers are unsure of to what exactly engineering is. Both subjects are often viewed as advanced topics and relegated to the realm of post-secondary education. While it is known that students need the academic background and skills necessary to be ready for college-level STEM courses, student interest is key to pursuing and persisting in further STEM opportunities and this has to start well before students enter college. While there is much work to be done to integrating computing classes in schools and connecting those experiences to higher education and the workforce, afterschool programs offer an immediate opportunity to engage young people in computing. Through several examples, this issue brief demonstrates how computing and engineering afterschool programs are reaching diverse audiences, bolstering interest, and connecting these experiences to careers. In fact, the winner of Afterschool Alliance's 2013 Afterschool STEM Impact Awards--Project GUTS in Santa Fe, New Mexico--is a computing program that teaches middle school students how to model and program simulations of real-world scenarios. This brief features Project GUTS and other exemplary afterschool programs that are offering rigorous computing and engineering educational experiences for elementary, middle, and high school students. This is the second in a series of issue briefs based on Afterschool Alliance's Afterschool STEM Impact Awards. [For the first brief in this series, see ED546853.].
Author: Afterschool Alliance
Publisher:
ISBN:
Category :
Languages : en
Pages : 12
Get Book Here
Book Description
This Afterschool Alert Issue Brief explores how afterschool programs are offering innovative, hands-on computing and engineering education opportunities. Both these subjects have emerged as priority areas within the "STEM" fields. Computing is one of the fastest growing industries, and yet current rates of college graduation in computer science do not keep pace with the projected number of job openings over the next ten years. Many high-profile efforts have been launched to raise awareness of this issue and get students interested in computing. Engineering faces similar challenges. Despite the availability of well-paying jobs, few students graduate with a degree in engineering. There is also an equity issue, with few women and students of color majoring in these fields. Similar to computing, students and teachers are unsure of to what exactly engineering is. Both subjects are often viewed as advanced topics and relegated to the realm of post-secondary education. While it is known that students need the academic background and skills necessary to be ready for college-level STEM courses, student interest is key to pursuing and persisting in further STEM opportunities and this has to start well before students enter college. While there is much work to be done to integrating computing classes in schools and connecting those experiences to higher education and the workforce, afterschool programs offer an immediate opportunity to engage young people in computing. Through several examples, this issue brief demonstrates how computing and engineering afterschool programs are reaching diverse audiences, bolstering interest, and connecting these experiences to careers. In fact, the winner of Afterschool Alliance's 2013 Afterschool STEM Impact Awards--Project GUTS in Santa Fe, New Mexico--is a computing program that teaches middle school students how to model and program simulations of real-world scenarios. This brief features Project GUTS and other exemplary afterschool programs that are offering rigorous computing and engineering educational experiences for elementary, middle, and high school students. This is the second in a series of issue briefs based on Afterschool Alliance's Afterschool STEM Impact Awards. [For the first brief in this series, see ED546853.].
Author: Afterschool Alliance
Publisher:
ISBN:
Category :
Languages : en
Pages : 13
Get Book Here
Book Description
The Afterschool Alliance is proud to present the first in a series of two issue briefs on afterschool STEM programs, generously supported by the Noyce Foundation. The issue brief topics represent emerging discussions within the afterschool field and are drawn from the two award categories of the 2013 Afterschool STEM Impact Awards: (1) partnerships with STEM-rich institutions, and (2) computing & engineering in afterschool. The briefs feature the award winners and other exemplary afterschool programs that are having a significant impact on participants and demonstrate the potential of the afterschool space to contribute to broader national STEM education goals. Afterschool programs around the nation have enthusiastically embraced science, technology, engineering and math (STEM). Some major afterschool providers, like 4-H and Girls Inc., have long made STEM a priority and in recent years, the vast majority of providers have also come to value providing STEM learning opportunities as an important part of their programming. An Afterschool Alliance poll of afterschool programs conducted in 2010-2011 showed that 99 percent of respondents thought that offering some sort of STEM programming was important, even if that wasn't the focus of their program. Afterschool STEM programs are proving to be highly effective and they deliver important outcomes. Youth in high-quality afterschool STEM programs show (1) improved attitudes toward STEM fields and careers; (2) increased STEM capacities and skills; and (3) a higher likelihood of graduation and pursuing a STEM career. As interest and commitment to STEM learning in afterschool grows, there is an increased need for support to build the capacity of afterschool programs to offer innovative and robust STEM programming. Afterschool programs have a long and rich history of leveraging community resources to best meet the needs of the youth they serve. They recognize that STEM-rich institutions--science centers and museums, universities and colleges, corporations and businesses, and government agencies--have a lot to offer. All of these institutions in turn have keen interests, and sometimes a major stake, in K-12 STEM education. Partnerships leverage the STEM expertise and resources of the institution--and in combination with the youth development expertise of afterschool professionals, they open up the possibility for incredibly impactful STEM learning opportunities for youth. This issue brief illustrates the power of strong, successful partnerships between afterschool programs and STEM-rich institutions. Additionally, the partnerships described offer promising and innovative models that can have a significant impact on both students and their instructors.
Author: Afterschool Alliance, Washington, DC.
Publisher:
ISBN:
Category :
Languages : en
Pages : 4
Get Book Here
Book Description
The 21st century's information economy is creating more jobs that require not only a college education but also at least some expertise in the fields of science, technology, engineering and math, collectively known as STEM. Across the country, schools and communities are finding that the hours after school are particularly conducive to project-based activities where a wide variety of children can participate in the design, construction, investigation, sense-making, and communication of science projects. Additionally, after-school program connections to community organizations such as museums and science centers can change attitudes about math and science, giving students from under-represented communities, opportunity to gain the necessary skills to compete in formal science classrooms. Some after-school programs are making headway, giving students extra time to explore the STEM fields. The report concludes that after-school programs have proven to be effective supports for young people on a variety of fronts, including: fostering healthy lifestyles; preventing drop-outs; boosting student academic achievement and self-esteem; and helping young people find and develop their passions. As the public and parents become more concerned about students falling behind in math and science, they are realizing that the extra hours after school can be used to help young people keep up and excel. It is noted, however, that after-school programs alone can not make up all lost ground, but that they can and should be part of a comprehensive approach to giving more young people a chance to discover an interest in STEM, and an aptitude that could lead many to choose degrees and careers in emergent STEM fields. (Contains 19 endnotes.).
Author: Afterschool Alliance
Publisher:
ISBN:
Category :
Languages : en
Pages : 7
Get Book Here
Book Description
The 21st Century's information economy has been creating more jobs that require not only a college education but also a fair amount of expertise in the fields of science, technology, engineering and math--collectively known as STEM. The last several decades have seen the industrial- and manufacturing-based economy shift to a service economy fueled by information, knowledge and innovation. According to the U.S. Bureau of Labor Statistics, between 1996 and 2006, the United States lost three million manufacturing jobs. In that same timeframe, 17 million service sector jobs were created, specifically in the areas of health care, education, environment, security and energy. From 2008-2018, many of the fastest-growing jobs in the service sector are and will be STEM-related, high-end occupations that include doctors, nurses, health technicians and engineers. Industries projected to have the most employment growth are in scientific, technical and management consulting; computer systems design; and employment services. In order to help prepare youth for these careers, individuals need to think about STEM learning opportunities beyond the traditional school day. Afterschool programs are currently serving more than 1.3 million middle school students, with many programs providing engaging STEM content. Combining STEM learning with afterschool programming offers middle school students a fun, challenging, hands-on introduction to the skills they will need in high school, college and the workplace. This issue brief highlights afterschool programs that incorporate STEM activities, giving middle school students time to develop an interest in STEM and inspiring them to learn. This brief is a second in a series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. (Contains 17 endnotes.) [For related reports, see "Afterschool: Providing Multiple Benefits to Middle School Students. MetLife Foundation Afterschool Alert. Issue Brief No. 42" (ED511973); "Afterschool: Key to Health and Wellness for Pre-Teens and Teens. MetLife Foundation Afterschool Alert. Issue Brief No. 45" (ED522620); and "Afterschool: Supporting Career and College Pathways for Middle School Age Youth. MetLife Foundation Afterschool Alert. Issue Brief No. 46" (ED522622).].
Author: Cherie P. Pandora
Publisher: Bloomsbury Publishing USA
ISBN: 144085341X
Category : Language Arts & Disciplines
Languages : en
Pages : 263
Get Book Here
Book Description
This book is a toolkit for youth and young adult librarians—school and public—who wish to incorporate science, technology, engineering, art, and math (STEAM) into their programs and collections but aren't sure where to begin. Most educators are well aware of the reasons for emphasizing STEAM—topics that fall within the broad headings of science, technology, engineering, arts, and mathematics—in the curriculum, regardless of grade level. But how do librarians who work with 'tweens in middle school, high school, and public libraries—fit into the picture and play their roles to underscore their relevance in making STEAM initiatives successful? This book answers those key questions, providing program guidelines and resources for each of the STEAM areas. Readers will learn how to collaborate in STEAM efforts by providing information on resources, activities, standards, conferences, museums, programs, and professional organizations. Emphasis is placed on encouraging girls and minorities to take part in and get excited about STEAM. In addition, the book examines how makerspaces can enhance this initiative; how to connect your programs to educational standards; where to find funding; how to effectively promote your resources and programs, including how school and public librarians can collaborate to maximize their efforts; how to find and provide professional development; and how to evaluate your program to make further improvements and boost effectiveness. Whether you are on the cusp of launching a STEAM initiative, or looking for ways to grow and enhance your program, this book will be an invaluable resource.
Author: Afterschool Alliance
Publisher:
ISBN:
Category :
Languages : en
Pages : 12
Get Book Here
Book Description
The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the first in their latest series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This series explores afterschool and: the Common Core State Standards, students with disabilities and other special needs, data utilization to improve programming, and keeping children safe and supported. With the goal to equip their students with the knowledge and skills they will need in college and in the workplace, currently 45 states have adopted the Common Core State Standards. As the Common Core begins entering more classrooms across the country, students and parents need additional help to understand the standards and familiarize themselves with the standards, and teachers and schools require additional support to ensure they are able to raise student achievement to meet the standards of the Common Core. Afterschool programs can be--and in many places, already are--an integral source of support for teachers, schools, children and parents. This issue brief discusses assessments of U.S. students' math and reading skills compared to their peers globally, the call for a focus on 21st century skills, the goals of the Common Core to help raise students' ability to complete on a global stage, and the variety of ways afterschool programs are working with students, teachers, and schools to support learning under the Common Core. [For the related reports, see "Afterschool Supporting Students with Disabilities and Other Special Needs. MetLife Foundation Afterschool Alert. Issue Brief No. 64" (ED546847); "Keeping Kids Safe and Supported in the Hours after School. MetLife Foundation Afterschool Alert. Issue Brief No. 65" (ED546850).].
Author: Afterschool Alliance
Publisher:
ISBN:
Category :
Languages : en
Pages : 9
Get Book Here
Book Description
The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the final issue brief in their latest series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This brief explores afterschool and data utilization to improve programming. The afterschool field has made great gains in providing supports and an environment that helps their students succeed in school and beyond. Students are discovering an interest in science, gaining confidence in their speaking abilities, missing school less, connecting with caring adults and more when participating in quality afterschool programs. A distinctive benefit of afterschool programs is that their focus and scope of activities is wide-ranging--they are able to meet the unique needs of their community, which could be to offer a dance program in an area where arts have been scaled back during the regular school day or aligning programming with the Common Core State Standards to serve as an additional source of support for students, teachers and schools. The variety of focus areas also means that there are a number of measures--both inputs and outputs--that can be relevant to their programming. Therefore, it is critical that programs have a clear and focused set of goals, gather and synthesize data that are connected to those goals, and implement a continuous improvement cycle that uses the data in order to build on lessons learned and ensure that they are providing their students with the supports they need. Fortunately, more and more programs are recognizing the critical role of data and more resources and tools are becoming available to help programs put the data to use in order to best meet the needs of their students.
Author: Afterschool Alliance, Washington, DC.
Publisher:
ISBN:
Category :
Languages : en
Pages : 2
Get Book Here
Book Description
Service-learning is a form of instruction in which students design projects to address community needs as part of their academic studies. Many afterschool programs use service-learning to help improve youths' academic achievement, develop their leadership skills and strengthen ties to their community. With proven benefits, service-learning is popular with both schools and the public and studies have shown that youth who volunteer are less likely to abuse drugs, alcohol, cigarettes, or engage in destructive behavior and are more likely to do well in school, graduate, vote and be philanthropic. Service-learning has been shown to increase engagement in learning and can help increase skills that lead to improved academic achievement. Because of the hands-on nature of service-learning projects, many afterschool programs using service-learning report that youth often do not notice that their projects have reinforced academics until project staff point it out. (Contains 9 endnotes.).
Author: Afterschool Alliance, Washington, DC.
Publisher:
ISBN:
Category :
Languages : en
Pages : 6
Get Book Here
Book Description
Since the introduction of the No Child Left Behind Act of 2001, schools have been under increased pressure to demonstrate gains in academic achievement, primarily measured through test scores. Despite school day interventions designed to improve student achievement, many schools struggle to improve these outcomes. In addition, there is growing interest in giving students broader opportunities and experiences so they have a better chance to succeed in these rapidly changing times. Those challenges, coupled with the upcoming reauthorization of No Child Left Behind, have led school system leaders and policy makers across the country to consider extending the amount of time children and youth spend in school in order to boost their academic performance and enhance their skills and knowledge. There's good reason to consider extending learning time. On average, children spend only 20 percent of their waking hours in school. Typically, schools are in session 180 days a year, six and one half hours a day. Keeping schools open longer to meet the needs of children and communities was recommended in 1994's "Prisoners of Time." Expanding learning opportunities was one key reason the federal government has invested in 21st Century Community Learning Centers--the nation's only federal funding source dedicated to afterschool programs--for nearly a decade. (Contains 13 endnotes.).
Author: Afterschool Alliance
Publisher:
ISBN:
Category :
Languages : en
Pages : 8
Get Book Here
Book Description
The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the final issue brief in its latest series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This brief explores afterschool and digital learning. At the core of effective digital media and learning is the principle that instructional strategies should be personalized and flexible and that technology is a tool that supports effective teaching and learning practices. There is no one formula for success, but rather a multitude of ways that technology can be effectively applied to support the academic, social and emotional needs of middle school youth. Digital learning does not require educators to be experts on technology, but rather enables them to be facilitators in an environment where youth are encouraged to explore and find the answers on their own. Learner-centered strategies need staff who are invested in both the children and the program, and these strategies are most effective when educators are passionate, supportive and willing to experiment with new technology and new ways of teaching. The lower-stakes environment and higher degree of instructional freedom within afterschool settings allows these programs to more easily develop and test innovative models of technology-enabled learning. These elements of effective digital learning, along with the fact that afterschool programs already excel at providing interest-driven learning opportunities, contribute to afterschool being an ideal setting for digital learning and an excellent partner to schools. (Contains 1 figure and 16 endnotes.) [For the related reports, see "Afterschool: An Ally in Promoting Middle School Improvement. MetLife Foundation Afterschool Alert. Issue Brief No. 55" (ED539794); "Arts Enrichment in Afterschool. MetLife Foundation Afterschool Alert. Issue Brief No. 56" (ED539785); and "Afterschool: A Key to Successful Parent Engagement. MetLife Foundation Afterschool Alert. Issue Brief No. 57" (ED539790).].
