Guest Blog: Quality afterschool STEM necessitates quality teaching and learning

Jeff Davis is the Program Director of STEM in OST Programs at the California AfterSchool Network.  This post originally appeared on the Click2SciencePD blog on Nov. 28, 2013.

The Expanding Minds and Opportunities compendium highlights persuasive evidence on the effectiveness of expanded learning (afterschool, summer, inter-session, etc.) opportunities.  In one article, the authors state:

“…Quality afterschool and summer learning opportunities work.  We know that quality expanded learning programs are associated with increased academic performance, increased attendance in school, significant improvement in behavior and social and emotional development, and greater opportunities for hands-on learning in important areas that are not typically available during the school day” (Peterson, Fowler, and Dunham, p. 357).

What does “quality” mean?

One of my favorite frameworks that outline expanded learning quality is the research-based Learning in Afterschool and Summer principles, which assert five core learning principles that should define afterschool programs:

1. Learning that is active
2. Learning that is collaborative
3. Learning that is meaningful
4. Learning that supports mastery
5. Learning that expands horizons

Such qualities for learning are consistent with notions of quality science and quality STEM learning.  I share this to make one simple point: quality expanded learning programs work, and notions of quality STEM learning are completely consistent with notions of quality expanded learning programs.

Here in California, there is a lot of work under way to support STEM learning in expanded learning programs.  One of such efforts was a project called JumpStarting STEM, which was administered by my organization, the California AfterSchool Network, with generous funding from the California Department of Education.  The project sought to connect afterschool programs to curricular resources and professional development to support STEM learning.  The expanded learning programs, in turn, offered the STEM learning opportunities they were trained on once or twice per week to their students for 30 weeks. A rigorous evaluation of the project found that:

• Program directors and site coordinators saw student engagement as the number one success of implementing STEM learning.
• Desired STEM outcomes are linked to overall program quality, and the quality of relationships in the program.

Therefore, achieving desired STEM outcomes can't be separated from youth development principles of positive relationship building and general elements of program quality, specifically engaging and active learning experiences. Such outcomes for STEM are supported by a recent study commissioned by the Afterschool Alliance, Defining Youth Outcomes for STEM Learning in Afterschool, which expresses that afterschool programs can be instrumental in increasing student interest, engagement and identification with STEM.

Supports for quality afterschool STEM

Click2SciencePD is an online professional development resource for out-of-school-time providers. It features training videos and activity guides.

It may go without saying that the quality of STEM learning opportunities improves with professional development.  A recent article in the Afterschool Matters journal, Learning from Science: Case Studies of Science Offerings in Afterschool Programs, highlights a study on afterschool programs in California. The article outlines important site-based factors that shape high-quality afterschool science activities.  These factors include time, staff capacity, instructional materials and support through external partnerships.  The authors outline the benefits of professional development to support science teaching and learning in their study, noting, “in the few cases where facilitators had received some training in science content and inquiry practices—and had acquired some confidence in implementing inquiry-based activities—their science activities were more open ended, allowing children to explore on their own and engage in reflective discussions.” If programs are committed to prioritizing quality STEM learning, they must also apply the resolve needed to provide quality support to their staff.  Professional development resources such as Click2SciencePD are absolutely vital to advancing quality STEM learning.   

Programs must also commit to quality STEM learning beyond training.  If we want to do this right, we have to support our staff with preparation time. Quality STEM learning activities offer time for student reflection.  Engineering challenges allow students the opportunity to design and redesign. Similarly, expanded learning programs with a quality STEM component must offer program staff the time to reflect on and improve their practice, and to adapt their plans based on what they learn. Because overall program quality contributes to STEM outcomes, we see this essential step of taking the time at the site and program levels to reflect and adapt STEM learning opportunities based on what programs learn through implementation. One of our JumpStarting STEM partners shared with us that because of the training they had received in STEM implementation, they were applying more inquiry-based, facilitative approaches to learning throughout their entire program. This is how the California AfterSchool Network is working to advance expanded learning quality through the lens of STEM.

Creating a plan

Program leaders must also do the work of assessing the assets and needs of multiple partners and creating a plan to implement STEM programming that is appropriate to their context. The plan should focus on increasing students interest and engagement, ensuring that each of their activities are purposeful in support of their plan, and links cohesively to what students are learning (where applicable) in the core instructional day.  Program leaders must also seek the resources, tools, and partnerships needed to make such a plan successful. The California AfterSchool Network has created assessment and planning tools as well as a website offering access to quality resources to support STEM learning in expanded learning programs through its leadership in the Power of Discovery: STEM².

Visit the Power of Discovery: STEM² website for a wealth of resources on developing and sustaining high-quality STEM programming.