STEM

Title
“I Could See Myself as a Scientist”: The Potential of Out-of-School Time Programs to Influence Girls’ Identities in Science
An “I” in Teen? Perceived Agency in a Youth Development Program
An Unexpected Outcome
Balancing Acts
Being and Becoming Scientists
Beyond the Pipeline: STEM Pathways for Youth Development
Beyond the Webinar
Black Girls Create
Book Review: Science in the Making
Bringing in the Tech: Using Outside Expertise to Enhance Technology Learning in Youth Programs
Build IT: Scaling and Sustaining an Afterschool Computer Science Program for Girls
Connecting Urban Students with Engineering Design: Community-Focused, Student-Driven Projects
Cosmic Chemistry: A Proactive Approach to Summer Science for High School Students
Crumpled Molecules and Edible Plastic: Science Learning Activation in Out-of-School Time
Curriculum and Professional Development for OST Science Education: Lessons Learned from California 4-H
Designing Professional Development Resources to Meet the Needs of OST STEM Educators
Disconnecting and Reconnecting
Effective Practices for Evaluating STEM Out-of-School Time Programs
Effective STEM Programs for Adolescent Girls: Three Approaches and Many Lessons Learned
Embedding Seeds for Better Learning: Sneaking up on Education in a Youth Gardening Program
Enabling Both Youth and Pollinators to Thrive
Exploring STEM Engagement in Girls in Rural Communities
Fostering Arts Education Through a University-Afterschool Partnership
Getting Intentional about STEM Learning
How Clean Is My Water?
How to Build a Robot: Collaborating to Strengthen STEM Programming in a Citywide System
How Wide is a Squid Eye? Integrating Mathematics into Public Library Programs for Elementary Grades
Implementing Out-of-School Time STEM resources: Best Practices from Public Television
In Addition Afterschool Mathematics Program: Principles, Practice, and Pitfalls
Infrastructures to Support Equitable STEM Learning Across Settings
Integrating Arts with STEM to Foster Systems Thinking
It’s All Happening at the Zoo: Children’s Environmental Learning after School
Learning Across Space Instead of Over Time: Redesigning a School-Based STEM Curriculum for OST
Learning from Science: Case Studies of Science Offerings in Afterschool Programs
Long-Term Participants: A Museum Program Enhances Girls’ STEM Interest, Motivation, and Persistence
Making and Mentors: What it Takes to Make Them Better Together
Math Is Like a Scary Movie? Helping Young People Overcome Math Anxiety
Media Gangs of Social Resistance: Urban Adolescents Take Back Their Images and Their Streets through Media Production
Muggle Magic
Networks Analysis of a Regional Ecosystem of Afterschool Programs
New Faces, New Places: A 4-H Science Learning Program in Urban Out-of-School Settings
Out-of-School Time Sponsors and Partners
Paper Copters and Potential: Leveraging Afterschool and Youth Development Trainers to Extend the Reach of STEM Programs
Partnerships to Transform STEM Learning
Project Exploration’s Sisters4Science: Involving Urban Girls of Color in Science Out of School
Relationships
Shifting Expectations: Bringing STEM to Scale through Expanded Learning System
Should Rey Mysterio Drink Gatorade? Cultural Competence in Afterschool STEM Programming
Teens in a Digital Desert
The Connection between Afterschool Programs and In-School Success: The Science Mentoring Project

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The Afterschool Matters Initiative is managed by the National Institute on Out-of-School Time, a program of the Wellesley Centers for Women at Wellesley College

Georgia Hall, PhD, is Managing Editor of the Afterschool Matters Journal

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Wellesley, MA 02481-8203 USA

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