Inquiry Post on STEM Literacy for Teens

Q:  What Barriers Exist in Providing STEM Afterschool 
       Programs for Middle School Students?

A:  There are several barriers in providing STEM programming in
      afterschool for middle school youth. The following are key
      components for a successful program.

•           Priority on STEM, materials and access to expertise
•       Appropriate staff levels of STEM knowledge, pedagogy and relevance 
•              Hands-on, inquiry based learning opportunities
•       Regularly scheduled STEM activities that encourage consistent attendance

 For a wide variety of reasons, many programs lack the ability to provide these essentials in their STEM activities. These reasons include:

• Capacity: Many programs offer only limited opportunities for participants to engage in high-quality STEM learning opportunities. There may be issues with how often STEM is offered, the quality of the materials available, or appropriate staff development. Program leaders say they would like support from families, schools and communities to help them increase the quality and quantity of STEM activities.
• Commitment: Many providers are reluctant to tackle STEM due to lack of staff buy-in, comfort with science content and availability of training and materials. Programs must invest in materials and quality training to implement the curriculum, which requires resources that may already be scarce.
• Sustainability strategies: To ensure continued growth and long-term sustainability of afterschool STEM, programs must be intentional about identifying public and private funding. Programs need to become aware of funding sources beyond traditional afterschool funding streams such as 21st CCLC. Public funding can be found in federal government agencies such as NASA http://www.nasa.gov/, NIH http://www.nih.gov/, NOAA http://www.noaa.gov/ and NSF http://www.nsf.gov/. Private funds can be obtained from STEM focused businesses, including technology, engineering and telecommunication companies that often look to invest in local youth programs. Local and national foundations with a focus on STEM, youth development or workforce development are also potential funders.
• Partnerships: Strong partnerships are a hallmark of afterschool programs, but many of the typical afterschool partners do not bring the STEM expertise that is necessary for a high quality STEM learning experience. STEM programs must develop partnerships with organizations and personnel who bring scientific and technical content expertise. Museums, science centers, universities and teaching hospitals can provide programming assistance, mentoring opportunities and materials to make STEM learning in afterschool vibrant and relevant.
• Perception: Finally, for those outside of the afterschool community, the afterschool space is not currently seen as a vital partner in STEM learning. Consequently, policies are not in place to encourage and enhance participation and engagement of the afterschool sector in national STEM education initiatives.

http://www.pasesetter.com/publicationResources/afterschool.html

Conclusion

STEM literacy is critical to the future success of the U.S. in a rapidly changing global marketplace. Engaging middle school youth in STEM learning after school teaches them the relevance of science in daily life, offers engaging hands-on curricula, presents a space to apply the concepts they are learning during the school day, and provides a safe place to experiment with science without fear of academic failure.
STEM learning is widespread in afterschool and currently engaging millions of children. Many programs are not yet prepared to deliver the high-quality STEM programs that can inspire our middle school youth to be lifelong STEM learners, but could do so with additional support. The good news is that many programs contain the necessary elements of training, curriculum and structure to attain strong and engaging STEM programming if adequately supported. Strategic policy, funding, technical assistance/training and strong community partnerships are critical to grow and strengthen these programs that will in turn create an engaged and STEM-literate middle school youth population.