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Identifying and Supporting Productive STEM Programs in Out-of-School Settings (2015)

Chapter: Appendix C: Board on Science Education

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Suggested Citation:"Appendix C: Board on Science Education." National Research Council. 2015. Identifying and Supporting Productive STEM Programs in Out-of-School Settings. Washington, DC: The National Academies Press. doi: 10.17226/21740.
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APPENDIX C
Board on Science Education

ADAM GAMORAN (Chair), William T Grant Foundation (president), New York

GEORGE BOGGS, Palomar College, San Marcos, CA (emeritus)

MELANIE COOPER, Department of Chemistry, Michigan State University

RODOLFO DIRZO, Department of Biology, Stanford University

JACQUELYNNE ECCLES, Department of Psychology, University of Michigan

JOSEPH FRANCISCO, Department of Chemistry, Purdue University

MARGARET A. HONEY, New York Hall of Science, New York

SUSAN KIEFFER, Department of Geology, University of Illinois, Urbana

MATTHEW KREHBIEL, Kansas State Department of Education, Topeka

MICHAEL LACH, Urban Education Institute, University of Chicago

LYNN S. LIBEN, Department of Psychology, Pennsylvania State University

BRIAN REISER, School of Education and Social Policy, Northwestern University

MARSHALL “MIKE” SMITH, Carnegie Foundation for the Advancement of Teaching, Stanford, CA

ROBERTA TANNER, Physics Teacher (retired), Thompson School District, Loveland, CO

SUZANNE WILSON, Neag School of Education, University of Connecticut

YU CIE, Department of Sociology, University of Michigan

HEIDI SCHWEINGRUBER, Director

MICHAEL FEDER, Senior Program Officer

MARGARET HILTON, Senior Program Officer

MATT LAMMERS, Program Coordinator

KELLY ARRINGTON, Senior Program Assistant

JOANNA ROBERTS, Program Assistant

Suggested Citation:"Appendix C: Board on Science Education." National Research Council. 2015. Identifying and Supporting Productive STEM Programs in Out-of-School Settings. Washington, DC: The National Academies Press. doi: 10.17226/21740.
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More and more young people are learning about science, technology, engineering, and mathematics (STEM) in a wide variety of afterschool, summer, and informal programs. At the same time, there has been increasing awareness of the value of such programs in sparking, sustaining, and extending interest in and understanding of STEM. To help policy makers, funders and education leaders in both school and out-of-school settings make informed decisions about how to best leverage the educational and learning resources in their community, this report identifies features of productive STEM programs in out-of-school settings. Identifying and Supporting Productive STEM Programs in Out-of-School Settings draws from a wide range of research traditions to illustrate that interest in STEM and deep STEM learning develop across time and settings. The report provides guidance on how to evaluate and sustain programs. This report is a resource for local, state, and federal policy makers seeking to broaden access to multiple, high-quality STEM learning opportunities in their community.

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