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ERIC Number: EJ1003843
Record Type: Journal
Publication Date: 2013
Pages: 4
Abstractor: ERIC
Reference Count: 0
Getting Intentional about STEM Learning
MacEwan, Michael
Afterschool Matters, n17 p58-61 Spr 2013
In an afterschool space, desks are grouped in fours. In the center of each group is a seemingly random assortment of materials, including uncooked spaghetti, spiced gumdrops, and a small cardboard square. After a brief introduction to the activity, a staff member posts the challenge on the wall: Using only these materials and working together as a team, each group must build the tallest possible tower that can support a 20-ounce water bottle independently for 10 seconds. The author is describing a typical scene in the 21st Century Community Learning Center (21st CCLC) he used to direct. The team members are the fourth-graders his program served--but they could equally well be the staff leader and his counterparts. As a program director, he worked to create a "culture of STEM" for both program participants and staff. Science, technology, engineering, and math (STEM) served as the central topic across all of his enrichment clubs. Most of the time, the author and his colleagues integrated STEM with other content areas such as language arts. They thus had taken the first steps toward making STEM learning an intentional component of their program.
National Institute on Out-of-School Time. Wellesley Centers for Women, 106 Central Street, Wellesley, MA 02481. Tel: 781-283-2547; Fax: 781-283-3657; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A