Out-of-School Time

Examining the Social Science

This article spotlights findings from EDC's study of the role that social media can play in promoting informal scientific discussions and discovery. An EDC research team led by Daniel Light and including Michelle Cerrone and Noah Goodman conducted the study over the past two years, and Light and Goodman are quoted: “Social media is a low-cost way for research institutions to engage the public in scientific exploration, especially in a time when science news largely goes uncovered by the press,” says Light. “Twitter is a way for people to keep alive the passion for science and learning that they felt as kids. Museums can really foster that.” “Twitter is a place where scientists, science enthusiasts, and others with little connection to the science world can all converse about things that matter to them,” says Goodman. “It can feel very personal.”

Source: 

EDC Newsroom

Publication Date: 

Thu, 02/02/2017

Descriptors (Bodies of Work): 

Lights on Afterschool...Educators! Strategies to Support Staff

Teaser: 

Kate Goddard specializes in designing, implementing, and supporting the continuous improvement of technology- and media-based out-of-school time (OST) programs. As an EDC Training & Technical Assistance Associate, she contributes her expertise to initiatives that seek to strengthen and support the OST workforce, including YouthLearn. From 2007 to 2016, she advanced the mission of Adobe Foundation’s philanthropic initiative Adobe Youth Voices by building the capacity of programs and educators around the globe to implement  youth media programming. To all of her work, she brings a deep understanding of the needs and challenges of OST educators, drawn from her experience working with youth and facilitating creative learning experiences at the Science Museum of Minnesota, Denver Open Media, and Girls Inc. In this post, written in honor of Lights On Afterschool, Kate shares tips and strategies to support afterschool educators in their important work.

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Kate Goddard

Email Kate Goddard

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Kate Goddard

First name: 

Kate

Last name: 

Goddard

Bio: 

Kate Goddard specializes in designing, implementing, and supporting the continuous improvement of technology- and media-based out-of-school time (OST) programs. Building on her experiences as a practitioner, she puts youth development at the center of her work, designing and supporting programs for educators that elevate inquiry and creativity as a tool for youth empowerment. Goddard contributes her expertise to initiatives that seek to strengthen and support the OST workforce, including the National Center on Afterschool and Summer Enrichment (NCASE), where she manages the work of the Technical Assistance Regional Representatives to ensure that school-age children in low-income families have improved access to high-quality learning experiences.

Goddard also serves as Project Director for the National Science Foundation’s Inclusion across the Nation of Communities of Learners of Underrepresented Discoverers in Engineering and Science (NSF INCLUDES), a national initiative that is working to identify and scale up proven and innovative approaches for providing access to groups traditionally underrepresented and underserved in STEM fields.

Previously, Goddard advanced the mission of Adobe Foundation’s philanthropic initiative Adobe Youth Voices by building the capacity of programs and educators around the globe to implement youth media programming.

Prior to joining EDC, Goddard worked as a Program Director for the Community Technology Empowerment Project, managing and training AmeriCorps members on how to integrate media and technology into existing community technology centers. Earlier in her career, she facilitated creative learning experiences for youth at Phillips Community TV, the Science Museum of Minnesota, Denver Open Media, and Girls Inc. of Metro Denver.

She holds a BS in Psychology from the University of Illinois at Urbana-Champaign.

Staff: 

Non-Staff Profile

Job title: 

Associate Project Director

Mailing Address: 

43 Foundry Avenue
Waltham, MA  02453-8313

4 Reasons Why Media Making Is Critical for Youth

This feature article spotlights EDC's decades of work fostering youth media making across the U.S. and around the world. Experts Tony Streit and Wendy Rivenburgh share their insights and experiences: “The best youth media activities are based on the idea that young people are problem solvers, and are capable of articulating the things that matter to them,” says Rivenburgh. “Making media is a way to expose the difference between the reality they are living in and the better world they envision." Streit agrees. He recalls one film, produced by students in Chicago, which juxtaposed the reading of the Gettysburg Address with footage of a Chicago housing project being destroyed. “Young people who contribute to the telling of stories from their communities begin to see that raising questions, challenging the status quo, and voting their conscience are their right and their obligation,” he says.

Source: 

EDC Newsroom

Publication Date: 

Wed, 10/12/2016

Descriptors (Bodies of Work): 

Youth Media Stories

Fri, 10/07/2016

Author(s): 

This series of 17 features published on the Adobe Education Exchange website spotlights the powerful role that media making can play in the lives of youth around the world. The author provides a vivid, close-up view of the experiences, insights, and dreams of youth as they master the use of media to tell compelling stories that matter to them, to their communities, and to us all.

Media Making Empowers Youth

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17 pp.

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What Did Teaching Teach You?

Former teachers and current EDC staff members Kirsten Peterson, Rebecca Lewis, Tony Streit, and several others share what they learned in their classroom that they bring to their current work as instructional designers, project leaders, and professional developers.

Source: 

EDC Newsroom

Publication Date: 

Wed, 10/05/2016

Descriptors (Bodies of Work): 

Why Summers Matter

Wed, 09/21/2016

Author(s): 

The National Center on Afterschool and Summer Enrichment at EDC

This NCASE Summer Learning Brief discusses how the summer “opportunity gap” contributes to gaps in achievement that persist and widen over time, particularly for low-income students. This brief is intended to surface the critical issues related to summer for the school-age care community and suggests some promising practices for success and innovation. Throughout this brief, the story of the Esperanza Elementary Summer Youth Program is spotlighted as evidence of the importance of summer learning.

Why Summer Matters NCASE Brief

Length: 

6 pp.

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In Support of Educators: Strategies that Work

Mon, 09/19/2016

Author(s): 

This collection of essays shares insights and strategies from EDC's work to support teachers' professional learning, as well as links to an array of EDC's resources for teachers.

In Support of Educators: Strategies That Work

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Length: 

18 pp.

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Resources to Help Parents Support Kids’ STEM Interests and Explorations

Teaser: 

Tracy McMahon has over 10 years of experience designing quantitative and qualitative research and evaluation studies. Much of her work focuses on program evaluations that seek to identify the effectiveness of formal and informal science education initiatives. In 2016, she co-authored the report Engineering for Every K-12 Student based on her team's work on a National Science Foundation-funded landscape study of K-12 engineering education in Massachusetts. Tracy is also a mom, and in this post she describes some free science, technology, engineering, and mathematics (STEM) resources and programs that she hopes will be useful to other parents who are interested in the recent focus on STEM in their kids’ education. 

 

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EDC Continues Leadership of NSF STEM Learning and Research Center

Image of Sarita Pillai

The National Science Foundation (NSF) has chosen EDC to continue to lead STEM Learning and Research Center (STELAR), the national center that supports NSF-funded Innovative Technology Experiences for Students and Teachers (ITEST) projects.

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