Nutzungsbedingungen AbstractTwo research studies sponsored by CILS investigated the programmes ISIs currently provide to support K-12 science education, particularly in the area of teacher professional development (PD). The first study was a large-scale survey with 475 ISIs responding about the programmes they offer schools and teachers beyond one-day field trips. A large majority of ISIs (73%) reported having one or more of these programmes, with more than half (59%) providing one or more forms of teacher PD. ISIs also reported a tendency for their programmes to be under-subscribed, and said funding was the biggest barrier to their ability to provide these programmes.A second study focused on ISI-based teacher professional development (PD) programmes, looking at whom they serve, how they are funded, and their specific programmatic elements. This study also investigated the extent to which ISI-based PD incorporates features shown to produce measurable effects on teachers' instructional practice. Researchers administered an intensive survey to over 310 ISIs with teacher PD offerings to obtain detail regarding the programming. The findings reported here indicate that the particular promise of ISI-based teacher PD is the potential to incorporate features of PD that research has shown to produce measurable effects on teachers' practice. The results from these two studies suggest that while some opportunities may be missed to leverage the strengths of the ISIs' learning environment in K-12 science education, ISIs continue to support K-12 science education in the US in important and varied ways.

While the impact of authentic research experiences in STEM on student engagement and interest in science has been documented, less is known about the role of peer communities in fostering this interest and engagement. This research explores the idea that a strong peer community can catalyze deep learning and engagement in scientific research among high school students. The program engaged 20 high school students in a year-long community-based participatory research project in public health each year. The study used a mixed methods approach, combining data from focus group discussions, observations, and surveys to describe the program's impact on participants. Analysis across three years reveals that (a) the program was associated with a statistically significant shift in students' identity as researchers, with a medium growth effect size (Cohen's d) for the second and third years, which moderated by the end of the program, and (b) the peer community played a central role in the participants' engagement in the program, on their identity as researchers, and strengthened their interest in STEM. These findings convey the importance of designing STEM experiences that build strong peer communities around science practices and how such communities can have profound impacts on students' identities in STEM.

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Background Designed in 2012 with a first implementation in 2013, NE STEM 4U is a professional development program for post-secondary students/undergraduates, and serves as a source of outreach, content knowledge generation, and STEM literacy for youth in grades kindergarten through 8th grade (ages 5–14). The model empowers post-secondary students as facilitators of inquiry-based learning within the context of an out-of-school time program. This study investigated the potential for replicating or ‘franchising’ this model by evaluating on the following: (1) Is the model replicable? And, if so, (2) what core elements are necessary for program fidelity? And (3) is there a dependency on a particular setting/participant type (e.g., a more rural or urban setting)? Results Strategic expansion of the program to different institutional types (i.e., Research 1, Research II, and a predominantly undergraduate institution), different geographical locations (i.e., rural and urban), and with various school district partners (i.e., large and small) determined that program fidelity and replicability required 4 core elements or criteria: (i) intentional programming, (ii) staff quality, (iii) effective partnerships, and (iv) program evaluation and continuous improvement. Importantly, we examined emergent themes by each site, as well as in combination (n = 16 focus group participants, n = 12 reflection surveys). These data indicated that Flexibility (21.22%), Student Engagement (i.e., Youth) (19.53%), Classroom Management (i.e., also pertaining to youth) (19.31%), and Communication (15.71%) were the themes most referenced by the post-secondary student mentors in the NE STEM 4U program, regardless of site. Finally, the YPQA results demonstrate general replication of program quality in a “franchise” location. Conclusions These results highlight the core elements of the NE STEM 4U program for consideration of expansion (through strategic replication or ‘franchising’) as a possible international model. The findings and voices highlight the program’s trajectory toward success into environments that expand professional development for post-secondary students, and for delivering STEM opportunities for youth.

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