Expanding Engineering Education with Out-of-School Time Learning

Lack of classroom time is one of the hurdles that teachers face in providing engineering experiences for their students. Join us to discuss how Out-of-School time learning can expand STEM opportunities for educators, students, and families.

This conversation was recorded on January 10, 2019.

Download list of Informal STEM Education resources compiled by Melissa and Gina.

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Melissa BallardMelissa Ballard joined the Center for Advancement of Informal Science Education (CAISE) in May 2018, as the Communications and Community Manager. CAISE works in cooperation with the National Science Foundation's Advancing Informal STEM Learning Program to provide infrastructure, resources, and connectivity for educators, researchers, evaluators, and other stakeholders working in diverse settings such as science centers and museums, zoos and aquariums, parks, botanical gardens and nature centers, events and festivals, libraries, making and tinkering spaces, cyberlearning and gaming, media (TV, radio, film, social), and youth, community, and out-of-school time programs. Previously, Melissa was Senior STEM Manager at the Afterschool Alliance, a national advocacy organization, bridging policy, research, and practice. Prior to that, she worked at a Impression 5 Science Center in Lansing, MI developing programs, training staff, and teaching students of all ages. Melissa is an industrial engineer by training (with a bit of cultural anthropology mixed in).

GinaGina Navoa Svarovsky is an Assistant Professor of Practice at the University of Notre Dame Center for STEM Education. For over a decade, she has been interested in how young people learn science and engineering in both formal and informal learning environments. Specifically, her research interests are focused on exploring how youth and families from traditionally underrepresented populations in engineering are able to develop engineering interest, skills, knowledge, and ways of thinking as a result of engaging in authentic engineering activities within in formal and informal learning contexts.

Dr. Svarovsky also holds an appointment in the College of Engineering at Notre Dame, where she has taught in the First-year Engineering Program. Prior to joining the faculty at the Center for STEM Education, she worked as a Senior Evaluation and Research associate at the Science Museum of Minnesota, where she led several research and evaluation studies focused on exploring informal STEM learning funded by the National Science Foundation. Dr. Svarovsky earned her BS in Chemical Engineering from the University of Notre Dame and her PhD in Educational Psychology from the University of Wisconsin.