This opportunity is made possible by generous funding from the Charles Stewart Mott Foundation and PSAYDN’s extensive network of partners.
We are looking for interested organizations committed to leading youth entrepreneurial programming and serve as a regional Hub for youth to encourage success in bridging career pathways and igniting STEM passions.
Three successful applicants will receive one-time seed funding of $10,000 to launch the initiative, as well as training and communications support (valued at more than $15,000), access to an online student career portal platform (Tallo, Inc.) and development of a sustainable, membership model to build additional capacity.
Schools, state agencies, colleges and universities, intermediate units, consortiums, nonprofits, afterschool and summer learning programs, business and industry and STEM Learning Ecosystems are all encouraged to apply.
For additional questions, contact Laura Saccente, PSAYDN director.
The Pennsylvania Afterschool delegation met with 2019 PSAYDN Afterschool Policymaker Champion Congressman Glenn Thompson during the Afterschool Alliance’s “Afterschool for All Challenge”. Visits were made to Senators Toomey and Casey, Congresswomen Scanlon and Dean, and Congressmen Thompson, Perry and Doyle.
Photo to the left from left to right: Jim McPartlin, Shasta Wagner, Congressman Thompson, Malik Potter, Caroline Allen, Laura Saccente and Vince Litrenta
June 12 marked the 18th Afterschool for All Challenge. Supporters from across the nation told Congress not to eliminate the quality afterschool and summer learning programs that families rely on to keep children safe, inspire them to learn, and give working parents peace of mind. The Trump administration has proposed eliminating all funds for 21st Century Community Learning Centers, the primary federal funding stream for afterschool and summer learning programs. Kicking off the 20th Lights On Afterschool season, the rallying cry of the day was, Keep the Lights On Afterschool.
Schools are putting more emphasis on STEM education, but that does not mean they are leaving the liberal arts or interpersonal skills behind.
Becky Griffith is an instructor at Northern Illinois University’s digital convergence lab. She runs a video game coding camp for elementary and middle school girls. The camp draws on many different skills, such as design, art and coding. It also introduces Amelia and others to concepts like revising code. Activities like this camp show how different elements interact, and how to apply different areas of knowledge. But now teachers are also emphasizing skills that one would regularly use in a professional setting.
In the coding camp, for example, group work is a common sight. It also extends into the school year. Dr. Heather Psaltis is the Special Programs Director at Rockford Public Schools. Her purview includes the system’s STEAM Academy, with the A standing for “arts.”
“It’s all very collaborative, so working with others, having to compromise and collaborate – having to communicate what you really want and really need in order to get the job done and deliver what your initial idea is – those are all the soft skills that start, I think, with a STEAM focus,” she said. “That’s the lens.”
Diversity programs are shifting their focus from just providing academic support to creating a learning environment that is more inclusive of people of different backgrounds. Promote inclusivity in STEM education – recognize the significance of small moments, get personal, seek training and get others on board.
Professionals will learn how to meet the need of school-age youth in age-appropriate ways — including building awareness, offering opportunities, and formal career preparation programs. Professionals will learn also how to find career resources, plan lessons, communicate with families, and partner with community organizations.