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This case study examines the Tulsa Regional STEM Alliance, explaining how an OST-led STEM learning ecosystem forms, develops, acts, evolves, and sustains partnerships over time.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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are strategic partnerships considered essential for STEM learning transformation?","Question",{"text":63,"@type":64},"Strategic partnerships are emphasized as a key approach to improving access to quality STEM learning and increasing the number of young people pursuing STEM careers, especially for underserved youth.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What is the purpose of the STEM Learning Ecosystems Community of Practice (CoP)?",{"text":68,"@type":64},"The CoP is designed to bridge divides across sectors invested in STEM and to promote local collaborations among school districts, OST providers, businesses, cultural institutions, research organizations, and funders.",{"name":70,"@type":61,"acceptedAnswer":71},"What does the Tulsa Regional STEM Alliance case study focus on?",{"text":72,"@type":64},"The case study summarizes key findings on how an OST-led STEM learning ecosystem forms, develops, acts, evolves, and sustains itself over time, grounded in the Tulsa 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Allen, Kristin Lewis-Warner, and Gil G. Noam  \nScience, technology, engineering, and mathematics—the disciplines known as STEM—are critically important for economic and societal development. STEM has increasingly been integrated in educational research and practice, as the national agenda has shifted in response  \nOne of the most notable transformations in the STEM educational landscape in the last decade is the rise of the out-of-school time (OST) sector as a leading provider of STEM enrichment (Krishnamurthi, Ottinger, & Topol, 2013; National Research Council, 2015) . High-quality OST programs provide young people with rich, engaging learning experiences, coupling STEM concepts with hands-on activities that foster youth voice and choice and apply STEM  \nto several high-impact reports, including Rising Above the Gathering Storm (National Academy of Sciences, National Academy of Engineering, and Institute of Medicine, 2007), which emphasized the need to increase STEM proficiency to prepare young people for the STEM workforce and to promote innovative capacity and prosperity.  \nPATRICIA J. ALLEN, PhD, is senior manager, research and evaluation, at The PEAR Institute: Partnerships in Education and Resilience. She is also an instructor in psychiatry at Harvard Medical School. KRISTIN LEWIS-WARNER, MEd, is manager of STEM partnershipsand initiatives at The PEAR Institute.  \nGIL G. NOAM, EdD, Dr. Habil, is the founder and director of The PEAR Institute. He is also associate professor of psychology at Harvard Medical School.  \nThe PEAR Institute’s mission is to make meaningful theoretical and practical contributions to youth development, educational innovation, and mental health so that increasingly young people can learn, dream, and thrive. The PEAR Institute envisions school and afterschool settings that promote positive youth development so that all young people can be successful.  \nto real-world social contexts (Lyon, Jafri, & St. Louis, 2012; Noam & Shah, 2014) . A large and growing literature documents the positive effects of OST STEM on youth outcomes (e.g. , Allen et al. , 2019; Dabney et al. , 2012; Young, Ortiz, & Young, 2017) . Practitioners, researchers, and policymakers show increasing interest in strategic partnerships among OST providers, K–12 schools, and other community organizations (Anthony & Morra, 2016; Bevan et al. , 2010; National Research Council, 2015) to improve access to quality STEM learning, especially among underserved youth, and to increase the number of young people who pursue STEM careers (National Research Council, 2015) .  \nTo better understand how communities can develop and leverage partnerships within and beyond OST to improve STEM programming, we conducted an in-depth case study of one of the first STEM learning ecosystems in the U.S.: the Tulsa Regional STEM Alliance in Oklahoma, which is working to improve STEM teaching and learning from its home base in the OST sector. This article begins by describing the STEM Learning Ecosystems Community of Practice (CoP), a national initiative that cultivates dynamic community partnerships to provide high-quality STEM learning. After presenting our research frame and outlining our methodology, we summarize key findings from the Tulsa alliance, focusing on how an OST-led STEM learning ecosystem forms, develops, acts, evolves, and sustains itself over time. Our conclusions  \nfocus on how the OST field can  \nlead a national movement to transform STEM education by developing strong partnerships with schools, businesses, and STEM institutions; by investing in quality standards; and by building data systems and common measurements to support continuous improvement.  \nSTEM Learning Ecosystems Community of Practice  \nThe federal government’s mostrecent five-year strategic plan for STEM education identified strategic partnerships through STEM learning ecosystems as a","cbCaiv0jKYFIxcXO","https://ap.wps.com/l/cbCaiv0jKYFIxcXO","pdf",354987,12,"English","# STEM partnerships and OST STEM enrichment\n## Rise of the OST sector in STEM learning\n## Strategic partnerships across schools and communities\n# Case study: Tulsa Regional STEM Alliance\n## STEM Learning Ecosystems Community of Practice (CoP)\n## CoP mission and framework strategies\n## Ecosystem design principles and scaling","[{\"question\":\"Why are strategic partnerships considered essential for STEM learning transformation?\",\"answer\":\"Strategic partnerships are emphasized as a key approach to improving access to quality STEM learning and increasing the number of young people pursuing STEM careers, especially for underserved youth.\"},{\"question\":\"What is the purpose of the STEM Learning Ecosystems Community of Practice (CoP)?\",\"answer\":\"The CoP is designed to bridge divides across sectors invested in STEM and to promote local collaborations among school districts, OST providers, businesses, cultural institutions, research organizations, and funders.\"},{\"question\":\"What does the Tulsa Regional STEM Alliance case study focus on?\",\"answer\":\"The case study summarizes key findings on how an OST-led STEM learning ecosystem forms, develops, acts, evolves, and sustains itself over time, grounded in the Tulsa alliance’s work.\"}]","Partnerships to Transform STEM Learning - A Case Study of a STEM Learning Ecosystem | PDF",1792070645]