There have been multiple uses of the term educational engineer. Some define an educational engineer as an educator who teaches engineering exclusively. Others define an educational engineer as a someone who works outside the classroom altogether, doing research and making decisions about curricula (Anderson, 1961; Charters, 1945; Rudinskiy et al.,…

Librarians play an active, though often unintentional, role in the out-of-school time (OST) field. Libraries are safe spaces, resource hubs, and community centers for children and teens during OST hours; they are places for young people who otherwise might not have anywhere to go. As young people pour into libraries in the afternoons, on weekends,…

High levels of stress among supervisors can diminish afterschool program quality and negatively affect the learning and development of children and youth. One solution may be training in emotional intelligence. In other fields, high emotional intelligence among leaders was found to mitigate workplace stress and to increase job productivity, job…

Community-based youth-serving organizations are often seen by participants and their families as safe and supportive environments with no stigma attached to participation. Many children attend community-based afterschool programs five days a week. In such an environment, trusted adults can consistently monitor the moods and behaviors of…

As communities grapple with the harmful, inequitable effects of the COVID-19 pandemic, which have been particularly hard on low-income and marginalized youth, renewed attention has been directed toward how out-of-school time (OST) programs can help youth reconnect and re-engage. In this article, the results of a systematic literature review on the…

With an increase in the number of enrichment options available in out-of-school time (OST), young people can explore topics generally passed over in a typical school day. Parent perception of afterschool programming is beginning to shift from a simple necessity of the work week to a conscious choice about the daily experiences of their children.…

Youth fields professionals create the conditions in which young people can thrive: They activate the vision for high-quality programs; develop tools, systems, and approaches for designing and sustaining such programs; and form relationships with and among participating youth. However while investments in afterschool programming have continued to…

In light of the proven benefits of high-quality afterschool STEM programming for teens, the author worked with colleagues at University of Maryland Extension to institute the Pollinator Ambassador program. The program was launched through a county-based 4-H program at a partner site in a community outside Washington, DC. Following the 4-H Thriving…

In the wake of current sociopolitical movements, research on the lives of Black girls and women is gaining momentum. However, studies providing Black girls space to voice their experiences within learning and afterschool environments remain a crucial--and often ignored--component of this conversation. This study had three primary objectives. The…

More and more is being learned about the importance of social and emotional competence. Social and emotional learning (SEL) is a hot topic in teaching philosophy--the latest "it girl" of education. In today's world, every person must be able to work with and live among all different kinds of people from all walks of life. Social and…

Out-of-school time (OST) professionals seek the best ways to supplement and enhance young people's experiences to achieve equitable outcomes for participants. Often this enhancement presents as academic support, arts or sports programming, job development, or project-based learning. OST professionals strive to create environments where…

The place of out-of-school time programming in supporting young people's learning and growth is well established. Yet little is known about the staff and volunteers who support young people in school- and community-based afterschool programs, summer camps, national and local youth-serving organizations, and more. The Youth Fields Workforce Study…

A literacy ecosystem can be described as the overlapping, multilayered sectors that support literacy development in a specific region that individual teachers or parents might not achieve alone. Informal learning organizations (ILOs) such as public libraries, literacy nonprofit organizations, afterschool programs, and educational media…

Michelle (Micki) Seligson has been nationally recognized as a leader in afterschool and in childcare policy and practice. In 1978, she founded the School-Age Childcare Project, which became the National Institute on Out-of-School Time (NIOST) at Wellesley College. To commemorate NIOST's 40th anniversary, she sat down with Georgia Hall, director…

Rather than imposing more school after school, out-of-school-time (OST) programs can integrate literacy into their program activities--just as literacy is integrated into every aspect of everyday life. Program activities give participants opportunities to put literacy, math, and science skills to use in authentic contexts. However, OST staff…