4 - NPASS2 - Education Development Center, Inc.

MARYLAND NPASS2 SCIENCE 

TRAINERS INSTITUTE 

TASI, Baltimore, MD 

January 20 th – 22 nd , 2010 

A project of the Center for Science Education at EDC Inc, 

Funded by the National Science Foundation NSF # 0917576 

Copyright © 2008 Education Development Center, Inc. 

http://cse.edc.org/

NPASS2 Science 

Trainer Teams 

Minnesota 

New Hampshire 

California 

Missouri 

Ohio 

Maryland 

New 

Jersey 

Georgia 


http://cse.edc.org/

NPASS2 Mission 

Prepare the OST field to deliver 

science programming that engages 

children from populations/groups 

that are under represented in 

STEM study/careers in regular 

science exploration that builds their 

interest and confidence to pursue 

formal study and/or careers in 

STEM fields 


http://cse.edc.org/

NPASS2 Objectives 

Promote appropriate, project-based 

science learning as an integral element of 

OST for under served children and youth 

Strengthen the ability of state OST 

networks to promote and fund high-quality 

science programming 

Prepare and support a new cadre of 

Science Trainers to serve the OST field 


http://cse.edc.org/

% of US 4 th and 8 th 

graders proficient in 

science. (NAEP 2005) 

29 


http://cse.edc.org/

% of US 12 th graders, 

proficient in science. 

18 


http://cse.edc.org/

% increase between 1998 

and 2008 in the number of 

US jobs requiring training 

in STEM 

51 


http://cse.edc.org/

% by which this is 

faster than the overall 

job growth in the overall 

US economy 

400 


http://cse.edc.org/

% of HS graduates aged 

25 – 29 (2000) with 

bachelor’s or higher 

degrees in science 

• Whites 36 

• African Americans 21 

• Hispanics 15 


http://cse.edc.org/

% of women in the US 

workforce. 

45 


http://cse.edc.org/

% of science and 

engineering jobs in 

business and industry 

held by women 

12 


http://cse.edc.org/

Factor that predicts better 

than test performance which 

eighth-grade students will 

pursue careers in science 

Interest in science careers 


http://cse.edc.org/

The Agenda for this 

Institute 

• Day 1 Balls & Tracks: Exploring an 

engineering/design project as learners 

• Day 2 Spinning Toys: Considering the 

skills and competencies required to 

lead such a project with children 

• Day 3 Paper Bridges: Preparing to 

train others to lead these projects with 

children 


http://cse.edc.org/

How Children really make 

sense of the World … 

…a story 

“Inchworms made God…” 

Oliver (Age 5)

Balls & Tracks 

Design-It! 


http://cse.edc.org/

Challenge #1 

Ski Jump 

Make your marble JUMP/FLY into the 

can/cup 

What is the farthest your marble can 

jump/fly (first bounce?) 


MATERIALS 

• 1 x 6’ Foam tube 

• Marbles 

• Can/Cup 

• Tape (not too much) 

• Tape measure 

http://cse.edc.org/

Challenge #2: Hills and Valleys 

 

Make a Track with lots of hills and 

valleys. How many hills can you have 

with these materials? 

Can a high hill follow a low one? 

MATERIALS 

• 2 x 6’ Foam tubes 

• Marbles 




http://cse.edc.org/

Challenge #3: Loops and 

Spirals 

Add loops and spirals to make a 

Roller Coaster that is as EXCITING 

as you can make it. 

MATERIALS 


• Marbles 




http://cse.edc.org/

Challenge #4: Obstacle 

Course 

Add Obstacles to your Rollercoaster 

– gaps, tunnels, knots, leaps of death! 

MATERIALS 


• Marbles 




http://cse.edc.org/

Maryland NPASS Science 

Trainers Institute: Day 2 


http://cse.edc.org/

NPASS Science 

projects are…. 

• Extended investigations and challenges 

with simple materials 

• Foundational experience/learning with 

interesting materials and phenomena 

• Collaborative problem solving and 

learning experiences 

• Focused on Process Skills and Sense 

Making 


http://cse.edc.org/

NPASS Curriculum 

Projects Feature 

• Direct Experiences with Phenomenon 

• Simple (transparent) Materials 

• Engaging, Accessible Topics 

• Extended Explorations, Design 

Challenges, Problem solving 

• Time and Suggestions for Reflection 

and Meaning-making 


http://cse.edc.org/

Process Skills for 

Afterschool Science 

• Observing 

• Investigating 

• Questioning 

• Explaining 


http://cse.edc.org/

EDC 1958 - 2008 

NEWTON 

New York 

Washington, DC 

The Netherlands (EDC Europe) 

Around the Globe . . . 

Newport, RI 

Thailand 

Guinea 

Haiti 

Egypt 

Mali 

Tanzania 

Ghana 


http://cse.edc.org/

Math Science Programs (Unit) 

[Formerly the Center for Science Education] 

• Technical Assistance 

• Curriculum Development 

• Research and Evaluation 

• Professional Development 


http://cse.edc.org/

A Brief History of Science 

Teaching: Children learn 

science when they … 

• Read and Listen (text, lecture) 

• Watch, Follow Directions (demonstrations, 

labs) 

• Explore materials directly (hands-on) 

• Perform Experiments, Collect Evidence 

• Reflect, Discuss Meaning and 

Significance 


http://cse.edc.org/

Early Childhood 

1966 

1964 

2004 

1964 

2003 2003 


http://cse.edc.org/

Elementary 

1995 

1970 

1967 


1970 

http://cse.edc.org/ 

1969 

1990/1994/2003

Out of School 

2005 

2005 

2001 


http://cse.edc.org/

The Design-It! Succession 

• Design-It! 1999 – 2002 

• Explore-It! 2002 – 2005 

• NPASS 2005 – 2010 

• NPASS2 2009 – 2012 


http://cse.edc.org/

Spinning Toys: 

Design-It! 


http://cse.edc.org/

TOPS # 1: Make a Top 

Make a TOP out of any of these materials 

Make it spin for at least 8 seconds 

MATERIALS 

• 1 Heavy Paper Plate 

• I dowel 

• I pencil 

• 2 Rubber Bumpers 

• 2 Binder clips 


http://cse.edc.org/

TOPS # 2: Weight 

and Width 

Make a new TOP with these extra materials 

Can you make it spin for 60 seconds 

Can you make a string launcher 

MATERIALS 

• 4 - 6 Heavy Paper Plates, various sizes 

• I dowel, pencil 


• 2 Binder clips 

• String and index card 


http://cse.edc.org/

Spinning Toys: 

TOPS # 3 

Make a TOP with ANY materials 

Can you make it spin for 2 minutes 

MATERIALS 

• Heavy Paper Plates 

• Frisbees, Old Records, Lazy Susan 

• Pencils, Bolts, Chopsticks, dowel 

• Rubber Bumpers, Binder clips, tape, hot 

glue, string 


http://cse.edc.org/

Spinning Toys # 4: 

Yo-Yos 

Make a Yo-Yo with these materials 

Can you make it spin back up to your 

hand 

MATERIALS 

• 2 Heavy Paper Plates 

• I dowel 

• 1 wooden spool 

• Cotton string (30 inches) 



http://cse.edc.org/


Testing your Yo-Yo 

Test the effect of weight and diameter on 

how the Yo-Yo spins 

MATERIALS 

• Heavy Paper Plates, various sizes 

• I dowel 

• 1 wooden spool 




http://cse.edc.org/


Can-Can Yo-Yo 

Make a Can- Can Yo-Yo 

Walk the dog??? 

MATERIALS 

• 2 Tuna or cat food cans 

• ¼ inch threaded bolt, x 3 inches long 

• Wing nut and washers 

• 1 wooden spool or rigid plastic tube 



http://cse.edc.org/

Who’s Working in OST 

• What skills/assets do they 

bring? 

• What challenges do they face? 

• What support do they need? 


http://cse.edc.org/

Teaching Skills for 

After School Science 

Noe Hinijos 

King Open School, 

Cambridge, Mass.

Teaching Competencies 

for OST Science 

• Preparation – reading the guide 

• Materials Management 

• Introduction: Setting the Context 

• Pacing – working the floor 

• Engaging with the Children 

• Modeling Process Skills 

• Leading Discussions 

• Closure 


http://cse.edc.org/

The NPASS Training 

Model 


http://cse.edc.org/

NPASS2 Levels of 

Participation 

• Center for Science Ed (EDC) 

• External Evaluators (GRG) 

• State Leaders (8 states) 

• Science Trainers - ~10/state 

• Program sites - ~5/Trainer 

• Children ~15/site 


http://cse.edc.org/

NPASS2 Trainers 

Scope of Work 

NPASS Science Trainers agree 

to comply (to the extent possible) 

with the NPASS2 Science 

Trainers Scope of Work and with 

the details of the Training Model 

demonstrated in this Institute 


http://cse.edc.org/

Monthly Training Regimen 

• Trainers each leads 6 formal, 

(~monthly) workshops/year for 

~ 5 CBO’s – as a group 

• Workshops last ~ 3 hours 

• Each workshop prepares CBO’s to 

lead ONE new project with children 

• CBO’s receive a kit at each training 


http://cse.edc.org/

Some Finer Points of the 

Monthly Trainings 

• Trainers model how to lead the 

projects with children 

• Initial focus is on successful 

implementation of each project 

• Gradual increased attention to 

Teaching/Learning skills and styles 

• Create a Community of Learners 

among the Program Leaders 


http://cse.edc.org/

Factors For Success 

• OST sites that are READY! 

• Administrator buy-in (attend trainings) 

• Critical mass of participants – guests 

• Stick to the agenda and schedule 

• Encourage a community of practice 

• Make sure OST staff have fun (ahah 

moments) too. We can’t skip a 

generation. 


http://cse.edc.org/

Avoid… 

• Indirect/informal (2 nd hand) 

Training 

• CBO’s gathering materials 

• Drop-in by kids 

• Too many/few kids 


http://cse.edc.org/

Maryland Science Trainers 

Institute: Day 3 


http://cse.edc.org/

Theory of Change #1 

Engaging and well-led OST 

STEM projects can build 

children’s science skills and also 

build their confidence that they 

have capacity to participate in 

STEM study and careers. 


http://cse.edc.org/


Front line OST staff with little prior 

experience or confidence in 

STEM, who receive well crafted 

and ongoing training and support 

can lead high quality STEM 

projects with children well 


http://cse.edc.org/


A well prepared state-based cadre 

of OST Science Trainers and a 

resourceful and committed state 

OST infrastructure are crucial to 

the widespread improvement in 

the quality and quantity of 

Science Programming in OST 


http://cse.edc.org/

Things that Work: Trainers 

• Trainers who know OST (domain/sites) 

• Get to know Site Administrators (invite them to 

attend Trainings too) 

• Regular training format (central, monthly, ~3 hrs). 

• Consistent curriculum type. ONE at a time. 

• Early focus on successful implementation. 

• Gradual shift towards pedagogy. 

• Model what you want modeled (best practice) 

• Build OST capacity 

• Build community of practice 


http://cse.edc.org/

Things that Work: CBO’s 

• 1 year + commitment (Administrator 

signs Letter of Agreement) 

• Dedicated “science” program leader 

• Paid attendance at workshops (staff) 

• Dedicated/separate activity space. 

Storage space 

• Regular programming – ONCE/wk+ 

• Consistent group of children (“club”) 


http://cse.edc.org/

Plan your First Workshop 

• Write an Agenda on a sheet of Poster 

paper 

• Start at 9:00 AM 

• End at 12:00 PM 

• Note the start times of each major 

activity you plan during the workshop. 


http://cse.edc.org/

Paper Bridges 

Design-It! 


http://cse.edc.org/

Challenge #1: Invent a Bridge 

Make a Bridge over an 8½ inch River using 

just 4 sheets of paper. 

Make the bridge as strong as you can. It 

must not be taped or fixed to the river banks 

MATERIALS 

• 4 sheets 8½ x 11 paper 

• “River Banks” (Books or boxes) 

• Metal Washers 

• Paper Cup and Cardboard Square 

• Elastic Bands (just a few) 

• Tape (just a little) 


http://cse.edc.org/

Challenge #2: Rolled Beams 

Use rolled beams to make a Bridge over 

an 8½ inch river using just 4 sheets of paper. 

Use rolled beams to make a Bridge over 

an 11 inches river using just 6 sheets of 

paper 

MATERIALS 


• “River Banks” (Books or boxes) 

• Metal Washers, Water Bottles, etc 


• Elastic bands (just a few) 

• Tape (just a little) 


http://cse.edc.org/

Challenge #3: 

Accordion Beams 

Use accordion beams to make a Bridge 

over an 8½ inch river using just 4 sheets of 

paper or an 11 inches river using just 6 

sheets of paper 

MATERIALS 







http://cse.edc.org/

Challenge #4: Columns 

Make a structure that is 4¼ inches high 

using just 4 sheets of paper 

Test the maximum load this structure can 

carry 

MATERIALS 







http://cse.edc.org/

Challenge #4b: 

Super Columns 

Make a three-tiered structure with levels at 

least 4¼ inches apart using 4 sheets of paper 

or less on each level 

Load the structure with 1 gallon of water 

MATERIALS 

• 8½ x 11 paper 

• 1 gallon Water Bottle, full 

• Cardboard Squares 

• Elastic bands, Tape (not too much) 


http://cse.edc.org/

Challenge #5: 

Bridges with Columns 

Make a Bridge that spans at least 22 

inches. Build Columns or Piers to support the 

center of the bridge 

What is the greatest load that can drive 

across the whole the structure. 

MATERIALS 

• 8½ x 11 paper 


• 3 Cardboard Squares 

• Tape, Elastic Bands (not too much) 


http://cse.edc.org/

NPASS2 Evaluation 

Training Institute 

Goodman Research Group, Inc.

Introduction to External Evaluator 

• Goodman Research Group, Inc. 

– Located in Cambridge, Massachusetts 

– Over 20 years of experience in program 

evaluation 

– Evaluated NPASS1 


NPASS1 Evaluation Findings 

• The NPASS1 project met its goals for impact: 

– Consistent group of 11 training organization 

– 50 community-based organizations (CBO’s) 

– CBO’s adopted NPASS and expected to continue 

– The project’s 3-tiered model worked well 

– Training was effective for all involved: 

• Increased confidence 

• Valued OST professional development 


NPASS2 Goals 

• For OST settings 

– Improve quality and quantity of science programming 

(especially for underserved children) 

– Improve OST workers’ science confidence and competence 

• For states and wider OST network 

– Create new level of expertise in OST field – OST Science 

Trainer 

– Strengthen OST network’s ability to promote/fund highquality 

science programming 

– Promote project-based science learning as integral element 

of OST 


Importance of NPASS2 Evaluation 

• Will assist all of us in learning what is 

working and what isn’t – and will help with 

key decisions 

• Could assist in obtaining additional funds for 

related work 

• Provides accountability to NSF 


Evaluation Research Topics 

 

 

Impact in informal science education/outreach 

• State Administrators and the state 

• OST Science Trainers 

• OST Site Administrators 

• OST Youth Workers 

Implementation 

• STEM programming at participating sites 

• Project implementation issues at any level 

67

Evaluation Methods 

Science Trainers 

 

 

Three web-based surveys over the three years 

Assist in tracking program participation on ongoing basis 

Others in NPASS2 

 

Youth Workers, Site Administrators: 1 web-based survey 

 

State Leaders: 3 surveys, other possible data collection 

68 

 

Attendance by evaluators at some training sessions

GRG will … 

• Give you advance notice of research 

activities 

• Schedule contacts at your convenience and 

without getting in the way of the program 

• Provide reasonable amount of time to 

respond to requests for information 

• Request only relevant data 


GRG asks that you … 

• Respond to requests within time-frames 

given 

• Complete surveys/forms as completely as 

possible 

• Convey your support for the evaluation to 

others (e.g., your science trainers) 


Coming up … 

• Initial Science Trainer Survey 

– Expect email from Laura at GRG after Institute 

– Email will contain link to on-line survey and password 

– Survey will gather background information and feedback on 

Institute 

– Your responses will be confidential 

• Regular program tracking form 

(paper or electronic – it’s up to you!) 

– Complete it at the end of every program you field 

– Send it immediately to your State Leader contact 


Goodman Research Group, Inc. 

955 Massachusetts Avenue, Suite 201 

Cambridge, MA 02139 

Tel: (617) 491-7033 

Fax: (617) 864-2399 

www.grginc.com 

Questions? Contact Laura Houseman at 

houseman@grginc.com 


OST Science Can Provide 

Three Levels of Support 

Activities that 

Engage and 

A Culture of 

Achievement 

Motivate 

Mastery of 

Skills that 

Matter 


http://cse.edc.org/


http://cse.edc.org/

NPASS2 Website 

http://npass2.ed 

c.org

4 - NPASS2 - Education Development Center, Inc.

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