Dr. Sarah Dunifon reviews the definitions and contexts of informal STEM education -based on her dissertation, An Examination of Evaluation Policies and Funding Priorities in Informal STEM Education.

In this article, we’ll explore who deficit thinking impacts the most, how deficit thinking plays out in formal and informal education, and how we - as educators and evaluators - can avoid it in order to impart greater equity and justice in our work.

Virtual learning has changed the game for educators, both formal and informal. This article addresses the fallacy that data collection is harder or impossible in our "new normal." Check it out for inspiration on how informal learning institutions, educators, and evaluators are adjusting their practice.

"Educators can (and should!) still collect data, but need to consider how a virtual format may affect their process. For example, observations of group learning dynamics may not be possible right now, but there are plenty of digital tools available to educators to gauge interest, understandings, and impacts from their students."

"As we look towards a post-COVID world, learning institutions are already beginning to think about how they may pivot their practice back to an in-person or hybrid model. For now though, educators would be wise to continue exploring ways in which they can collect meaningful data in a digital context."

This article is about the economic benefits of informal STEM learning, and why we should continue to support the work even when the purse strings are tight.

"We know that informal learning can positively impact students' knowledge, skills, attitudes, values, and even behaviors."

"All these outcomes of informal STEM programs have economic ramifications. [...] Better educational attainment leads to higher earnings and attainment that people value on their own. Even improved interpersonal skills can lead to better productivity and maybe even improved home lives, both of which have economic value."

"Knowing the benefits that informal learning provides, nonprofit leaders and policy makers should be sure to support and advocate for informal learning opportunities and access, both during the current pandemic and in the future."