Building and Cultivating Community Partnerships across Contexts: Lessons Learned from the Mobile Making Program

• In Event: Scaling Out, Up, and Deep: Mobile Making Afterschool Program across Four California State University Campuses

Abstract

Out of school time (OST) environments can provide real-world contexts for learning, and successfully engage girls and minorities in STEM (Afterschool Alliance, 2013; McCreedy & Dierking, 2013). The most effective after-school programs subscribe to a sociocultural definition of learning and participation (Honig & McDonald, 2005). Critical program features include relevant and authentic activities; opportunities for joint enterprise; supportive relationships; including youth in central decision-making roles; family engagement; and ongoing assessment and improvement (Metz, Goldsmith and Arbeton, 2008; Dahlgren, Noam & Larson, 2008).
Implementing an afterschool program like the Mobile Making across different schools, libraries, and Boys and Girls Clubs involves navigating unique challenges and opportunities inherent to each setting. Afterschool hours at schools provide a structure and predictable schedule both for researchers and the youth participants while constrain the length of activities. Libraries offer a more flexible environment conducive to self-directed learning and creativity; however, they may struggle with consistent attendance and engagement due to their voluntary nature. Boys and Girls Club provide a supportive and community-oriented space that fosters strong relationships and holistic development, yet they often face challenges related to funding and resources (Pedersen, Woolum, & Gibbins, 2019). Despite these challenges, each setting offers unique opportunities for the the Mobile Making program model to adapt and find new ways to engage youth participants in STEM and Making.
In this poster, we will share the findings across schools, libraries, and Boys and Girls Club distributed across CSU campuses. Our discussion will include the approach each campus took to establish and maintain community partners for the successful implementation of the Mobile Making program, how they adapted the design challenges to tailor them to their unique youth and family audiences, and the ways in which they engaged in ongoing assessment and improvement of the program since its first implementation to strengthen university-community partnerships.

Authors

• April Nelson, California State University - San Marcos

• James F. Kisiel, California State University - Long Beach

• Katherine Huotari, California State University - Long Beach