Core Resources
- A Guide to the Informal STEM Learning Professional Learning Framework (2020): Full description of the dimensions and competencies, as well as sample competency indicators. You can also download a one-pager with just the competency tables here.
- Building an Informal STEM Learning Professional Competency Framework (2021): Describes the full research and development process for creating this professional learning competency framework for people working in the informal STEM learning field. In New Horizons in Adult Education & Human Resource Development.
- Redefining Professionalism for the Informal STEM Learning Field (2020). Background on professional competency frameworks, including a comparison of frameworks from closely aligned fields such as visitor studies, interpretation, afterschool, and environmental education. In Museum Management and Curatorship.
Professional Learning Reviews and Technical Reports
Reports from the framework’s development phase, documenting progress and process. See “Core Resources” above for final syntheses and products.
- Characteristics and dimensions of professional development frameworks: How emerging fields of expert knowledge identify and advance the competencies of professionals in those fields (2016). A synthesis of the literature around learning in adulthood, professional learning, professional learning frameworks, and models of professional learning frameworks.
- Professional learning frameworks: A short review of the literature (2016). A review and comparison of professional learning frameworks.
- Professional Learning Framework: DACUM Panels: Workshop Feedback (2016): How the project team identified the professional competencies using the DACUM process, also known as “Developing a Curriculum.”
- Informal STEM DACUM Competency Profiles Verification Report (2017): A verification of the competencies.
- Validating an informal STEM learning framework: Findings from empirical research (2017): Early research on the preliminary framework.
This material is based upon work supported by the National Science Foundation under Grants 2215274 (active), 1514815, 1514884, 1514890, and 1515315. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.