Connected Science Learning is a journal that highlights STEM education experiences that bridge the gap between in-school and out-of-school settings. The online journal features articles about highly effective programs and shares research that connects preK–12 STEM learning in schools and out-of-school settings, specifically highlighting effective mechanisms for collaboration and co-creation. Connected Science Learning is a valuable resource for the broad range of STEM education leaders who want to develop new or enhance existing “connected” STEM education programs. In addition, the journal is useful to policy makers, corporations, foundations, and others seeking to identify, advance, and invest in STEM education.

Connected Science Learning is issued quarterly. Each issue published over three months, with about one-third of the current issue being posted to the website in the first month. Another third will be posted a month later, and the last articles in the issue will be posted in the third month. Subscribers will receive an e-mail each month alerting them to the new articles. The website will also provide readers with “teasers” of what will appear in upcoming segments.

The journal is a joint initiative of the National Science Teachers Association (NSTA) and the Association of Science-Technology Centers (ASTC). Funding to pilot and evaluate the effectiveness and demand for the first two issues was provided through a National Science Foundation (NSF) EAGER award (DRL-1420262).