2013年富兰克林研究所，宾夕法尼亚州费城的领先科学博物馆获得了国家科学基金会（＃1138911）的批准，通过加强越来越多的城市社区，通过加强越野中心提供词干规划。将科学整合到亚兽：一种三维方法，从事科学的欠缺群体，或“Stew 3D”，是一个五年的项目，渴望将Stem学习融入粪便，家庭和社区作为建立积极科学身份的战略。和creating viable STEM pathways for Philadelphia children who might otherwise be disconnected from the city’s STEM-rich institutions and opportunities. The initiative had three major goals: first, to increase engagement in hands-on, inquiry-based science projects among upper elementary–age youth; second, to cultivate intergenerational support for science learning; and third, to evaluate the effectiveness of this 3D (afterschool, home, and community) approach in engaging children, families, afterschool educators, and community-based organizations in science learning and the project’s promotion of STEM professions. This article focuses on the professional development for implementing STEM activities that emerged as a result of the STEM 3D project and examines its impacts on educators and their students. STEM 3D worked on building educators’ skills and confidence in developing and implementing high-quality project-based STEM units that can help children see STEM learning as something embedded in their homes and neighborhoods. The article will discuss STEM 3D’s professional development approach for facilitating afterschool, project-based learning in STEM. An additional focus of this article is how STEM 3D ultimately shaped the strategies that the Franklin Institute now incorporates into its professional development initiatives with both formal and informal educators.