The year-long program is led by one ambassador, Allyson McFalls, and two lead fellows, Christy Arrowood and Gareth Wilkinson. Together, they manage and support teacher cohorts throughout the year, drawing on their own experience and expertise from the Research Teachers Conference in Washington, D.C. They are also leveraging 中文无码 resources, such as Science News Learning and 中文无码 research kits through the Society鈥檚 中文无码 Research Grants Program. Allyson, from Boone, North Carolina, and a former participant in the Society鈥檚 Advocate Program, is collaborating with educators from across the region.

鈥淗aving a greater number of Western North Carolina students participate in science competitions makes space for these unique voices and perspectives to be heard. Often, these students bring new and different solutions to problems that can be solved through scientific exploration,鈥� Allyson says. 鈥淭his adds value and weight to the voices from rural Western North Carolina, which is particularly important, given how many of these students have been directly or indirectly impacted by Hurricane Helene.鈥�

Allyson says North Carolina faces many challenges in implementing 中文无码 and research opportunities for students, particularly in terms of funding.

鈥淭his program provides not only professional support but also financial support through funds provided by 中文无码,鈥� Allyson says. 鈥淎dditionally, enrollment in the Science News Learning program provides educators with high-quality, relevant and current science journalism that we share with our students.鈥�

Each participating fellow received a $1,250 stipend, a $1,000 supply budget or a 中文无码 Research Grant 中文无码 kit, a travel budget and access to the Science News Learning Program.

Christy Wood, from Morganton, North Carolina, says that at the November kickoff event at Southeastern Community College, the fellows experienced research firsthand using Science News, and Science News Explores articles, as well as science equipment.听Attendees worked in teams, acting as students through the research process.听They were able to see what this could look like in their own classrooms.听During the discussions, teachers shared their discoveries, asked questions and gained new insights and perspectives.

Christy says one of the biggest challenges educators face in incorporating research education into their classrooms is time. With an already packed schedule, finding time to incorporate research activities can be tough.

鈥淭his program is goal-oriented and aims to keep 中文无码 and research prominent in lesson plans,鈥� Christy says. Allyson, Christy and Gareth hope that these resources and mentorship will boost participation in science fairs and strengthen regional confidence in 中文无码 and research education for both educators and students.

Below are the Western North Carolina Research Fellows for 2025鈥�2026:

1. Kelly DelGatto 鈥� Liberty Middle School (Burke County Schools)
2. Adam Dibert 鈥� Brevard Middle School (Transylvania County Schools)
3. Amanda Hall 鈥� Cullowhee Valley School (Jackson County Schools)
4. Susan Higdon 鈥� West McDowell Middle School (McDowell County Schools)
5. Scarlett Lackey 鈥� River Bend Middle School (Catawba County Schools)
6. Samantha Langley 鈥� River Bend Middle School (Catawba County Schools)
7. Kristin Menickelli 鈥� Cullowhee Valley School (Jackson County Schools)
8. Melissa Painchaud 鈥� Arndt Middle School (Catawba County Schools)
9. Marissa Robinson 鈥� East McDowell Middle School (McDowell County Schools)
10. Silvia Sikaffy 鈥� Table Rock Middle School (Burke County Schools)
11. Raymond Szpara 鈥� Macon County Middle School (Macon County Schools)
12. Susan Wyatt 鈥� Rosman Middle School (Transylvania County Schools)

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In one focused session, educators Brandon Boswell of Cypress Bay High School in Weston, Fla., and Rojhene Jamero from Desert Pines High School in Las Vegas, Nev., spoke about using AI chatbots such as ChatGPT for research ideation.

鈥淢y main message is that you can use AI throughout the entire research process,鈥� Brandon says. 鈥淚t is like any other tool. You can use it for good or bad, but if used effectively, it can help you at every stage.鈥�

Brandon says student researchers can use AI to learn independently and get additional ideas for their projects. He described a scenario where a student starts by plugging in a topic or question into AI, then asks it to pull key words. The student then uses Google Scholar to find abstracts and asks AI to summarize them. AI could even help the student organize data into tables, allowing them to focus on analysis and interpretation of the research.

He shared the story of a student who turned to AI to sharpen his research questions. He began by asking about the accuracy of nutritional supplement labels, a topic that raises questions about quality control. Using AI, he refined the question and found that certain supplements are more frequently mislabeled than others. This led the student to focus on one in particular: a mushroom called lion鈥檚 mane.

鈥淚f a student doesn’t really know what they want to investigate, they can start broad. Start with a topic,鈥� Brandon says. 鈥淭ell the AI: 鈥業 want to study CRISPR.鈥� Start vague, and over time, you can drill down.鈥�

He reminds students that maintaining academic integrity is of utmost importance, and they should not let AI generate their research questions. 鈥淚鈥檝e definitely run into this problem with a number of students; we had to revise their research question because, while they were solid, they didn’t come up with them,鈥� Brandon says.

Brandon spoke about the ease of AI but reiterated that students cannot simply copy and paste what large language models (LLMs) give them. 鈥淣o matter what their class rank, many educators and academics consider simple copying and pasting from AI chatbots as cheating, or academic dishonesty,鈥� Brandon says. He emphasized the importance of teachers modeling appropriate AI use and helping students understand how to leverage these tools responsibly. It鈥檚 crucial for students to be transparent about their use of AI in their work. Brandon explained that Microsoft sponsors his district, so he primarily uses Copilot and OpenAI鈥檚 ChatGPT.

The discussion about AI carried into a workshop on scientific integrity, where teachers continued to explore practical ways to guide students in using these tools responsibly. They shared strategies for integrating AI into the research process while also ensuring they cite AI 听appropriately in competition entries.

To learn more about the Society鈥檚 Research Teachers Conferences, visit our website under our 中文无码 Outreach Programs and sign up to be notified when the 2026 lottery opens .

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In a recent survey of more than 1,000 educators who use journalism articles and lesson plans from Science News Learning, 99% reported that the program is useful for supporting students鈥� 中文无码 learning, and 100% said they would recommend it to a colleague. That kind of peer-to-peer recommendation speaks volumes. As Megan Larocque, a teacher in Marie, Mich. put it, 鈥淚 wish every student in grades 1鈥�12 in America would use this daily!鈥� When educators share a resource with one another, it signals not only satisfaction but confidence that it will work.

This year, virtually all surveyed educators (96%) reported using Science News Learning at least once a month, a 10% increase from 2024. Many noted that it supports cross-curricular connections and helps students understand how science intersects with their daily lives. Katrice Antoine, an educator from Baton Rouge, La said, 鈥淪cience News provides articles on a variety of topics that are relevant to the community and the world we live in today. This information highlights the connection between science and the real world, as well as other subject areas.鈥�

New program features have also been popular. The recently introduced 鈥淕raph of the Week鈥� lesson plans have already proven useful to 70% of educators. An additional 95% said they either use or plan to use the program鈥檚 standards-aligned lesson plans paired to articles. Data analysis-focused lessons are especially popular, with 79% of educators reporting they found them valuable.

鈥淓ach year the articles are more compelling and more relative to students,鈥� said Nancy Broyles, an educator in Kentucky. 鈥淭he lesson plans have evolved along with best practices. As standards became more phenomenon-based, so did the lessons. This has allowed teachers to quickly find and adapt excellent resources for their own classrooms.鈥�

Teachers have also consistently shared that Science News Learning helps students recognize science in the world around them. Rayemona Boyd of Houma, La. said that students now regularly stop by during the school day to share something interesting they encountered in the news.

Vale Black of Springdale, Arkansas appreciates that the built-in comprehension questions 鈥渢ake some preparation off my plate鈥� while still offering a wide variety of topics to engage student interest.

Eighty-five percent of educators said Science News Learning helps them highlight real-world applications of 中文无码, 78% said it supports the integration of new scientific discoveries into lessons and 70% said it strengthens students鈥� literacy skills.

In short, teachers recommend Science News Learning because it works, not only for their lesson planning, but also for fostering their students鈥� curiosity, engagement and understanding of science.

Sign up your school to receive the Science News Learning program by filling out this form.

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In addition to Intel, Aramco, Battelle, Cisco and Jacobs sponsored this special event. The day included an overview video of Regeneron ISEF that introduced both local and international finalists from this year鈥檚 competition to the local student attendees, interactive 中文无码 exhibits and tours of the Regeneron ISEF Finalist Hall. This included opportunities for local students to meet the finalists and learn about their projects. Students also explored the 中文无码 Innovation Expo, where representatives from over 20 local and national 中文无码 educational organizations led hands-on activities that introduced attendees to a wide range of scientific fields and future career paths.

, retired Intel Corporation Human Resources Vice President and President of the Intel Foundation, was on site with her volunteer team of 30, to support Intel鈥檚 seven AI hands-on stations. 鈥淲hen I look at all the students and how excited they are to do hands-on activities, that makes me excited that the future generation is embracing this thing called technology.鈥� Dawn continued, 鈥淚 spoke with a sixth grader who said, 鈥業鈥檓 so excited. I鈥檝e never experienced something like this before.鈥� The students here are making connections and developing AI and technical skills that will help build tomorrow鈥檚 workforce.鈥�

Students also gathered around laptops and devices, their faces lighting up as they dove into AI activities. The energy in the room was palatable鈥攁 mix of curiosity and discovery that transformed technology into something truly tangible and exciting. , Intel庐 Education Outreach Day lead and Strategic Workforce Engagement Manager, reflected, 鈥淲itnessing the spark of excitement, engagement and empowerment with this hands-on AI experience was electric! Students had access to leading edge technology, access to be creative working alongside our technical volunteers and made a real connection that science and engineering is cool. It opens a world of infinite possibilities and potential for everyone!鈥�

Read on to learn about some of the highlights from Intel庐 Education Outreach Day, as told by the students, teachers, sponsors and exhibitors who made the event so memorable.听

Student Excitement

鈥淭here are a lot of people from different countries and it’s really interesting to see everything that people who aren’t from the United States are doing.鈥濃��Brooke, student, grade 5

鈥淭here’s a lot of stuff that you can check out. It’s not just one type of science from a class. There’s one with bugs, there’s one with chemistry and it鈥檚 all really cool.鈥濃��Charles, student, grade 6

鈥淢y favorite project was one that was able to detect tissue because my mom is a nurse and I think this could really help her.鈥濃��Max, student, grade 6

鈥淚 really like the medical projects. My friend and I looked at a project about cardiovascular health, and I thought it was really cool because they 3D-printed hearts. They were finding ways to make technology cheaper.鈥濃��Paisley, student, grade 9

Exhibitor and Sponsor Response

鈥淭his is the BUGMobile. We have tons of different live insects: tarantulas, scorpions, Madagascar hissing cockroaches, millipedes and much more. It鈥檚 nice because kids can see these insects in person and get used to them. In the media, they’re told insects are scary or creepy crawlies. Here, they can interact and see they鈥檙e really gentle creatures. Students鈥� favorites have been the spiny flower mantis, tarantulas and the chance to hold the bugs. It鈥檚 like a petting zoo, but for exotic insects, a moving lab where they can interact in a hands-on way.鈥濃��Harlem Staples, The Ohio State University Department of Entomology, exhibitor

鈥淲e are here to showcase pharmacy careers because there’s so much that pharmacists do that many people don鈥檛 know about. We have some engaging activities for students and we’re speaking to teachers about how we can involve them in our future efforts to help kids discover pharmacy careers. I’ve met so many young people today. I’ve talked to them about their projects and it鈥檚 amazing that so many different countries are represented.鈥濃��Leslie Dybiec, The Ohio State University College of Pharmacy, exhibitor

鈥淲e are using Legos as a model for DNA barcoding at our table. Students make short sequences of Legos to represent the four letters of DNA. We scan their sequences and compare them to known DNA sequences in a database. Then they can identify what species their DNA model would have come from. The students have been very active in participating and are asking great questions. I feel like they鈥檝e had a lot of fun today.鈥濃��Kelly Eames, Regeneron Cold Spring Harbor Laboratory, exhibitor

鈥淢y station has 10 molecular model kits. Students can build everything from aspirin to caffeine to TNT. Students can take selfies with their creations to show their friends. Chemistry can get a bad rap for being hard or boring, but here it鈥檚 fun, exciting and hands-on.鈥� 鈥�Christopher Martin, American Chemical Society, exhibitor

鈥淚 have attended ISEF for the past four years, and it’s been amazing every year. All the finalists are incredibly talented. Since one of our biggest research centers is in Houston, we decided to bring one of our scientists to Education Outreach Day to demonstrate a few of our latest technologies, and we have tons of giveaways and different opportunities that we’re sharing with the students.鈥濃��Fahad鈥�Aljabry, Aramco, exhibitor and sponsor听

鈥淲e鈥檙e showing students what it鈥檚 like to be structural engineers using shake tables to test how tall they can build before their structures collapse. We鈥檝e also set up a small water conveyance challenge, where students use pipes to move marbles, fix leaks and build the longest network possible. The shake tables have been especially popular. We鈥檝e had a few budding engineers make it all the way to the highest level without collapsing their buildings!鈥濃��Ashley Earl, Jacobs, exhibitor and category judge

Volunteer and Teacher Voices

鈥淚t鈥檚 fantastic, and so cool to see all the different schools and students here. Everything鈥檚 well organized, and the kids are wonderful. This is my first time volunteering, and it鈥檚 been a great experience!鈥濃��Kristin Frazier, volunteer

鈥淚t鈥檚 been a day full of hands-on experiments. I can鈥檛 pull the kids away! They鈥檝e spent a lot of time at the DNA booth and the Invention Convention table. The Ceramic and Glass Industry Foundation table was also a big hit.鈥濃��Bethany Hatch, The Plains Intermediate School, teacher

鈥淚t鈥檚 awesome. The kids are really interactive and having fun diving into all of these activities. They especially love anything hands-on: the Intel AI driving simulator, Lego DNA builder, just about everything.鈥濃��Jeff Merrill, Buckeye Local School District, teacher

鈥淧assion, excitement, and the joy of learning. There’s nothing better than that, right?鈥� 鈥�Chaperone from local Ohio middle school attending the Intel AI experience

Intel庐 Education Outreach Day inspired Ohio students and educators alike, sparking curiosity and community through 中文无码 experiences that will help build tomorrow鈥檚 innovators.

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In addition to sharing science journalism, the Science News Learning program is also opening doors for students to meet scientists conducting impactful, cutting-edge research. For the second year, Science News Learning has given students a chance to learn about research being done by Regeneron鈥檚 scientists. They have heard personal stories from them about how they got to where they are today.听听

As , shares, 鈥淭his program has offered our colleagues a meaningful opportunity to inspire the next generation of scientific thinkers and future leaders, aligning with Regeneron鈥檚 commitment to advancing science education and creating opportunities for future innovators.鈥� She adds, 鈥淲e provide students the chance to witness science come alive as it transitions from the page to the classroom and, ultimately, to a career. This initiative reflects our dedication to making a lasting social impact and inspiring the next generation of scientists and leaders.鈥�

In the 2024鈥�2025 school year, 50 Regeneron scientists from Cambridge, Mass., Los Angeles, Calif., Rensselaer, N.Y., Seattle, Washington and Westchester, N.Y., visited 36 schools, sharing their work and personal journeys with more than 2,100 students through 62 interactive presentations.听听

During each visit, scientists explained how their work connects to what students are learning in class, led a discussion of a Science News or Science News Explores article covering their field, and highlighted how that knowledge could be further applied to 中文无码 careers. They also talked about how they got started in science and what keeps them passionate about what they do. And of course, students asked many excellent questions!听听

The Science News Learning program is proud to connect students and teachers with opportunities to learn directly from professional scientists working at the forefront of their fields, and we are grateful to Regeneron for making these enriching visits possible.

Below are some highlights from the Regeneron scientist visits, as told by teachers and Regeneron scientists:

From the teachers:听听

鈥淚t was a great opportunity for my students to personally listen and talk to a great scientist. They were engaged and inspired by his journey of getting to where he is today. He was a passionate speaker and able to connect to the students easily. His talk extended to more than an hour because the students could not stop asking him questions!鈥� 鈥� Mercia Dacono, Sylmar Biotech Health and Engineering Magnet (Los Angeles, Calif.)听

鈥淢y kids always think they need to know what they want to be when they are 18. Josh and Hannah let them know it was not at all the case!听 It was helpful for my students to hear the very different paths scientists take to get where they are.鈥� 鈥� Heidi Gleason, Columbia High School (East Greenbush, N.Y.)听

鈥淗earing about the scientists鈥� diverse pathways into their field helped my students. They also liked the fact that one of the scientists enjoyed science, but not math, and still found great success and joy in her career.鈥� 鈥� Mark Healey, Pollard Middle School (Needham, Mass.)听

鈥淢any of the scientist’s research tools and techniques are the same that we study in our courses, so his discussion of how and when he has used them really brought our laboratory lessons to life.鈥� 鈥� Jeanine Hall, Hendrick Hudson High School (Montrose, N.Y.)听

鈥淭he scientists who visited our students were Hispanic/Latino so our students saw them as role models. Many students were inspired by their academic journey because they did not just focus on their successes but also mentioned trial and failure multiple times. This is such an important lesson for our students, and the scientists gave them a new perspective that failure is part of growth.鈥� 鈥� Sarah Kim, Magnolia Academy 6 (Los Angeles, Calif.)听

鈥淪tudents said it was very interesting to hear from a physician-scientist working in industry. They took away the message that they should develop skills that can be helpful in any career path within science. Some who had previously only considered medical school and working with patients are now considering clinical research as a possible career path.鈥� 鈥� Tracy LaGrassa, Bronx High School of Science (Bronx, N.Y)听

鈥淭he visit has had a great impact. The speaker gave great advice on how to find a mentor and has even connected my students to opportunities in the New York City area. The kids won’t stop talking about her and have even asked follow-up questions via email.鈥� 鈥� Sally Mitchell, Rye High School (Rye, N.Y.)听

鈥淢y students gained appreciation for a field of science that they hadn’t previously been exposed to. The combination of computer science and biology really spoke to several of the students, along with the idea that a scientist doesn’t always have to be working at a lab bench to be doing science.鈥� 鈥� Tim Renz, Foster High School (Tukwila, Wash.)听

鈥淥ne of my seniors who will be studying at Northeastern University next year had lots of questions and our visitors were willing to stay after and talk with him about his courses and what he will be studying. He was very excited to talk with them and possibly connect with them in the future as he begins to think about internships.鈥澨� 鈥� Kerri Scott, Melrose High School (Melrose, Mass.)听

鈥淭he scientist explained his college experience and how it prepared him for the job he has at Regeneron today. This experience greatly helped the students understand how they can use their time in high school to build up their skills for college and the field they would like to go into in the future.鈥� 鈥� Elizabeth Stephens, Mahopac High School (Mahopac, N.Y.)听

From the scientists:

鈥淥ne of the most memorable moments from my school visit was when a young girl asked, 鈥榃hat do you like about your job?鈥� I told her that what keeps me going is knowing the drug we are developing could one day help someone, somewhere. Her eyes lit up as she listened, and I could see her processing the idea that a career in 中文无码 isn鈥檛 just about formulas and experiments. It is about impact. That moment reminded me why I do what I do, and why it is so important to share that passion with the next generation.鈥� 鈥� , Associate Biotech Production Specialist, Industrial Operations and Product Supply听

鈥淭he class was energetic and had a lot of good questions about our backgrounds and jobs. 中文无码 activities give me a way to give back to the community that has been so good to me, and a chance to hopefully inspire the next generation. If our conversations give even one young person some inspiration or guidance, it is extremely worthwhile to me.鈥� 鈥� , Director, Research Pharmacokinetics, Therapeutic Proteins听

鈥淚t鈥檚 incredibly satisfying to engage and encourage young scientists. The future of both academic and industry science depends on helping the next generation develop not only their research, but also their critical thinking and analysis skills as well.鈥� 鈥� , Ph.D., Sr. Principal Scientist, Obesity, Muscle and Metabolism听

鈥淢y scientific career was heavily influenced by my ninth grade high school biology teacher, Robert Jester. I was honored to share my own journey with students at this early stage in their education and show them one of the many paths available to them in science.鈥� 鈥� , Associate Director, VelociGene听

鈥淚n the age of genetic medicines, generative artificial intelligence and the looming climate crisis, scientific literacy becomes more important with each passing year. By meeting with students, many of whom will not pursue careers in science, I hope to help them become educated, critically aware adults who will shape the coming world with wisdom and a sense of responsibility.鈥� 鈥� , Senior Scientist, Therapeutic Proteins听听

鈥淚nteracting with students interested in science lets me help support the ambitions of the next generation of scientists.鈥� 鈥� , Director, Precision Medicine听听

鈥淚t鈥檚 so important to foster an interest in 中文无码 from a young age! I wish that scientists and engineers would have come to my school to speak about their jobs and career journeys when I was in the sixth grade. I want to provide that opportunity for the next generation and to drive them to be inquisitive and interactive with the world that surrounds them.鈥� 鈥� , Associate Process Characterization & Technology Engineer, Process Sciences Labs, Industrial Operations and Product Supply听

鈥淐ommunicating with the next generation of potential scientists and engineers does so much for both our industry and my own morale. I love returning to what inspired me to enter this field and reminding myself that making science and engineering easy and fun to talk about is almost as important as doing it myself. It鈥檚 a special opportunity to be able to excite and inspire others to one day improve on our work. 鈥� , Principal Scientist, Cellular Process Development, Regeneron Cell Medicines听听

Learn more about Science News Learning here.听

听

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鈥淐ongratulations to the 2025 Advocates. Their relentless dedication to mentoring students is transforming how 中文无码 is taught and experienced. By providing educators with resources and support to guide their students in scientific research and ultimately competing in 中文无码 competitions, we empower the next generation to solve the world鈥檚 most intractable problems,鈥� said Maya Ajmera, President and CEO of 中文无码 and Executive Publisher of Science News. 鈥淎t 中文无码, we are shaping a future where students will not just learn science, but they will lead it.鈥�

The Society鈥檚 Advocate Program is dedicated to broadening student access to science and technology by empowering educators to mentor students in building essential research skills and a confidence in their own 中文无码 ability. As classrooms integrate AI, data science and other emerging technologies, educators play a pivotal role in preparing students to solve urgent global challenges, invent transformative solutions and shape the future of science.

A cornerstone of the Advocate Program is the Advocate Training Institute, an intensive summer professional development experience. This year鈥檚 sessions covered cultivating student curiosity, building and promoting a high school research program, as well as fostering scientific integrity and ethical research practices. From newcomers learning the ropes to seasoned leaders expanding their reach, Advocates are setting ambitious goals to increase student participation in 中文无码 competitions, guiding students from research question to competition entry while managing logistics and deadlines.

Advocates this year hail from 34 states and Puerto Rico. Twenty-two mentor middle school students, thirty-eight mentor high school students, and ten mentor students across all grade levels. This year鈥檚 Advocates reach students across a diverse range of geographic locations, with 59 in public schools, 2 in private schools and 9 in charter or other types of schools.

In total, 439 teachers from 47 states, the District of Columbia, Puerto Rico, the US Virgin Islands, and the Mariana Islands have participated in the program. Since its inception in 2015, the Advocate Program has been a key part of the Society鈥檚 outreach initiatives, building and connecting a national community of 中文无码 and research educators.

To date, Advocates have supported more than 8,335 students during their participation in the program, of which 6,039 students have successfully competed in at least one science research competition. During the 2024-2025 cycle, 76% percent of student mentees participated in science competitions at the local and/or national level. Overall, students of Advocates are responsible for over 11,000 unique competition entries, with many students entering more than one competition.

This year鈥檚 Advocate Program is made possible by Arconic Foundation, Battelle, DoD 中文无码 through the Defense 中文无码 Education Consortium, and Regeneron.

The following are this year鈥檚 2025鈥�2026 Advocates:

2025鈥�2026 Lead Advocates:

1. Janirette Chaves Rodriguez, University High School (Orange City, FL)
2. Emily Dawson, Mark Bills Middle School (Peoria, IL)
3. Chance Duncan, Russellville High School (Russellville, AR)
4. Susie Fisher, Tongue River Middle School (Ranchester, WY)
5. Sam Hartpence, Pathfinder High School (Lander, WY)
6. AJ Mallozzi, Oregon State University (Corvallis, OR)
7. Alfred Olivas, INSIGHTS Science Discovery (El Paso, TX)
8. Garrick Purdie, Duplin Early College High School (Kenansville, NC)
9. Paul Timm, Lyons-Decatur Public Schools (Lyons, NE)

2025 鈥� 2026 Advocates:

10. Jonas Almerino, Sallie B. Howard School of Arts and Science (Wilson, NC)
11. Lance Atkinson, Rialto Unified School District (Rialto, CA)
12. Janice Badongen Patal-e, Espanola Valley High School (Espanola, NM)
13. Anna Barrientos, Harmony Science Academy-Carrollton (Carrollton, TX)
14. Caitlin Bonham, Chicago Public Schools (Chicago, IL)
15. Tiffany Bookal, Gwinnett County Public Schools (Norcross, GA)
16. Ronald Brillantes, Porcupine School (Porcupine, SD)
17. Shanna Brown, Milwaukee Public Schools (Milwaukee, WI)
18. Benjamin Buchanan, Warren Central High School (Indianapolis, IN)
19. Shaneka Bullins, Palmdale High School (Palmdale, CA)
20. Kate Cameron, Delta High School (Pasco, WA)
21. Jalavender Clowney, Saluda Trail STEAM Middle School (Rock Hill, SC)
22. Geizi Dejka, San Juan College High School (Farmington, NM)
23. Brittany Devlin, Southeast High School (Bradenton, FL)
24. James Dowd III, Ardsley High School (Ardsley, NY)
25. Mark Eastburn, Princeton High School (Princeton, NJ)
26. Ryne Emerick, Lebanon High School (Lebanon, MO)
27. Meaghan Ferris, Meadow Park Middle School (Beaverton, OR)
28. Shauna Garbe, Barratt Elementary (American Fork, UT)
29. Steven Gaskill, Knudson Academy of the Arts (Las Vegas, NV)
30. Lamberto Geolin Jr., Ramah Middle/High School (Ramah, NM)
31. Cecelia Gillam, Benjamin Franklin High School (New Orleans, LA)
32. Lori Grabarkewitz, ISD 318/Robert J. Elkington Middle School (Grand Rapids, MN)
33. Willman Henriquez Osorio, George L. Carrington Middle School (Durham, NC)
34. Kathy Hockman, Jule F. Sumner High School (Riverview, FL)
35. Wayne Howse, Locust Fork High School (Locust Fork, AL)
36. Oktay Ince, Horizon Science Academy Columbus High School (Columbus, OH)
37. Tyza Faith A. Iwag, Raton High School (Raton, NM)
38. Sunday Iwalaiye, Prince George鈥檚 County Public Schools (Laurel, MD)
39. Carol Jones, Pine Ridge Middle School (West Columbia, SC)
40. Abraham Kamara, Tulsa Public Schools (Tulsa, OK)
41. Andrea Kennedy, LC Swain Community Middle School (Greenacres, FL)
42. Tayler Kriss, CCSD 26JT (Center, CO)
43. Olivia Kuper, North Greene High School (Greeneville, TN)
44. Niegel La Borde, Summit Academy Charter School (Brooklyn, NY)
45. Jennifer Langston, Paragould School District (Paragould, AR)
46. Kris Larsh, McLish Middle School (Stonewall, OK)
47. Rita Leary, Ashburn Elementary School (Chicago, IL)
48. Karla Lomax, DeKalb Alternative School (Stone Mountain, GA)
49. Karen Maninang, Harvest Preparatory Academy (Yuma, AZ)
50. Josephine Mesina, International High School at Largo (Upper Marlboro, MD)
51. Brandy Mickelson, Wind River Middle School (Pavilion, WY)
52. Shawn Mitchell, DuVal High School (Lanham, MD)
53. Sam Northey, SPPS Online High School (St. Paul, MN)
54. Wayne Oelfke, Fort White High School (High Springs, FL)
55. Suneetha Panda, Central High School Bibb County (Macon, GA)
56. Cris Anthony Rabino, Zuni High School (Zuni, NM)
57. Kristine Record, MET Professional Academy (Peoria, AZ)
58. Tiska Rodgers, Kennett High School (Kennett, MO)
59. Laura Rosado, Colegio San Ignacio de Loyola (San Juan, PR)
60. Elda Sandoval, Heatherbrea (Phoenix, AZ)
61. Latasha Sheffield, Athol High School (Athol, MA)
62. Cassy Smith, Decatur High School (Decatur, GA)
63. Claire Diane Tabanas, Desert Sunrise High School (Maricopa, AZ)
64. Kandice Taylor, Kirksey Middle School (Jackson, MS)
65. Leanne Thele, Perry County District 32 (Perryville, MO)
66. Silvia Valencia, Crowley ISD (Fort Worth, TX)
67. Jeanettra Watkins, Homewood-Flossmoor High School (Flossmoor, IL)
68. David White, Kingsview Middle School (Germantown, MD)
69. James Winkler, Clare Public Schools (Clare, MI)
70. Jill Wood, Raleigh County Schools (Coal City, WV)

Explore the profiles of this year鈥檚 Advocates here:听 /stem-outreach-programs/advocate-program/meet/2025-26/

中文无码 中文无码

中文无码 is a champion for science, dedicated to promoting the understanding and appreciation of science and the vital role it plays in human advancement. Established in 1921, 中文无码 is best known for its award-winning journalism through Science News and Science News Explores, its world-class science research competitions for students, including the Regeneron Science Talent Search, the Regeneron International Science and Engineering Fair and the Thermo Fisher Scientific Junior Innovators Challenge, and its 中文无码 Outreach programming that seeks to ensure that all students have an opportunity to pursue a career in 中文无码. A 501(c)(3) membership organization, 中文无码 is committed to inform, educate and inspire. Learn more at听new.societyforscience.org听and follow us on Facebook, Twitter, Instagram and Snapchat (Society4Science).

Media Contact:
Aparna K. Paul (she/her)
Director of Communications
中文无码
apaul@societyforscience.org
781-375-8353

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They鈥檝e worked closely with our Lemelson Invention Education Fellow, Laurel Bingman. Their dedicated efforts aim to inspire students to engage in research and invention education.听听

As their Ambassador terms conclude, we appreciate all their hard work and look forward to seeing them continue to support teachers. 听

Rebecca Brewer听听

Rebecca Brewer is a nationally award-winning biology educator in Michigan and a coauthor of the textbook Biology Now. She has over 40 educational grants and has authored resources for Science Friday, PBS NewsHour, the National Center for Science Education, MiniOne Systems, the Curie Society and the Fred Hutch Cancer Center. Rebecca also serves as a Teacher Ambassador for the Climate Literacy and Energy Awareness Network (CLEAN) and the Wayfinder Society. She also serves as the Michigan Director for the National Association of Biology Teachers’ Outstanding Biology Teacher Award Program.听听

As an Invention Education Ambassador, Rebecca co-led an invention session at our High School Research Teachers Conference, where she shared her insights as a biology teacher integrating invention into her classroom鈥檚 curriculum. She led an interactive activity for students in which students designed a device to remove a simulated blood clot. The resources she developed for educators are a curated collection of biology-based 中文无码 competitions and research & invention opportunities.听

听

Colleen Larionoff听听

Colleen Larionoff is the Innovation Coordinator at Dwight-Englewood School. She runs the middle school independent research program, robotics program and maker space. Colleen partners with students and teachers to delve into empathy-based design thinking, maker education, entrepreneurial experiences, digital citizenship, data literacy, engineering and more. She strives to center student voice and choice, leadership and constructivist learning. Colleen was thrilled to be named a 2024-25 Invention Education Ambassador.听

In her time as a Lemelson Invention Education Ambassador, Colleen co-led an invention-based session at our Middle School Research Teachers Conference. As her resource for teachers, Colleen organized and hosted Invention Exchange, a mini-conference featuring presentations from her fellow Ambassadors, quick examples of invention projects from other teachers, and an inspirational student panel. Explore the Invention Exchange recording on our channel.听听

听

Rachna Nath听

Rachna Nath is the Founder and CEO of DRIPBL (STEAM with a Purpose, Co-Chair of the United Nations Association of the United States of America Educator Affinity Group, a Fulbright Scholar, TIME Innovative Educator, NASA Solar System Ambassador, National Geographic Educator, and a 中文无码 enthusiast.听

During her time as an Invention Education Ambassador, Rachna co-led a session at the Society鈥檚 High School Research Teachers Conference, where she explored the intersection of invention and innovation and shared how invention experiences have benefited her students. She also co-led a session at ISEF 2025 on the intersection of invention and research. The resource she developed for teachers is a practical guide for integrating invention opportunities into the AP Research curriculum.听

As we wrap up celebrating the accomplishments of our 2024-2025 Ambassadors, we are pleased to welcome this year’s Invention Education Ambassadors (’25-’26): Milene de Farias, Amy Douglas Kendrick, Andre Pineda and Pradip Misra. We look forward to seeing all they accomplish as they support teachers in bringing invention education to life this year!听

The post Society鈥檚 Lemelson Invention Education Ambassadors make their mark in 2024鈥�2025 season appeared first on 中文无码.

Through the 中文无码 Action Grants program, the Society is driving meaningful change and growth鈥攚hether by expanding access to 中文无码 education, supporting rigorous scientific research and understanding or nurturing the next generation of scientific leaders. The program aims to bolster and support mission-driven nonprofit organizations that are working to increase scientific understanding by expanding opportunities for their local communities to engage and participate in 中文无码.

From climate data activism on the Gulf Coast to robotics labs in rural Alabama, the 2025 cohort reflects the bold, expansive ways 中文无码 can shape lives and communities. Some are helping young people decode their world through mapping and environmental storytelling; others are turning classrooms into repair labs, drone flight zones or stages for personal stories of discovery. Incarcerated youth are gaining hands-on science experiences behind bars, while families and teachers join workshops that demystify AI and cybersecurity. Whether through civic engagement, creative expression or second chances, these programs equip learners not only with technical skills, but also with agency, voice and a sense of belonging in 中文无码.

Fifty-four organizations will receive grants ranging from $2,000 to $5,000 each, and three organizations鈥攚ho have received 中文无码 Action Grants previously鈥攚ill receive capacity-building grants of $10,000 each: Girls Dream Code, Project Invent, and Treasure Coast Girls Coalition. Below, learn more about a few standout organizations from this year鈥檚 cohort:

Algalita Marine Research and Education (Long Beach, California)

Algalita is a pioneering environmental nonprofit with a 30-year legacy of protecting the planet and our oceans. The organization sparked global awareness of the plastic pollution problem when it first pointed out the vast accumulation of plastic debris in the Pacific Ocean, now known as the Great Pacific Garbage Patch. Today, through one of their many initiatives, Algalita brings young ocean stewards along the shores of Southern California, inspiring the next generation through immersive science experiences. With support from this year鈥檚 中文无码 Action Grant, students will paddle through local waterways as part of their Kayak Explorers program鈥攃ollecting plastic debris and analyzing their findings in Algalita鈥檚 new microplastics lab. For students unable to attend in person, the organization will distribute 中文无码 toolkits to classrooms across the region, bringing environmental science to life for an additional 12,000 learners. To date, the Society has awarded the organization $10,000 in support.

Mississippi Delta Nature and Learning Center (Greenville, Mississippi)

Rooted in the rich soil of the South, this nature-based learning center has reimagined education for the children and people of the Mississippi Delta. With a focus on community, ecology and hands-on science, the Center transforms outdoor spaces into vibrant classrooms where students and families engage in everything from weekly science workshops and after-school programs to agricultural initiatives and an 11-month 中文无码 workforce development course. Each year, the Mississippi Delta Nature and Learning Center reaches over 1,000 individuals across Washington County, encouraging children and adults to be creative and think critically. With this year鈥檚 grant, the Center will deepen its impact, helping more students on a path toward scientific discovery, and a deeper understanding of their place in the natural world. To date, the Society has provided $15,000 in total support.

Project Invent (National)

Project Invent is building a generation of compassionate problem solvers by empowering students to address real-world challenges through invention. Their yearlong program trains over 100 educators annually to deliver more than 100 hours of hands-on 中文无码 learning to 2,000 students nationwide. Through a dynamic curriculum that blends design thinking, engineering and entrepreneurship, students work alongside diverse industry mentors, partner with community members facing real challenges, and ultimately pitch their inventions at Demo Day for real-world funding. This year, Project Invent will receive a $10,000 capacity-building grant to expand educator training and scale their impact. To date, the Society has awarded Project Invent $24,000 in total support.

The Society received over 200 applications鈥�72% from new organizations鈥攚ith funding requests totaling more than three times the available amount. Twenty-three of the 2025 grantees have not previously received a grant from the Society. This increased interest underscores the expanding reach of the program and the growing demand for 中文无码 education support nationwide.

Since its launch in 2016, the 中文无码 Action Grants program has awarded a total of $1.42 million to 167 organizations, including those announced today. Through bold ideas and broad outreach, these organizations are helping expand access to 中文无码 and building a future where opportunity knows no bounds.

1. Algalita Marine Research and Education (Long Beach, California)
2. Art Technically (Cordova, Tennessee)
3. Aviation Youth Mentoring Program (Arlington, Virginia)
4. Ciencia Puerto Rico (San Juan, Puerto Rico)
5. Close the Gap Foundation (Cupertino, California)
6. Connect Key Foundation (Cypress, California)
7. Design Connect Create (Grand Prairie, Texas)
8. Develop for Good (San Francisco, California)
9. Dior Sunset Foundation (Long Beach, California)
10. Directed Initiatives for Youth (Excite All Stars) (New Orleans, Louisiana)
11. EARTHGANG Foundation, Corp (Atlanta, Georgia)
12. Equity Research Group, Inc. (Dunwoody, Georgia)
13. Forgotten Heroes Foundation (Chesapeake, Virginia)
14. Friends of Ballona Wetlands (Playa del Rey, California)
15. Gearbox Labs (South Milwaukee, Wisconsin)
16. Girls Dream Code (Saint Paul, Minnesota)
17. Impact NW (Portland, Oregon)
18. INSIGHTS Science Discovery (El Paso, Texas)
19. International Network of 中文无码 for the Blind and Low-Vision, Inc. (Columbus, Ohio)
20. Latinas in 中文无码 Foundation (Calabasas, California)
21. Learning Equipment Supply Service (Los Angeles, California)
22. Math Circles of Chicago (Chicago, Illinois)
23. Math N More Foundation, Inc. (Atlanta, Georgia)
24. Mid-Atlantic Gigabit Innovation Collaboratory (MAGIC) (Westminster, Maryland)
25. Mississippi Delta Nature and Learning Center (Greenville, Mississippi)
26. Nature Nexus Institute (Culver City, California)
27. Nehemiah Community Empowerment Center, Inc. (Greensboro, North Carolina)
28. Oceanographic Teaching Stations, Inc. (Manhattan Beach, California)
29. ProFab Education (Baton Rouge, Louisiana)
30. Project Invent (San Francisco, California)
31. PS Science (Inglewood, California)
32. Rise Up: Northeast Ohio (Cleveland, Ohio)
33. Roaring Cubs Collective (Brookline, Massachusetts)
34. SciAccess, Inc. (Pittsburgh, Pennsylvania)
35. Scientiae (Tallahassee, Florida)
36. SFA Foundation, Inc. (Beltsville, Maryland)
37. Shared Science (Long Beach, California)
38. SoundBio Lab (Seattle, Washington)
39. 中文无码 for Flathead Valley Schools (Kalispell, Montana)
40. 中文无码 on WHEELS (Saint Louis, Missouri)
41. 中文无码 SQUAD (Harvest, Alabama)
42. 中文无码 Unbarred (Washington, D.C.)
43. TechArts Empowerment Foundation, Inc. (Northridge, California)
44. The Code for Change (Largo, Maryland)
45. The Detroit Educational Takeover (Lathrup Village, Michigan)
46. The Princess Program 中文无码 (Upland, California)
47. The Story Collider (New York, New York)
48. Thinkatorium (Arlington, Texas)
49. Treasure Coast Girls Coalition (TCGC) (Sebastian, Florida)
50. trubel&co (Dover, Delaware)
51. Virtual Science Teachers (Chesapeake, Virginia)
52. Western Oregon University / Rainbow Dance Theatre (Monmouth, Oregon)
53. WOLF 鈥� Warrior Outdoor Leadership for the Future (Saint Petersburg, Florida)
54. WonderLab Museum of Science, Health & Technology (Bloomington, Indiana)
55. Youth Inspiration Nation Inc. (La Puente, California)
56. Youth Science Center (Hacienda Heights, California)
57. Youth Technology Corps (Chicago, Illinois)

Learn more about the 57 grantees receiving support through the 2025 中文无码 Action Grants program here. This year鈥檚 funding is made possible through generous support from The Eli and Edythe Broad Foundation, Regeneron and Simons Foundation.

For further information please contact:

Aparna K. Paul (she/her)
Director of Communications
中文无码
apaul@societyforscience.org | 781-375-8353

The post 中文无码 awards $275,000 to 57 organizations rooted in cultivating scientific curiosity and community impact appeared first on 中文无码.

As Science News Learning Ambassadors, they engage their communities in science literacy by integrating Science News Learning resources, such as award-winning journalism from the Science News Media Group and a robust library of ready-to-use lesson plans into their classrooms. They also lead professional development sessions to share for 听educators around the country and develop new lesson plans using program materials. Cara, a chemistry teacher at Ernest McBride High School in Long Beach, California, is developing lesson plans on sustainability and materials science鈥攈elping students make meaningful connections between classroom content and global issues.

She noted, 鈥淏eing a Science News Learning Ambassador gives me the opportunity to share resources with other teachers and collaborate on ideas that connect new scientific concepts to our curriculum. This has opened avenues for creativity and collaboration with other high school teachers around the country.鈥�

On the impact of Science News Learning in her own classroom, Cara says, 鈥淚 have seen great improvements in my students鈥� writing skills as a result of using both Science News and Science News Explores. Science News Learning has also helped my students engage with real-world scientific applications.鈥�

Rosalyn, a biology and environmental science teacher at Friendship Public Charter School in Washington, D.C., is using the Science News Learning program to expand her students鈥� science literacy by discussing 中文无码 articles that align with her classroom curriculum and support her school鈥檚 reading initiative. 鈥淪cience News Learning has been a lifesaver this year,鈥� she said. 鈥淲e started an initiative to have students read complex texts in every class, and I immediately knew where to find articles and questions to support my students at all reading levels.鈥�

Tandi, a science teacher at Grandview Middle School in Grandview, Missouri, is developing 鈥淣ewsDay Tuesday鈥� activities that allow students to explore scientific concepts through the lens of current events. She is also creating lesson plan templates to help teachers incorporate current 中文无码 research into their classrooms with Science News Learning.

鈥淚 use Science News Learning lesson plans as a starting point when I find articles related to the unit鈥檚 topics,鈥� Tandi shared. 鈥淚 love the leveled articles because they let my students cover the same material at their own pace, helping to avoid the stigma that can come with alternate assignments for students at lower reading levels.鈥�

Nearly 6,000 middle and high schools and more than 17,000 educators across all 50 states and five U.S. territories are expanding student science literacy with Science News Learning. In total, over 6 million students have access to the program鈥檚 resources.

Learn more and sign up for the Science News Learning program: /science-news-learning

The post Expanding student science literacy with Science News Learning appeared first on 中文无码.

Laurel鈥檚 connection with 中文无码 began in her middle and high school years. While competing in a variety of science fairs, Laurel says one of her big dreams was becoming a finalist in the Regeneron International Science and Engineering Fair (ISEF).

鈥淎s a student in a science magnet program at my high school, I was surrounded by like-minded people and knew upperclassmen who had been finalists at ISEF,鈥� Laurel said. 鈥淚 was privileged to have incredible teachers who dedicated much of their time to supporting us with science fairs.鈥�

Laurel earned her bachelor’s degree in biological sciences and Latin American Studies from Rice University in Houston, Texas.

During her undergraduate years, she gained invaluable experiences that ultimately led her to pursue a career in education. She spent spring breaks at an outdoor environmental education camp with students and studied abroad in Argentina through the School of International Training鈥檚 Social Movements and Human Rights program. 听Through these experiences, Laurel always felt drawn to making a meaningful impact. She wanted her path to, in some way, contribute to creating positive changes in the world. She continued her studies at the University of Toronto and received her master鈥檚 in education in curriculum and pedagogy with a specialization in international and comparative education. At YES Prep Northbrook High School in Houston, Laurel was driven to give her students the opportunity to enter science competitions, regardless of their circumstances, knowing full well how much being a part of these programs had helped her. She decided to apply to the Society鈥檚 Advocate Program, a year-long professional development program that supports educators in increasing the number of students in 中文无码 competitions. This was the first formal program Laurel participated in as a teacher. Not only did Laurel become an Advocate, but she later became a Lead Advocate, passing on what she learned in the program to other educators.

鈥淚鈥檓 grateful to my school district for giving me the space to build up our science fair,鈥� Laurel said. 鈥淗owever, it can feel a bit like you鈥檙e out in the middle of the ocean paddling a little boat all by yourself. The Society鈥檚 Advocate Program not only provided me with a map and a compass, but with a bunch of other people in similar boats paddling alongside me.鈥�

Laurel has also received a 中文无码 Research Grant and used Science News Learning in her classes. Laurel said that before receiving the 中文无码 Research Grant, students were limited in the types of projects they could work on and pursue. But with the grant and expanded research equipment, students would have more avenues of research and even learn how to create project proposals and budgets. By using Science News Learning鈥檚 educator materials, Laurel鈥檚 students could dive into scientific journalism and find research topics they may want to focus their work on. 鈥淚 was able to give my students a break from screens by using Science News as something my students could read in class and after tests,鈥� Laurel said. 鈥淲hat I loved as well were the curricular materials that were provided, which were aligned to the articles.鈥�

鈥淚 firmly believe that invention, education and student research are some of the best ways to center student interests and agency, encourage lifelong learning, and build a better future for everyone,鈥� Laurel said. 鈥淕etting to be a part of bringing this to teachers and students across the nation is a dream come true for me.鈥�

Though Laurel is currently working at the Society as a Lemelson Fellow to help improve education principles and practices, she shares that her favorite moments so far in education have been seeing how students can grow in ways they have never thought possible. 鈥淚鈥檝e seen students develop a positive relationship with school and science that they did not have previously. I鈥檝e witnessed students finding a place of connection and community through science fairs when they hadn鈥檛 found it anywhere else. I鈥檝e seen students improve their self-efficacy and feelings of accomplishment.鈥�

Laurel says she feels supporting students in science fairs gives her a renewed sense of purpose.

鈥淲itnessing these stories of growth鈥攖hat has been my favorite experience because this is why I became an educator.鈥�

The post From student to teacher: A full circle moment for the Society鈥檚 Lemelson Invention Fellow appeared first on 中文无码.