• 中文无码 selected 100 educators for the 2026鈥�2027 Advocate Program.
• In total, the Advocates will receive $326,000 to support expanding student access to pursing science research and participating in science competitions.
• The 2026-27 cohort includes 13 Lead Advocates who will mentor 87 Advocates, creating a nationwide network of educator leaders.
• Participants receive year-round professional development, mentorship and leadership training.

WASHINGTON, D.C. 鈥� 中文无码 (the Society), a nationally recognized leader in 中文无码 education, today announced the selection of 100 outstanding educators for its 2026鈥�2027 Advocate Program. Through professional development, stipends and year-round support, the program empowers educators to help students pursue original research opportunities and participate in science competitions, helping them build confidence, strengthen critical thinking skills and discover new pathways into science and engineering.

This year, the Society is awarding a total of $326,000, with 13 Lead Advocates receiving $5,000 each and 87 Advocates receiving $3,000 each. Throughout the year, the Lead Advocates will mentor fellow educators in region-specific, peer-led cohorts, supporting the 66 new Advocates and 21 returning Advocates. Together, they form a nationwide network of teacher leaders committed to expanding 中文无码 opportunities for students.

鈥淭he most powerful way to expand opportunity for young people is to invest in the educators who recognize their potential and help turn their curiosity into discovery,鈥� said Maya Ajmera, President and CEO of 中文无码 and Executive Publisher of Science News. 鈥淐ongratulations to our 2026鈥�2027 Advocates. Together, they will strengthen 中文无码 education, share innovative approaches and open doors for more students to see themselves鈥攁nd thrive鈥攁s the scientists, engineers and innovators of tomorrow.鈥�

The Advocate Program recognizes the essential role educators play in helping students move from pursuing independent research to sharing their work in competitions, including the Regeneron Science Talent Search, the Regeneron International Science and Engineering Fair and the Thermo Fisher Scientific Junior Innovators Challenge. Advocates guide students through the process, helping them identify appropriate competitions, navigate application requirements, meet important deadlines and communicate their research effectively. Along the way, students strengthen their scientific reasoning, communication and problem-solving skills while gaining valuable experience that can open doors to future educational and career opportunities inside and outside the 中文无码 pipeline.

Since its launch, the Advocate Program has supported 439 educators. Together, these educators have supported more than 9,100 students, including more than 6,700 who have submitted over 12,000 entries to 中文无码 competitions. Many students participate in multiple competitions, reflecting the sustained engagement and growing impact of the Advocate Program.

This year’s cohort brings together educators from public, charter and private schools, and one university. They bring diverse perspectives and expertise from classrooms, museums, after-school programs and community organizations, enriching the Advocate Program cohort with a wide range of experiences and approaches. Over the coming year, they will build lasting professional relationships, exchange innovative ideas and integrate new strategies to inspire and support the students they serve.

Earlier this summer, the new cohort gathered in Washington, D.C., for the Society’s annual Advocate Training Institute, an immersive professional development experience designed to prepare educators for the year ahead. Through hands-on workshops and interactive sessions, participants explored topics ranging from accessible astronomy research using NASA archival data to building community partnerships that expand research opportunities for students exploring ways to connect students with competitions such as the Thermo Fisher Scientific Junior Innovators Challenge. The institute also gave educators practical strategies, resources and inspiration they can bring back to their schools and communities throughout the year.

The 2026鈥�2027 Advocate Program is made possible through the generous support of the Arconic Foundation, DoW 中文无码 through the Defense 中文无码 Education Consortium (DSEC), and Regeneron.

2026鈥�2027 Lead Advocates

1. Ronald Brillantes, Porcupine School (Porcupine, South Dakota)
2. Shaneka Bullins, Palmdale High School (Palmdale, California)
3. Brittany Devlin, Southeast High School (Bradenton, Florida)
4. Emily Dawson, Elise Ford Allen Academy (Peoria, Illinois)
5. Harry Dittrich, Pathway School of Discovery (Dayton, Ohio)
6. Chance Duncan, Missouri Connections Academy (Columbia, Missouri)
7. Steven Gaskill, Knudson Academy of the Arts (Las Vegas, Nevada)
8. Lori Grabarkewitz, Robert J. Elkington Middle School (Grand Rapids, Minnesota)
9. Oktay Ince, Horizon Science Academy Columbus High School (Columbus, Ohio)
10. Olivia Kuper, North Greene High School (Greeneville, Tennessee)
11. Sam Northey, Saint Paul Online High School (St. Paul, Minnesota)
12. Stephen Nye, Julia Landon College Preparatory and Leadership Development Academy (Jacksonville, Florida)
13. Nate Raynor, Mescalero Apache School (Mescalero, New Mexico)

2026鈥�2027 Advocates

1. Romel Agno, Tombstone High School (Tombstone, Arizona)
2. Bessie Alexander, R.K. Smith Middle School听 (Luling, Louisiana)
3. Christy Arrowood, Burke County Public Schools (Morganton, North Carolina)
4. Mehmet Ates, Lotus School for Excellence (Aurora, Colorado)
5. Amy Ay, Syracuse Academy of Science Charter School (Syracuse, New York) has
6. Michaella Banate, Desert Wind Middle School (Maricopa, Arizona)
7. Marlenne Barajas, Pacific High School (San Bernardino, California)
8. Priscilla Barton, Emerald High School (Dublin, California)
9. Caitlin Bonham, Mosaic School of Fine Arts (Chicago, Illinois)
10. Alicia Castro, Harmony School of Innovation鈥揥aco (Beverly Hills, Texas)
11. Mabrooka Chaudhry, Atholton High School (Columbia, Maryland)
12. Jalavender Clowney, Saluda Trail STEAM Middle School (Rock Hill, South Carolina)
13. Kathleen Cluchey, Young Women’s Leadership Academy (Fort Worth, Texas)
14. Chenein Compton, Oxford High School (Oxford, Alabama)
15. Chuhyon Corwin, High School for Health Professions & Human Services (New York, New York)
16. Jocelyn Coughlin, Worcester Technical High School (Worcester, Massachusetts)
17. Keishla Crespo, Colegio Puertorrique帽o de Ni帽as (Guaynabo, Puerto Rico)
18. Jennievive De La Cruz, Vista Grande High School (Casa Grande, Arizona)
19. Andrew DeCoteau, Rock Creek Grant School (Bullhead, South Dakota)
20. Sandra Di Liegghio, LaBelle Middle School (LaBelle, Florida)
21. Susan Dodge, McCaskey High School (Lancaster, Pennsylvania)
22. Kurt Dragomanovich, John F. Kennedy Middle School (Fresno, California)
23. Avian English, Mackenzie Elementary-Middle School (Detroit, Michigan)
24. Tracy Espinosa, Santiago High School (Corona, California)
25. Meaghan Ferris, Meadow Park Middle School (Beaverton, Oregon)
26. Kimberly Fleming, White Plains High School (White Plains, New York)
27. Davine Floy, University High School (Newark, New Jersey)
28. Jesus Garza, Jose Borrego Middle School (Monte Alto, Texas)
29. Kelley Gaske, King George High School (King George, Virginia)
30. Lamberto Geolin Jr., Ramah Middle/High School (Ramah, New Mexico)
31. Sarmistha Ghosh, Hawthorne Academy of Health Sciences (Charlotte, North Carolina)
32. Enis Gokgoz, Gateway Science Academy Middle School (St. Louis, Missouri)
33. Manal Hajoul, Covenant School 鈥� Central (Detroit, Michigan)
34. JennaMarie Harris, Mountain Green Middle School (Morgan, Utah)
35. Kristi Hibbert, Big Piney Middle School (Big Piney, Wyoming)
36. Rania Ibrahim, Dana Middle School (Arcadia, California)
37. Elizabeth Jones, Lake Norman Charter Middle (Huntersville, North Carolina)
38. Essie Jones, Alexandria City High School (Alexandria, Virginia)
39. Shaundrie Jones, John L. LeFlore High School (Mobile, Alabama)
40. Malaika Jordan, Midtown High School (Atlanta, Georgia)
41. Abraham Kamara, Tulsa Public Schools (Tulsa, Oklahoma)
42. Mirasol Laberinto, Grants High School (Grants, New Mexico)
43. Kris Larsh, McLish Middle School (Stonewall, Oklahoma)
44. Kevin Lavigne, Hanover High School (Hanover, New Hampshire)
45. Karla Lomax, DeKalb Alternative School/Program (Stone Mountain, Georgia)
46. Justice Mason, Little Rock Southwest High (Little Rock, Arkansas)
47. Meredith Marlier, Shawnee Mission West High School (Overland Park, Kansas)
48. Stephanie McGrew, A.T. Still University of Health Sciences (Kirksville, Missouri)
49. Isabel Mendiola, Milwaukee Academy of Science ( Milwaukee, Wisconsin)
50. Jessica Mendoza, William G. Jehue Middle School (Rialto, California)
51. Christian Mercado, Baldwin School of Puerto Rico (Guaynabo, Puerto Rico)
52. Josephine Mesina, International High School at Largo (Upper Marlboro, Maryland)
53. Lillian Meyers, Hamilton Middle School (Denver, Colorado)
54. Brandy Mickelson, Wind River Middle School (Pavillion, Wyoming)
55. Bridget Eloe Ngalame Etone, Northwestern High School (Hyattsville, Maryland)
56. Charles Muchiri Njoki, Summit Heights Junior High School (Commerce City, Colorado)
57. Brandi Norman, Huntley Project Schools (Huntley, Montana)
58. Desiree Nwadinobi, Cypress Park High School (Cypress, Texas)
59. Kristin O’Connor Barkus, Lawrence West Middle School and Free State High School (Lawrence, Kansas)
60. Wayne Oelfke, Ft. White High School (Fort White, Florida)
61. Luigi Papasidero, Huntington High School (Huntington, New York)
62. Mildred Pates, Eleanor Roosevelt High School (Greenbelt, Maryland)
63. Deepa Pendalwar, Duluth Middle School (Duluth, Georgia)
64. Tyrikia Porter, Magnolia Middle School (Meridian, Mississippi)
65. Andrea Prewitt, Global Impact Academy 中文无码 Magnet High School (Fairburn, Georgia)
66. Liliana Ramos, Ronald Reagan/Doral SHS (Doral, Florida)
67. Eric Robinson, Herbert Hoover High School (Glendale, California)
68. Delois Scott, Cross Creek High School (Augusta, Georgia)
69. Carol Stefany Rodriguez Jimenez, Discovery Polytech Early College High School (Springfield, Massachusetts)
70. Jonathan Sailer, Schroeder Middle School (Grand Forks, North Dakota)
71. Eman Sarhan, Amundsen High School (Chicago, Illinois)
72. Alyson Saunders, Dexter Regional High School (Dexter, Maine)
73. Adrienne Shilling, Idaho Virtual Academy (Meridian, Idaho)
74. Jennifer Stover, Lufkin High School 中文无码 Academy (Lufkin, Texas)
75. Nellie Sapioamoa Sonny Stowers, Manulele Tausala Elementary School (Pago Pago, American Samoa)
76. Shonda Sylvester, DeKalb Alternative School (Stone Mountain, Georgia)
77. Claire Diane Tabanas-Morales, Desert Sunrise High School (Maricopa, Arizona)
78. Karen Tucker, Millville Public Charter School (Millville, New Jersey)
79. Omar Varela, William D. Slider Middle School (El Paso, Texas)
80. Michael Vinluan, Chinook High School (Chinook, Montana)
81. Tara Walker, Chamberlain Middle School (Washington, District of Columbia)
82. Mariah Warren, Academy for Science and Foreign Languages Middle School (Huntsville, Alabama)
83. Marla Watts, Lake Forest Charter School (New Orleans, Louisiana)
84. David White, Kingsview Middle School (Germantown, Maryland)
85. Lindsey Wilson, Bennington Public Schools (Bennington, Nebraska)
86. James Winkler, Clare High School (Clare, Michigan)
87. Corinne Zimmerman, Homewood-Flossmoor High School (Flossmoor, Illinois)

Learn more about the Advocates here.

Media Contact:

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

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鈥疭cience News鈥痑nd鈥疭cience 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 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鈥痭ew.societyforscience.org鈥痑nd follow us on鈥疐acebook,鈥疶witter,鈥疘nstagram鈥痑nd Snapchat (Society4Science).

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For the 2025-2026 school year, 70 educators were selected who represent 34 states and Puerto Rico, guiding middle and high school students.

In addition to being an Advocate, there were few educators who also have double-dipped into other Society programs such as 中文无码 Actions Grants and 中文无码 Research Grants to continue the momentum of motivating students in 中文无码.

Ronald Brillantes, Pahin Sinte Owayawa, Porcupine, South Dakota
中文无码 Advocate and 中文无码 Research Grantee

Ronald Brillantes is a science teacher at the Pahin Sinte Owayawa in Porcupine, South Dakota, where he works closely with Lakota students. With 24 years of experience in science education, Ronald serves as a 中文无码 Advocate. In 2026, he guided his students to notable achievements, including participation in the High Plains Regional Science and Engineering Fair and the National Advancing Indigenous Science and Engineering Fair in Oklahoma City. Two students earned first-place honors in chemistry, while four received third-place awards in environmental engineering, plant science and biology.

Question: What do you hope every student takes away from doing research?

Answer: I hope every student walks away believing that their questions matter. Research teaches students how to think critically, solve problems, communicate effectively and persevere through challenges. They learn that failure is part of discovery and that their voices, experiences, and ideas have value. Whether they become scientists, engineers, healthcare professionals, teachers, or community leaders, I want them to know they can make meaningful contributions to the world. If they leave my classroom with confidence in themselves and a lifelong curiosity to keep asking questions, then I know we have succeeded.

Cecelia Gillam, Benjamin Franklin High School, New Orleans, Louisiana
中文无码 Advocate听 and 中文无码 Research Grantee听

Dr. Cecelia Gillam has taught science for 19 years and holds a doctorate in educational leadership. She is an ISTE Certified Educator, a Pear Deck Learning and Edpuzzle ambassador, a Vernier Trendsetter and a Modern Classroom Expert Mentor.

Question: Can you share a success story or memorable moment with one of your students who you have mentored?

Answer: One of my most memorable moments was working with a student who earned the opportunity to advance to the International Science and Engineering Fair. This achievement did not happen overnight. The student persevered through countless revisions of research paperwork, project updates, and feedback, learning along the way that scientific research requires patience, resilience, and a willingness to keep improving.

Watching the student grow from an initial idea into a confident young researcher was incredibly rewarding. They placed at the school, regional, and state levels, which ultimately led to their qualification for ISEF. What made the experience so meaningful was not just the award or recognition, but seeing the student develop confidence, persistence and a stronger belief in their own abilities. That moment reminded me why mentorship matters: sometimes students simply need someone to guide them, challenge them, and remind them that they are capable of more than they realize.

Alfred Olivas, INSIGHTS Science Discovery, El Paso, Texas
中文无码 Advocate and 中文无码 Action Grantee

Alfred is an educator with more than 25 years of experience working in several countries. He has served as a curriculum director, education consultant, teacher trainer and instructional coach. Specializing in science education and instructional coaching, Alfred holds certifications in project-based learning, Understanding by Design and the Next Generation Science Standards. As an Apple Distinguished Educator and 中文无码 Advocate, he collaborates with fellow educators to create distinctive learning experiences for students. He has developed curricula for diverse educational settings in the United States, China, Vietnam, Venezuela and Egypt.

Question: How has the Advocate Program changed the way you support students?

Answer: It pushed me from reactive to intentional. Instead of one-off events, I built a real system 鈥� a Saturday Mentorship Program pairing students with Ph.D. candidates, tiered recruitment across districts, and clear goals that I track. Along the way, I picked up skills and tools I didn’t have before 鈥� grant writing, data tracking, goal-setting frameworks 鈥� and I plan to keep using every one of them to continue to support students however I can. I’m deeply grateful to the 中文无码 and its extended community, and I look forward to carrying the skills I’ve learned here into my next steps of advocacy for students and their research.

Thank you to this school year鈥檚 Advocates and their amazing contributions to students in 中文无码! We look forward to announcing the Advocates for the 2026-2027 school year next week! Stay tuned.

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Through the 中文无码 Action Grants program, the Society supports innovative mission-driven nonprofit organizations working to enhance scientific understanding by creating opportunities for their communities to engage in science, technology, engineering and math. The Society received 383 applications this year, an 83% increase over the previous year and the highest volume in the past five years, with funding requests totaling nearly $1.9 million. The record number of applications underscores both the growing demand for 中文无码 opportunities and the important role nonprofit organizations play in expanding access to science and their need for support.

This year’s grantees illustrate the extraordinary breadth of grassroots 中文无码 education in America. Across the country, people are exploring ancient fossils beneath the Great Plains, monitoring local watersheds and ecosystems, building robots and drones, discovering aviation, creating with artificial intelligence, and learning that science is not confined to laboratories, but is woven into the places where they live, learn and play.

鈥淐ongratulations to all of this year鈥檚 中文无码 Action Grantees. These innovative community-based 中文无码 organizations are expanding access to science in remarkable ways and demonstrating that curiosity can flourish in every community,鈥� said Maya Ajmera, President and CEO of 中文无码 and Executive Publisher of Science News. 鈥淔rom rural towns to major cities, they are creating opportunities for people to explore science, solve problems and strengthen their communities. We are proud to support their work and the lasting impact they have across the nation.鈥�

Fifty-six organizations have received grants ranging from $3,000 to $5,000 each, while five nonprofits have received $10,000 capacity-building grants to strengthen their organizational infrastructure. These investments will support curriculum development, facilitator training, volunteer coordination and organizational systems, allowing successful programs to grow and reach even more learners. Together, this year’s funding reflects the Society’s commitment to supporting organizations at every stage of growth, from first-time grantees launching innovative programs to returning organizations expanding proven initiatives and capacity-building grantees strengthening their long-term sustainability.

Below are three organizations that illustrate the breadth of this year鈥檚 cohort organizations that range from emerging to established:

Investing in new ideas

(Boston, Massachusetts)

The Pathway Initiative, a new grantee this year, received a $4,000 grant. The organization has created a distinct, long-term 中文无码 talent pipeline that supports aspiring physicians and scientists from middle school and high school through college, medical school, graduate training and residency. Designed as a cross-generational community, participants receive year-round mentoring, academic support, leadership development and career guidance before returning to mentor future cohorts, creating a lasting cycle of opportunity. With support from its first 中文无码 Action Grant, approximately 50 students will benefit directly, alongside 15 mentors and advisors.

Growing proven programs

(Cleveland, Ohio)

The Society continues to invest in organizations that have demonstrated meaningful impact over time. This year, 65% (35 of 54) of organizations funded in 2025 and eligible to reapply sought renewal funding, underscoring the importance of sustained support for programs that continue to inspire curiosity and expand opportunity in their communities.

Rise Up: Northeast Ohio is a renewal grantee and received a $5,000 grant. Rise Up connects public high school students with more than 100 biomedical scientists who volunteer year-round to guide them through every stage of authentic scientific research, from developing research questions and writing grant proposals to conducting experiments, analyzing data and publishing their findings in the Journal of Young Scientists. Until 2023, Rise Up operated entirely through volunteers and self-funding. Continued support from the Society helps sustain the organizational capacity needed to coordinate more than 100 scientist mentors and deliver immersive, year-round research experiences for students.

Building stronger organizations

(Pittsburgh, Pennsylvania)

One of five capacity-building grantees this year, SciAccess received a $10,000 grant. The organization is transforming accessibility across 中文无码 through education, mentorship, community building and research, creating opportunities for a new generation of innovators and scientific leaders with disabilities. From immersive astronomy mentorship for blind and low-vision students to advancing accessibility in space research and consulting with NASA and commercial space companies on spacecraft design, SciAccess is helping create a more inclusive future for science. This capacity-building grant will strengthen the staff, volunteer network and community partnerships needed to expand the organization’s long-term impact and create more opportunities for people with disabilities to learn, lead and thrive in 中文无码.

2026 中文无码 Action Grant Recipients

The following organizations received 中文无码 Action Grants this year. Organizations are listed alphabetically within each funding category.

New Grantees (26)

• ACCESS Educational Services (Bridgeport, Connecticut)
• Asombro Institute for Science Education (Las Cruces, New Mexico)
• Crafting Tomorrow (Wellesley, Massachusetts)
• Engineer Early Association (Dover, Delaware)
• Friends of NDGS Paleo (Mandan, North Dakota)
• Gearing Towards Engineering Foundation (Wickatunk, New Jersey)
• Growing the 中文无码 (Coeur d’Alene, Idaho)
• HYPOTHEkids (New York, New York)
• Magic of Science (Chapel Hill, North Carolina)
• Oraculi (Rochester, Minnesota)
• Reading Science Center (Reading, Pennsylvania)
• Reinvented Inc. (Rockledge, Florida)
• Rethink Learning (Fall River, Massachusetts)
• Science Camps of America (Kaneohe, Hawaii)
• Selkirk Conservation Alliance (Priest River, Idaho)
• Society of Military Spouses in 中文无码 (Woodbridge, Virginia)
• 中文无码 Bridge Foundation (Bellevue, Washington)
• 中文无码 Is Us 2.0 (Youngstown, Ohio)
• Success 1st (Mantua, New Jersey)
• Sun City 中文无码 (El Paso, Texas)
• Sweet Grass Technical Institute (Big Timber, Montana)
• Takshanuk Watershed Council (Haines, Alaska)
• The Good Foodie (Washington, District of Columbia)
• The Green Gift (Huntsville, Alabama)
• The Pathway Initiative (Boston, Massachusetts)
• Yavapai Exploration and Science of Prescott (Prescott, Arizona)

Renewal Grantees (30)

• Algalita Marine Research and Education (Long Beach, California)
• Ciencia Puerto Rico (San Juan, Puerto Rico)
• Close the Gap Foundation (Mountain View, California)
• Directed Initiatives for Youth (Excite All Stars) (New Orleans, Louisiana)
• EARTHGANG Foundation (Atlanta, Georgia)
• Equity Research Group, Inc. (Dunwoody, Georgia)
• Forgotten Heroes Foundation (Chesapeake, Virginia)
• Friends of Ballona Wetlands (Playa del Rey, California)
• Impact NW (Portland, Oregon)
• Math Circles of Chicago (Chicago, Illinois)
• Math N More Foundation, Inc. (Atlanta, Georgia)
• Mid-Atlantic Gigabit Innovation Collaboratory (MAGIC) (Westminster, Maryland)
• Nature Nexus Institute (Culver City, California)
• Oceanographic Teaching Stations, Inc. (Manhattan Beach, California)
• PS Science (Inglewood, California)
• Rise Up: Northeast Ohio (Cleveland, Ohio)
• SFA Foundation, Inc. (Beltsville, Maryland)
• Shared Science (Long Beach, California)
• 中文无码 for Flathead Valley Schools (Kalispell, Montana)
• 中文无码 on Wheels (St. Louis, Missouri)
• 中文无码 SQUAD (Harvest, Alabama)
• TechArts Empowerment Foundation, Inc. (El Segundo, California)
• The Princess Program 中文无码 (Upland, California)
• The Story Collider (New York, New York)
• Thinkatorium (Arlington, Texas)
• Virtual Science Teachers (Chesapeake, Virginia)
• WonderLab Museum of Science, Health & Technology (Bloomington, Indiana)
• Youth Inspiration Nation Inc. (La Puente, California)
• Youth Science Center (Hacienda Heights, California)
• Youth Technology Corps (Chicago, Illinois)

Capacity-Building Grantees (5)

• Detroit Educational Takeover (Lathrup Village, Michigan)
• Mississippi Delta Nature and Learning Center (Greenville, Mississippi)
• SciAccess (Pittsburgh, Pennsylvania)
• Scientiae (Tallahassee, Florida)
• SoundBio Lab (Seattle, Washington)

Since its launch in 2016, the 中文无码 Action Grants program has awarded more than $1.7 million to 193 organizations across the United States and Puerto Rico. Learn more about the 61 organizations receiving support through the 2026 中文无码 Action Grants program here. This year鈥檚 funding is made possible through generous support from Simons Foundation International (with administrative support from the Simons Foundation’s Science, Society & Culture division), and The Eli and Edythe Broad Foundation.

For further information, please contact:

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

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Intel庐 Education Outreach Day was made possible through support from the Intel Foundation, Aramco, The Burton Family Foundation, Jacobs and Pivotal Foundation. The event welcomed local students and educators with hands-on 中文无码 exhibits from 32 local and national 中文无码 organizations, as well as the opportunity to learn about finalists鈥� research projects and talk to the finalists about their own 中文无码 journeys.

The hall buzzed with curiosity as students from middle through high school explored a wide range of exhibits. From local zoo animals to a blowup planetarium to a Formula-1 racing simulator, students swarmed every corner of the venue, discovering how science and engineering shapes the world around them.

At the Intel exhibit and others, students had the opportunity to interact with AI-powered technologies and gain exposure to real-world 中文无码 applications and careers. Through interactive exhibits, they learned about the potential applications of these tools, including how they can be used responsibly and effectively.

Nearly 60 Intel volunteers joined representatives from partner organizations throughout the week. Orietta Verdugo, Executive Director of the Intel Foundation, was onsite engaging with students and educators as they explored interactive exhibits featuring AI, advanced manufacturing, wafer displays, and bunny suit photo opportunities.

鈥淚t was inspiring to see students so engaged and eager to explore new technologies,鈥� said Verdugo. 鈥淲hen students have the opportunity to experience emerging technologies firsthand, 中文无码 becomes more than a subject in the classroom. It becomes a pathway to future possibilities. Education Outreach Day helps students connect their curiosity with real-world applications in AI, advanced manufacturing, engineering, and scientific research. We are proud to support experiences that inspire the next generation of innovators while helping students build the skills and confidence needed for the careers in emerging technology.鈥�

Intel庐 Education Outreach Day left educators inspired to bring the excitement of scientific discovery back to their classrooms. In post-event surveys, 88% of teachers said their students were more likely to participate in a science fair after attending Education Outreach Day, and every teacher surveyed said they would recommend the experience to another school. The event continues to spark curiosity, broaden students’ understanding of 中文无码 careers and research, and encourage the next generation of scientists and engineers.

Read on for highlights as shared by the students, teachers, sponsors and exhibitors who helped make the event a memorable experience.

A School Field Trip to Remember

鈥淢y favorite part has been seeing all the different types of projects everyone has done. I was especially interested in biochemistry.鈥� 鈥� Emmanuel, student, grade 9听

鈥淚 was looking forward to being here to have fun and learn about things that I didn鈥檛 know before.鈥� 鈥擩eannie, student, grade 11

鈥淚 was excited to see the variety of science things this field trip had to offer; I鈥檝e loved seeing the robots on the floor.鈥� 鈥擱obbie, student, grade 8

Volunteer and Teacher Voices

鈥淚 hope what my students take away from this event are some awesome memories and thinking about what they want to learn about as they go further along in their education. I love seeing them solve problems at some of the exhibits.鈥� Erica English, Queen Creek, teacher听

鈥淚 wanted my students to experience what it’s like to be in a top-tier science fair, for them to get a bigger picture of what is going on within science and the scientific community.鈥� 鈥� Idzel Ferrer, Buckeye Elementary School, teacher

鈥淢y favorite part about this event is interacting with the students and helping the exhibitors share their message.鈥� 鈥�Sandra Lee, volunteer and retired science teacher

鈥淭his is the first time my students are being exposed to an event like science fair; it鈥檚 been eye-opening for us. I鈥檓 hoping we can do more things like this to get the students into science fairs.鈥� 鈥�Mona Liza, Pueblo Middle School, teacher

Exhibitor and Sponsor Response

鈥淧articipating in Education Outreach Day and showcasing our propeller鈥�driven downhole robot designed to float in wellbore fluids allowed us to connect with thousands of students whose curiosity fuels the future of 中文无码. I believe deeply in this event, and when we support students, we help build a generation ready to take on the world鈥�s most pressing challenges.鈥� 鈥擬ay Almasour, Aramco, Academic & Technical Programs Manager, exhibitor and sponsor

鈥淲e do virtual reality field trips, providing 50 headsets across Arizona and take them all over the place, providing art experiences for Arizona children and also educational resources.鈥� 鈥擱eyna Diaz, VR, exhibitor

鈥淲e have built biology, chemistry and art history classes using virtual reality. We started doing it at Arizona State University first and then adapted them for high school. It’s a different and engaging way to help students learn curriculum and use technologies and tools that are more fun for kids, instead of just standing up there lecturing at students鈥� 鈥� Lisa Flesher, Chief of Realm 4 Initiatives at Arizona State University, , exhibitor

鈥淲e want to communicate the positive information about controlling mosquitoes because they spread so much disease, and we’re providing information about how to prevent and limit the reproduction of mosquitoes and disease.鈥� 鈥�Rose Asturias, Maricopa County, exhibitor

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Sorry, that was actually fictional character Willy Wonka. But the fact remains that invention is the fundamental process that sparks into being whenever curiosity combines with action. Invention brings new ideas to life and helps shape a better future.

Few understand this more than the 2025鈥�26 Lemelson Invention Education Ambassadors. Over the course of a year-long fellowship, made possible by support from the Lemelson Foundation, these four veteran educators have spent the past year working closely with one another and 中文无码鈥檚 Invention Education Fellow Laurel Bingman to develop strategies for teachers everywhere to better incorporate invention education and research into their classrooms.

By giving teachers and students new frameworks to create and explore, they are widening pathways to opportunities in 中文无码, including participation in research competitions like the Regeneron Science Talent Search, Regeneron International Science and Engineering Fair and Thermo Fisher Scientific Junior Innovators Challenge.

Meet these four outstanding leaders and hear some of their reflections on why invention education is so pivotal.

Milene de Farias
Southcrest Christian School (Lubbock, Texas)

Milene has over a decade of experience teaching chemistry, physics, biology, robotics and engineering design. In addition to her classroom experience, she has presented at the National Science Teaching Association (NSTA) National Conference, mentored a and earned multiple grants to bring creative 中文无码 projects to life. Milene has also been recognized as an NSTA Defense 中文无码 Education Consortium (DSEC) 中文无码 Educator and multi-year South Plains Regional Science and Engineering Fair Top Teacher Award recipient.

As an Invention Education Ambassador, Milene co-led a session at the 中文无码 High School Research Teachers Conference that engaged educators in an invention challenge and demonstrated the importance of helping students develop an inventor鈥檚 mindset. She created a resource for teachers to use with their students to help them plan invention projects using the SMART goals framework.

In her own words: 鈥淣othing excites me more than watching young minds tackle problems and rise to a challenge. Increasing access to invention and research opportunities is about opening doors and making sure every student, no matter what their background, has a chance to explore, create and share their ideas. Encouraging students to approach research through the lens of invention allows them to move beyond simply gathering data. They begin to ask, 鈥榃hat can I build? What can I improve? What can I change?鈥欌��

Amy Douglas Kendrick
Jena High School (Jena, Louisiana)

Amy is a science teacher at Jena High School in Jena, Louisiana. Over her 27-year teaching career, she has served in a variety of leadership roles, including as science department chair, science fair coordinator and instructor for the College Board’s AP Capstone research program. She has also presented at NSTA conferences and was named the Louisiana Science Teachers Association鈥檚 Outstanding Secondary School Science Teacher of the Year in 2024. Amy has also been a two-time 中文无码 Advocate.

As an Invention Education Ambassador, Amy co鈥憀ed a session at the 中文无码 High School Research Teachers Conference and partnered with her local fire department to present The Chemistry of Fire at the LSTA/LATM Joint Conference. She created a classroom resource that uses simple circuits as an accessible entry point to invention, with a focus on expanding opportunities for students in rural communities.

In her own words: 鈥淭he relationship between student research and invention education is about empowering students to apply what they learn in creative and meaningful ways. Student research allows them to explore questions and develop critical thinking skills, while invention education takes it a step further by encouraging them to design practical solutions for real-world challenges.鈥�

Andre Pineda
Canyon Day Junior High School (Whiteriver, Arizona)

Andre brings interdisciplinary expertise from his background in physics, chemistry and mathematics to his classroom, along with a strong commitment to culturally responsive teaching. As a 中文无码 Ambassador through Arizona State University, Andre works to expand access to 中文无码 opportunities in rural and Indigenous communities. He has also served as a 中文无码 Lead Advocate and Science News Learning Ambassador.

As an Invention Education Ambassador, Andre co-led a session at the 中文无码 Middle School Research Teachers Conference focused on utilizing Makey-Makey devices in invention projects. He also created a resource that highlights different inventors with aligned bell-work activities so that teachers can easily provide students with examples of inventor role models.

In his own words: 鈥淚ncreasing access to invention and student research opportunities opens doors not just to academic success, but also to a mindset of possibility. These experiences help students develop critical thinking, resilience, collaboration and a sense of agency. When students realize that their ideas matter and can lead to real-world impact, it builds identity, confidence and hope.鈥�

Pradip Misra
Bagdad High/Middle School (Bagdad, Arizona)

Pradip is a 中文无码 educator with more than 15 years of experience, specializing in computer science, chemistry and physics. He has been recognized as a Yavapai County Teacher of the Year and Earth Science Teacher of the Year, as well as with the CS Teaching Excellence Award by the Computer Science Teachers Association. He has also been recognized as the Middle School Chemistry Teacher of the Year by the American Association of Chemistry Teachers. Pradip is a member of several other teaching organizations, including board positions听for the Arizona Science Teachers Association and the National Earth Science Teachers Association.

As an Invention Education Ambassador, Pradip co-led a session at the 中文无码 Middle School Research Teachers Conference where teachers learned how to integrate technology into invention projects. He continued this technology focus by creating a resource for teachers to use in their classrooms that guides students through an invention activity where they create robotic arms.

In his own words: 鈥淭hink of student research as the essential ingredient that elevates inventions. It ignites their creativity. Before students embark on building robots or coding apps, they must conduct thorough research on the problems they wish to address, understand existing solutions and identify gaps in the market. This is where the innovation truly begins. As they apply invention education to bring their research to life, they are not just following instructions, but engaging in problem solving, designing and innovating. It鈥檚 a dynamic blend of academic rigor and hands-on creativity.鈥�

听Check out the resources created by our Invention Education Ambassadors as well as other invention resources on our invention education webpage: /stem-outreach-programs/invention-resources/听

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The Friends of Ballona Wetlands has been around since 1978. They are dedicated to protecting the wetlands in Southern California. The organization works to preserve Los Angeles鈥� remaining coastal wetlands through conservation, community engagement and environmental education.

Each year, Friends of Ballona Wetlands celebrates Earth Day with its largest community restoration event. In a single day, more than 100 volunteers come together for a morning of restoration, community connection, and environmental stewardship. Local elected officials and their teams also participate, supporting the organization鈥檚 critical work. For those interested, registration for the event can be found .

鈥淓arth Day serves as a time for reflection for our organization. The Friends of Ballona Wetlands was founded almost 50 years ago, and at this time we’ve had some incredible successes. From bringing the El Segundo Blue Butterfly back to Ballona to constructing the Ballona Freshwater Marsh with our partners/ We’ve taken action to improve Los Angeles鈥� 听last coastal wetlands for our native species. Earth Day is a time to reflect on all the incredible work our organization has done and recommit 听ourselves to the future.鈥濃��Samaya Rubio, Manager of Communications and Community Engagement

The Nature Nexus Institute, located in Culver City, California, brings communities and nature together as they are essential to each other for survival. The organization created equitable, intergenerational pathways to cultivate meaningful relationships with the natural world. To that end, Nature Nexus Institute serves as a hub for science, culture, art and research, cultivating a new generation of changemakers and storytellers.

For the Nature Nexus Institute, Earth Day extends beyond this day. Through a series of programs and events, the organization invites community members to take part in the stewardship of urban parklands, effectively transforming 听鈥淓arth Day鈥� into 鈥淓arth Quarter鈥�.

鈥淔or our organization, Earth Day is an opportunity to connect with and welcome community members who may be new to stewardship activities, new to Los Angeles or new to engaging with the non-human residents of our city, including 听plants and wildlife.鈥濃��Stacey Vigallon, Executive Director

For more than 40 years, this organization has been dedicated to advancing marine science education. Founded in 1979 by volunteers and local community members, it has grown into a leading teaching center committed to developing the next generation of leaders, advocates and marine scientists. Through its work, the organization fosters a deep understanding of and responsibility for protecting our ocean and natural environment, and have a profound sense of responsibility to care for it.鈥淔or us, Earth Day is a reminder of why our work matters. It represents a global moment of reflection and action鈥攁 chance to reconnect people with the natural world and highlight the responsibility we all share in protecting it.

鈥淎s an organization rooted in marine science education, Earth Day reinforces our commitment to helping people understand how interconnected our ecosystems are and how everyday choices impact the health of our oceans. It鈥檚 a celebration, but also a call to action to learn, care and take meaningful steps toward a more sustainable future.鈥濃��Grace Adams, Executive Director

Read and learn more about the Society鈥檚 中文无码 Action Grantees program听here.

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Through a combination of classroom-ready research kits and direct funding for specialized equipment, these grants will encourage educators to bring advanced scientific tools into their classrooms, giving students the opportunity to conduct fundamental and impactful research. For many students, it will be the first time they experience science as a process of discovery.

Students receiving this year鈥檚 中文无码 Research Grants will build a wide range of skills, from analyzing DNA using techniques such as PCR (polymerase chain reaction) and gel electrophoresis to designing solar-powered solutions for their communities. They will also monitor water quality and bacterial growth and create sustainable gardens that support local families. These projects move beyond traditional instruction, enabling students to engage directly with the tools and methods used in college labs and professional research settings, preparing them for future careers in 中文无码.

Educators receiving this year鈥檚 中文无码 Research Grants teach in a wide range of communities, including rural districts and schools with limited access to funding for lab equipment. Their work reflects a shift from learning about science to actively doing science, empowering students to investigate real-world challenges and develop core skills of researchers, engineers and innovators.

鈥淐ongratulations to all 41 of this year鈥檚 中文无码 Research Grants recipients. These educators are opening doors for students to explore science in meaningful ways and to pursue questions that matter to them,鈥� said Maya Ajmera, President & CEO of 中文无码 and Executive Publisher of Science News. 鈥淏y equipping classrooms with the tools for discovery, this program helps students build confidence, think critically and develop skills that will serve them far beyond the classroom.鈥�

Funding and Program Support

Support for this year鈥檚 中文无码 Research Grants is provided by and an anonymous donor. The 中文无码 Research Grants are awarded in two forms: research kits assembled and distributed by 中文无码 and funds paid directly to educators for 中文无码 equipment.

In 2026:

• 41 educators will receive grants across 16 states
• 21 educators will receive research kits, valued at $1,000 each
• 20 educators will receive specialized funding of up to $5,000 per teacher

Priority is given to schools with limited access to research equipment and resources. Many of this year鈥檚 recipients teach in public schools where funding for hands-on 中文无码 learning can be scarce. With these grants, students will be able to pursue independent investigations, participate in science fairs and engage more deeply with scientific concepts through direct experience.

What鈥檚 Included in the 中文无码 Research Kits?

Each 中文无码 Research Kit is designed to support hands-on experimentation, data collection and real-world investigation. Each kit includes:

• Arduino Starter Kits (2 per classroom): Students learn the fundamentals of electronics and programming by building circuits, using sensors and coding interactive projects.
• Water Monitoring Kits: Students conduct environmental testing, including water quality analysis and bacterial monitoring, enabling investigations into local ecosystems. Students can听easily听monitor听parameters in water, conducting up to 100 tests for 5 parameters and 44 tests for coliform bacteria, as well as unlimited tests for macroinvertebrates, temperature, and turbidity.
• Soil Test Kits: Students analyze soil composition by measuring nutrients and pH, supporting studies in agriculture, environmental science and sustainability. This kit includes tests for soil nitrogen, phosphorus, potassium and pH.
• PocketLab Voyagers (2 per classroom): These portable sensors allow students to collect and stream real-time data on motion, temperature, altitude and atmospheric conditions, supporting investigations in physics, engineering and climate science.

Together, these tools will transform classrooms into active research environments where students design experiments, analyze data and draw evidence-based conclusions.

For years, 中文无码 has been committed to strengthening 中文无码 education by expanding access to research tools and opportunities. To date, the Society has distributed $885,000 in 中文无码 Research Grants to 407 teachers, supporting classrooms with limited access to 中文无码 resources. These efforts have reached students across all 50 states, Washington, D.C., American Samoa, Guam, Mexico, Northern Mariana Islands, Peru, Puerto Rico and Uruguay.

Learn more about the 2026 中文无码 Research Grantees here and see the full list below:

1. Caden Albrecht, St. George Academy (Washington, Utah)
2. Keith Berry, Hoehne Schools (Trinidad, Colorado)
3. Sherry Bowen, Blackman Middle School (Murfreesboro, Tennessee)
4. Kyle Braun, Centerville Middle School (Centerville, South Dakota)
5. Ronald Brillantes, Pahin Sinte Owayawa/Porcupine School (Porcupine, South Dakota)
6. Sarah Camens, Dakota Ridge High School (Littleton, Colorado)
7. Petra-Ann Campbell, Lake Placid Middle School (Lake Placid, Florida)
8. Allia Coultas, Sheridan High School (Sheridan, Wyoming)
9. Erin Cupp, Stonewall Middle School (Stonewall, Oklahoma)
10. Kathy Davis, Tipton Christian Academy (Covington, Tennessee)
11. Jonathan Dumont, SeDoMoCha Middle School (Dover-Foxcroft, Maine)
12. Scott Eckhart, Swink Junior-Senior High School (Swink, Colorado)
13. Stacey Floyd, West Field High School (Ogden, Utah)
14. Cecelia Gillam, Benjamin Franklin High School (New Orleans, Louisiana)
15. Tara Hall, New West High School (Buffalo, Wyoming)
16. Kristi Hibbert, Big Piney Middle School (Big Piney, Wyoming)
17. Carolynn Hidalgo, Jose Marti 中文无码 Academy (Union City, New Jersey)
18. Brianna Jenkins, Jackson High School (Jackson, Ohio)
19. Jesse John, Edward R. Murrow High School (Brooklyn, New York)
20. Rise Jongeling, Axtell Park School (Sioux Falls, South Dakota)
21. Elisa Kensinger, Dickinson High School (Dickinson, North Dakota)
22. Kaycie Klimisch, Maxwell Colony Elementary 04 (Menno, South Dakota)
23. Kaitlynn Krack, Watertown High School (Watertown, South Dakota)
24. Tayler Kriss, Center High School (Center, Colorado)
25. Zafer Kulac, Memphis School of Excellence Mendenhall (Memphis, Tennessee)
26. Loret Landavazo-Sornaoglu, Walnut Park Middle School 中文无码 Academy (Walnut Park, California)
27. Kacey Larson, Everitt Middle School (Wheat Ridge, Colorado)
28. Juliette McGhee, Greenback High School (Greenback, Tennessee)
29. Latasha Moseley-Edwards, James B. Dudley High School (Greensboro, North Carolina)
30. Iva Moss, Fort Washakie School (Fort Washakie, Wyoming)
31. Mike O’Connell, Chester Area Middle School (Chester, South Dakota)
32. Yevgeny Pevzner, Kearns Junior High School (Kearns, Utah)
33. Bridget Pugh, Monterey High School (Monterey, Tennessee)
34. Deana Sain, Bolivar Middle School (Bolivar, Tennessee)
35. Jesi Seifert, Stratford 中文无码 Magnet School (Nashville, Tennessee)
36. Marcus Staley, Shiloh Christian School (Bismarck, North Dakota)
37. Ashley Steward, Fleming High School (Fleming, Colorado)
38. Jesse Sugar, Wendover High School (Wendover, Utah)
39. Denise Thompson, Orting High School (Orting, Washington)
40. Autumn Wendler, Elizabeth High School (Elizabeth, Colorado)
41. Noelle Westcott, Central High School (Grand Junction, Colorado)

For more information, please visit: /stem-outreach-programs/stem-research-grants/

What is 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听听 and follow us on听,听,听, and听.

Media Contact:

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

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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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