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Addressing Global Calcium Deficiency

An estimated 3.5 billion people around the globe are at risk of calcium deficiency due to inadequate dietary intake. While primarily associated with bone health, calcium has also been shown to reduce the risk of preeclampsia and associated complications, which are leading causes of maternal morbidity and mortality. Populations in low- and middle- income countries (LMICs), especially in parts of Asia, Africa, and South America, are at greatest risk of low calcium intakes, and have the higher rates of mortality from maternal hypertensive disorders, according to the Global Burden of Disease.

Global rates of mortality due to maternal hypertensive disorders in 2019 (deaths/100,000), according to the Global Burden of Disease

In partnership with the Children’s Investment Fund Foundation, the Academy assembled a Scientific Advisory Committee composed of five calcium experts, followed by a larger group of 22 specialists named “Calcium Task Force” to guide the global agenda for Calcium. In March and April 2021, the Academy convened two virtual meetings with the Calcium Task Force. This Task Force is composed of experts in micronutrients, malnutrition, pediatrics, gynecology and obstetrics, biochemistry, public health, supplementation and food fortification. During these two virtual meetings, the Task Force assessed the evidence on global calcium deficiency and its health consequences, and useful indicators of calcium absorption and intake. It also considered potential interventions such as calcium supplementation for pregnant women to improve pregnancy outcomes and associated implementation challenges, as well as food-based interventions to improve the intake of this vital micronutrient, especially in populations with low calcium intake. The group was also commissioned to identify the research gaps and provide guidance for interventions and policies based on the most current available evidence.

Activities

First Meeting of the Calcium Task Force

On March 1-3, 2021, the Nutrition Science Program of The New York Academy of Sciences convened the first of two meetings of the Calcium Task Force. The agenda was structured around three major topics: epidemiology of inadequate calcium intakes and associated health outcomes, calcium supplementation for pregnant women, and food-based interventions to improve calcium intake.

Second Meeting of the Calcium Task Force

The second meeting was hosted on April 26-28, 2021. The Calcium Task Force refined the discussions of the first meeting, drew conclusions and recommendations based on available evidence, and identified areas for future research for the three major topics.

Resources

Scientific publications associated with the Calcium initiative

The discussions and conclusions from the Calcium Task Force meetings were presented in three peer-reviewed publications. Additional activities are associated with the Calcium Initiative, including: two systematic reviews conducted by Tampere University to assess the impact of maternal dietary calcium supplementation (alone or with vitamin D) during pregnancy on maternal and infant health; feasibility assessments of the food-based solutions carried out by HarvestPlus; modeling analyses for the cost-effectiveness of interventions and the locally available foods that could provide additional calcium. The following articles associated with this initiative were published in a “Calcium Special Issue”:

  1. Calcium deficiency worldwide: prevalence of inadequate intakes and associated health outcomes
  2. Calcium supplementation for the prevention of hypertensive disorders of pregnancy: current evidence and programmatic considerations
  3. Interventions to improve calcium intake through foods in populations with low intake
  4. Calcium status assessment at the population level: Candidate approaches and challenges
  5. Calcium supplementation during pregnancy and maternal and offspring bone health: a systematic review and meta-analysis
  6. Calcium supplementation during pregnancy and long-term offspring outcome: a systematic literature review and meta-analysis
  7. Could local foods achieve recommended calcium intakes for nutritionally vulnerable populations in Uganda, Guatemala, and Bangladesh?
  8. Including calcium-fortified water or flour in modeled diets based on local foods could improve calcium intake for women, adolescent girls, and young children in Bangladesh, Uganda, and Guatemala

Advocacy Briefs

  1. Calcium Policy Brief
  2. Key Calcium Facts

Multiple Micronutrient Supplements in Pregnancy

Following the release of the 2016 WHO Guidelines for Antenatal Care, The New York Academy of Sciences assembled a scientific task force comprised of international experts in micronutrient deficiencies, public health, nutrition, pediatrics and health economics to:

  • Compile the evidence on the prevalence of micronutrient deficiencies in pregnant women or women of reproductive age
  • Review the evidence on the benefits and risks of multiple micronutrient supplements on maternal and perinatal outcomes
  • Create a roadmap to guide decisions in countries considering the implementation of such programs.

The findings from the first phase of this initiative show that substantial benefits may be expected, in terms of mortality reduction and poor birth outcome, by shifting from IFA to MMS in Antenatal Care programs.

Promoting MMS in Low and Middle-Income Countries

The Multiple Micronutrient Supplementation Technical Advisory Group (TAG) assists countries considering the use of multiple micronutrient supplements in their antenatal care programs. The New York Academy of Sciences and the TAG have collaborated with UNICEF, with funding from the Bill & Melinda Gates Foundation, to promote the uptake of MMS by pregnant women in a number of pilot low and middle-income countries (LMICs). These promotional efforts encompass the following activities:

  • Recruitment and coordination of a Technical Advisory Group (TAG) to provide evidence and materials to governments in LMICs so that they can tailor the use of MMS to their specific conditions
  • Facilitation of global MMS efforts, via the creation of a communications hub to advise and document the pilot phase throughout the planned implementation
  • Provision of technical support to UNICEF as it rolls out MMS in four pilot countries (Bangladesh, Madagascar, Burkina Faso and Tanzania), as well as other locations considering making the switch from iron and folic acid to MMS

For this initiative, UNICEF assisted with the rollout and implementation of MMS in pilot LMIC countries. Vitamin Angels supplied the product and provision of MMS. The Healthy Mother’s Healthy Babies Consortium brought together stakeholders, including country representatives, research and knowledge institutions, non-governmental organization (NGOs), technical organizations, UN agencies, private sector stakeholders, and funders to work together to raise awareness, trigger policy change and accelerate adoption of MMS.

Review of Evidence

Why MMS?

Multiple-micronutrient deficiencies often coexist among women of reproductive age (WRA) in low- and middle-income countries (LMICs). This may put their health and that of their offspring at risk, especially during pregnancy when micronutrients requirements increase. Multiple micronutrient supplements (MMS) may fill those gaps but in 2016 the WHO Guidelines for Antenatal Care reaffirmed their recommendation of IFA for routine use in pregnancy. WHO’s recommendation was based on “…some evidence of risk, and some important gaps in the evidence”. The WHO Guideline however, commented that “policy-makers in populations with a high prevalence of nutritional deficiencies might consider the benefits of MMS on maternal health to outweigh the disadvantages, and may choose to give MMS”.

Since the release of the 2016 ANC Guidelines, two important reviews were carried out that provided high quality evidence on the potential benefits to be gained in terms of various antenatal and maternal outcomes by switching from IFA to MMS. Specifically, the IDP meta-analysis found that, when compared to IFA alone, MMS would:

  • Reduce the risk of stillbirth
    • by 8% in the overall population of pregnant women
    • by 21% in the group of anemic pregnant women
  • Reduce the risk of mortality among 6-month infants
    • by 29% in the group of anemic pregnant women
    • by 15% in female infants
  • Reduce the risk of low birth weight (<2500g)
    • by 12% in the overall population of pregnant women
    • by 19% in the group of anemic pregnant women
  • Reduce the risk of preterm (<37 weeks) birth
    • by 8% in the overall population of pregnant women
    • by 16% in the group of underweight women
  • Reduce the risk of being born small-for-gestational age
    • by 3% in the overall population of pregnant women
    • by 8% in the group of anemic pregnant women

In 2020, WHO reviewed the new evidence that became available since the publication of the 2016 ANC Guidelines and updated the recommendations for MMS during pregnancy. These updated Guidelines now state that antenatal MMS that include IFA are recommended in the context of rigorous research.

Reference: Smith ER, Shankar AH, Wu LS-F, et al. Modifiers of the effect of maternal multiple micronutrient supplementation on stillbirth, birth outcomes, and infant mortality: a meta-analysis of individual patient data from 17 randomized trials in low-income and middle-income countries. Lancet Glob Heal. 2017;5(11):e1090-e1100.

MMS and COVID-19

Key Scientific Papers

Reports

Technical Reference Materials

Background Materials

Torheim, L.E., Ferguson, E.L., Penrose, K., Arimond, M. (2010). Women in Resource-Poor Settings Are at Risk of Inadequate Intakes of Multiple Micronutrients. J Nutr, 140(11): 2051S-2058S

Pathak, P., Kapil, U., Yajnik, C. S, Kapoor, S. K., Dwivedi, S. N., & Singh, R. (2007). Iron, Folate, and Vitamin B12 Stores among Pregnant Women in a Rural Area of Haryana State, IndiaFood and Nutrition Bulletin, 28(4): 435–438.

Lee, S., Talegawkar, S., Merialdi, M., & Caulfield, L. (2013). Dietary intakes of women during pregnancy in low- and middle-income countriesPublic Health Nutrition, 16(8): 1340-1353.

Kulkarni, B., Christian, P., LeClerq, S., & Khatry, S. (2010). Determinants of compliance to antenatal micronutrient supplementation and women’s perceptions of supplement use in rural NepalPublic Health Nutrition, 13(1), 82-90.

Gernand, A. D., Schulze, K. J., Stewart, C. P., West, K. P., & Christian, P. (2016). Micronutrient deficiencies in pregnancy worldwide: health effects and preventionNature reviews. Endocrinology12(5), 274-89.

Lu, C., Black, M. M., & Richter, L. M. (2016). Risk of poor development in young children in low-income and middle-income countries: an estimation and analysis at the global, regional, and country levelThe Lancet. Global health4(12), e916-e922.

Jiang, T., Christian, P., Khatry, S.K., Wu, L., West, K.P. (2005). Micronutrient Deficiencies in Early Pregnancy Are Common, Concurrent, and Vary by Season among Rural Nepali Pregnant Women. J Nutr, 135(5), 1106-1112.

Project Outcomes

This initiative, supported by a grant from the Bill & Melinda Gates Foundation, is a collaboration between UNICEF, the MMS Technical Advisory Group, and the New York Academy of Sciences. Activities carried out through this effort include:

  • The development of a Communications Hub to link the various stakeholders (scientists, implementers, multilateral organizations, policy makers and the private sector) involved in MMS programs
  • The coordination of technical support to adopting countries, including the preparation of technical reference materials to explain and organize MMS programs and to train the health workforce in their implementation
  • UNICEF implementation of a MMS rollout in 4 pilot countries (Bangladesh, Madagascar, Burkina Faso and Tanzania)
  • Promote and support MMS programs in additional countries as needed
  • A webinar to disseminate the findings of the scientific task force
  • A systematic review on interventions to increase adherence to micronutrient supplementation during pregnancy

MMS Meeting Workshops

Core Product Specification Workshop, November 11-12, 2019

On November 11th and 12th, 2019, the Academy and the Micronutrient Forum (MNF) co-hosted a workshop in Washington DC to develop a Core Product Specification for multiple micronutrient supplement in pregnancy.

Technical Report

Task Force on Multiple Micronutrient Supplementation (MMNS) in Pregnancy, April 17-18, 2018

Second of two closed door technical consultation at the Academy. While the first meeting examined the benefits and potential risks of multiple micronutrient supplementation, the second consultation focused primarily on considerations for the development of a roadmap to guide countries considering multiple micronutrient supplement implementation

Meeting Report

Task Force on Multiple Micronutrient Supplementation in Pregnancy, November 15-16, 2017

First of two closed-door technical consultations at the Academy to review recent evidence on the benefits and risks of multiple micronutrient supplementation, identify research gaps, and determine which populations may benefit most from supplementation.

Meeting Report

Contact Us

To learn more about our MMS Initiative, contact us at nutrition@nyas.org.

Funding Support

Bill & Melinda Gates Foundation

Organized By

Multiple Micronutrient Supplementation in Pregnancy

Control and Prevention of Thiamine Deficiency Disorders (TDD)

Thiamine deficiency remains a pressing public health issue. Infantile beriberi, a disease caused by thiamine deficiency, presents during the exclusive breastfeeding period and without treatment commonly results in death within hours of clinical presentation. There is also growing evidence suggesting sub-clinical thiamine deficiency may have a measurable, lasting impact on cognitive development and psychomotor functions.

However, addressing the spectrum of thiamine deficiency disorders (TDD) is impeded by several gaps in knowledge. This initiative seeks to address the key gaps in our knowledge of TDD and to develop a model for control of TDD in the most affected countries. The Academy is engaged in research to reduce the global burden of thiamine deficiency. With funding from the Bill & Melinda Gates Foundation, this project includes a number of research partners around the world and aims to fill several research gaps.

Key Knowledge Gaps

1. Limitations in assessing status.

2. Lack of knowledge about prevalence, particularly in sub-Saharan Africa

3. Lack of strategy to address deficiencies, particularly during lactation

4. No standard approach to surveillance and prevention

5. No standard case definition

Research

In 2017, the Academy convened an expert panel to estimate the global burden of thiamine deficiency and related disease risks and to review possible intervention strategies to reduce the associated burden of disease. The panel concluded that there is a surprising lack of information on this condition, despite its likely importance as a cause of infant mortality in South Asia and possibly in other LMIC, and its known effects on child development. Following the panel’s recommendations, this initiative aimed to address the key knowledge gaps that were identified through the following projects.

Supplementation

Determine the appropriate level of thiamine supplementation during lactation to provide adequate thiamine status for mothers and their infants. A dose response trial of lactating women in Cambodia measured thiamine content in breast milk, as well as in the blood of mother and infants.

Resulting publication:

– Gallant et al (2021) Low-dose thiamine supplementation of lactating Cambodian mothers improves human milk thiamine concentrations: a randomized controlled trial. The American Journal of Clinical Nutrition. 114 (1): 90–100.

Cognitive Outcomes

There is evidence that even asymptomatic thiamine deficiency can cause long-lasting cognitive deficits. The infants enrolled in the supplementation trial underwent neurological testing to look for cognitive differences between supplementation and placebo groups.

Resulting publication:

– Measelle et al (2021) Thiamine supplementation holds neurocognitive benefits for breastfed infants during the first year of life. Ann. N.Y. Acad. Sci., 1498: 116-132.

Fortification

Salt has been identified a good vehicle for thiamine fortification in South-East Asia. This project measured salt consumption in Cambodia to inform the level of thiamine required to adequately fortify salt.

Resulting publications:

– Chan et al (2021) Assessment of salt intake to consider salt as a fortification vehicle for thiamine in Cambodia. Ann. N.Y. Acad. Sci., 1498: 85-95.

– Green et al (2021) Modeling thiamine fortification: a case study from Kuria atoll, Republic of Kiribati. Ann. N.Y. Acad. Sci., 1498: 108-115.

– Whitfield et al (2021) Thiamine fortification strategies in low- and middle-income settings: a review. Ann. N.Y. Acad. Sci., 1498: 29-45.

Biomarkers

The relationship between the two thiamine biomarkers, thiamine diphosphate and the erythrocyte transketolase assay, is being studied to assess which biomarker is best suited to identify thiamine deficiency.

Resulting publication:

– Jones et al (2021) Erythrocyte transketolase activity coefficient (ETKAC) assay protocol for the assessment of thiamine status. Ann. N.Y. Acad. Sci., 1498: 77-84.

African Surveys

Some neurological disorders found in Sub-Saharan Africa have similar symptoms to thiamine deficiency disorders and the increase in rice consumption has raised concern that thiamine deficiency may also be present in Africa. A study was conducted to assess thiamine status in Gambian women of reproductive age.

Resulting publication:

– Bourassa et al (2021) Thiamine deficiency in Gambian women of reproductive age. Ann. N.Y. Acad. Sci.

Surveillance and Control Programs

Thiamine deficiency is most well known in South Asia and despite the efforts in the region, it remains a pervasive problem. We supported countries to develop surveillance and control programs to reduce the burden thiamine deficiency through fortification, supplementation, education, behavior change and surveillance programs. Technical Reference Materials have been developed for his purpose.

Thiamine Deficiency Disorder Case Definition

A clear case definition for TDD has not been established and creates challenges in efficiently diagnosing TDD. A case control study is being carried to establish a case definition based on cohorts of infants and children in Laos.

Resulting publications:

– Hess et al (2020) Establishing a case definition of thiamine responsive disorders among infants and young children in Lao PDR: protocol for a prospective cohort study. BMJ Open. 2020 Feb 13;10(2):e036539.

– Smith et al (2021) Traditional postpartum food restrictions among women in northern Laos: Preliminary analysis of an ongoing prospective cohort study. Proceedings of the Nutrition Society, 80(OCE1), E30.

– Smith et al (2021) Thiamine deficiency disorders: a clinical perspective. Ann. N.Y. Acad. Sci., 1498: 9-28.

– Koshy et al (2021) The rediscovery of thiamine deficiency disorders at a secondary level mission hospital in Northeast India. Ann. N.Y. Acad. Sci., 1498: 96-107.

Thiamine Deficiency in High-Income Countries

Thiamine deficiency has been typically associated with alcoholism in high-income countries, or as a prevalent problem in low- and middle-income countries whose populations rely on staple foods with a low content of thiamine. Several literature reviews and retrospective studies suggested that, in high resource settings, non-alcoholic thiamine deficiency can be prevalent when associated with certain health conditions or lifestyles.

Resulting publications:

– Gomes et al (2021) Thiamine deficiency unrelated to alcohol consumption in high-income countries: a literature review. Ann. N.Y. Acad. Sci., 1498: 46-56.

– Rakotoambinina et al (2021) Pediatric thiamine deficiency disorders in high-income countries between 2000 and 2020: a clinical reappraisal. Ann. N.Y. Acad. Sci., 1498: 57-76.

– Mates et al (2021) A Retrospective Case Series of Thiamine Deficiency in Non-Alcoholic Hospitalized Veterans: An Important Cause of Delirium and Falling?. Journal of clinical medicine, 10(7), 1449.

– Gibson et al (2020) Benfotiamine and Cognitive Decline in Alzheimer’s Disease: Results of a Randomized Placebo-Controlled Phase IIa Clinical Trial . J Alzheimers Dis. 78(3):989-1010.

Resources

Recent publications

2021 Thiamine Special Issue

Useful Documents

Technical Reference Materials 

Thiamine Workshop 1 Report

Thiamine Workshop 2 Report

Thiamine content of foods in key countries 

Cambodia 

Laos

Thiamine availability based on food balance sheets (2011)

Thiamine availability below 1.2 mg/capita/day

High % of energy from low-thiamine staple crops

Analysis of thiamine biomarkers

Guidance to assess thiamine biomarkers

Analytical requirements of ThDP and ETKA

Large-scale survey on thiamine status

Women of reproductive age

Infants 

Food fortification with thiamine

Countries with existing thiamine fortification programs

Educational materials 

For healthcare professionals: “Thiamine deficiency disorders: identification and treatment”

For healthcare professionals: “Infantile beriberi: clinical symptoms and case studies”

For healthcare professionals: “A guide to increase thiamine intake and prevent thiamine deficiency”.

For pregnant women and lactating mothers: “The importance of thiamine during pregnancy, breastfeeding and infancy”

Relevant websites

Global Fortification Data Exchange

Food Fortification Initiative

OpeN-Global

Key scientific publications

Whitfield, K.C., Bourassa, M.W., Adamolekun, B., et al. (2018). Thiamine deficiency disorders: diagnosis, prevalence, and a roadmap for global control programs. Annals of the New York Academy of Sciences, 1430(1), 3-43.

Hiffler, L., Adamolekun, B., Fischer, P.R., Fattal-Vavleski, A. (2017). Thiamine content of F‐75 therapeutic milk for complicated severe acute malnutrition: time for a change? Annals of the New York Academy of Sciences, 1404(1), 20-26.

Adamolekun, B., Hiffler, L. (2017). A diagnosis and treatment gap for thiamine deficiency disorders in sub-Saharan Africa? Annals of the New York Academy of Sciences, 1408(1), 15-19.

Whitfield, K.C., Karakochuk, C.D., Kroeun, H., et al. (2017). Household consumption of thiamin-fortified fish sauce increases erythrocyte thiamin concentrations among rural Cambodian women and their children younger than 5 years of age: a randomized controlled efficacy trial. The Journal of Pediatrics, 181, 242-247.

Johnson, C. R., Fischer, P. R., Thacher, T. D., et al. (2019). Thiamin deficiency in low- and middle-income countries: Disorders, prevalences, previous interventions and current recommendationsNutrition and Health

Workshops

Two technical workshops are planned in order to support the development of surveillance and control programs in countries where thiamine deficiency is a public health problem. While the first workshop was held in November 2019, both workshops aim to discuss steps to be taken by each country to roll out a TDD control and prevention program in their specific context; and provide necessary knowledge and training to establish their program. 

Workshop 1, November 19-21, 2019, Luang Prabang

The first regional workshop was held in Luang Prabang, Lao PDR, with participation from several other countries in the region where thiamine deficiency is a public health problem. Participating countries included, Lao PDR, Myanmar, Cambodia, Bhutan, Thailand, Vietnam and India (Assam and Kashmir). The aims of this workshop were: to bring experts and the most current knowledge about prevalence, assessment, and possibly interventions for thiamine deficiency; assess individual country situation and need; and to introduce the Technical Reference Materials (TRMs). Discussions focused on the inputs and activities needed to enable country officials to begin planning their TDD control program.

Workshop 2, March 9 and 11, 2021

The second meeting of the Global Thiamine Alliance was hosted virtually. The first day of the workshop was held as a public webinar, where recent developments in thiamine research were widely disseminated. On the second day of the workshop, which was limited to the participants of the first workshop, we discussed the progress and barriers that individual countries had on their proposed action plan and the future needs of the Global Thiamine Alliance.

Contact Us

To learn more about our TDD project, contact us at nutrition@nyas.org.

Nutrition Modeling Consortium

A group of roughly 20 people pose together, with the NYC skyline visible in the background.

Through a grant provided by the Bill & Melinda Gates Foundation, The New York Academy of Sciences created a consortium for nutrition modeling aimed at improving the usability of tools for nutrition policy making and at increasing their uptake by low middle income countries (LMIC). In April 2017, the Institute partnered with the Micronutrient Forum to convene a two-day technical consultation to review seven tools designed to help decision makers in LMICs develop and streamline their nutrition programs and interventions.

These tools were selected on the basis of their ability to elaborate nutrition policy scenarios adapted to national priorities and contexts, whether through the use of mathematical optimization routines or other evidence-based analytical approaches. Services provided by those tools range from advocacy to allocative efficiency to budget planning. The meeting highlighted the deep capabilities of those tools, and several examples were presented of successful use that confirmed their potential utility to nutrition policy making.

What is Nutrition Modeling?

Nutrition Modeling refers to computer assisted optimization routines that seek to select a best solution with regard to a nutrition objective among a set of available policy or program alternatives. Some tools on the Consortium follow mathematical optimization algorithms, some use spreadsheet formula, some use qualitative methods to drill down on nutrition data. Regardless of design, they all share the intent of improving the use of available knowledge and data in designing nutrition policies and programs.

The mandate of the Nutrition Modeling Consortium is to:

  • Increase end-users’ input in the specification of services to be provided by these tools.
  • Help end-users understand better how those tool can serve their nutrition programming needs.
  • Advance the joint utility and effectiveness of the modeling tools through a collective effort by nutrition modelers in order to enhance their technical inter-operability, and improve their usability to end-users.

How the Consortium Works

The Consortium of Nutrition Modelers aims to improve the use of the evidence base in policy and program decision making through the use of mathematical modeling of nutrition activities. It is led by a Scientific Organizing committee composed of nutrition modelers and end-users. The Secretariat has the responsibility of linking the SOC to the modeling community and to end-users, to coordinate the work of the Consortium and to organize and convene meetings of the Consortium.

Contact Us

To learn more about the Nutrition Modeling Consortium, contact us at nutrition@nyas.org.

Partner with Us: Fellowships

Our Unique Approach to Fellowships

Our fellowships are designed to attract talented international, interdisciplinary scholars who combine expertise in science with an understanding of the social, cultural, economic and technological challenges that science must address.

We take a holistic approach to scientific training, with the goal of developing a new community of scientists who embrace the critical role they play, today and in the future, to solve the world’s most pressing problems.

Our fellowship experience is person-centric, guided by the individual rather than the institution. Our Fellows experience a thoughtfully curated educational journey where they are exposed to diverse perspectives across various disciplines under the mentorship of esteemed academics. In addition, we facilitate internships where our Fellows work directly with professionals in policy groups or in industry to gain valuable insights into the real-world potential applications for their research.

Our fellowships put an emphasis on science communication to ensure that scientists can effectively engage with society and build trust in science. To exercise these skills, Fellows give talks, write articles for publication on Academy channels and engaging in various other collaborative initiatives including participate on steering committees to plan our scientific conferences. In these ways, our Fellows provide an influx of exciting new research and ideas from around the world, augmenting the existing intellectual assets we are proud to have at the Academy.

Why Partner with Us?

We are a collaborative partner who seeks to provide high-quality, career-enhancing opportunities for early career scientists, creatively achieving alignment with our partner’s objectives. To this end, there are two ways we develop fellowships:

We can advance an existing program for you. If your organization has an established fellowship program that you would like to elevate, we can work with you to broaden its scope and expand your recruitment beyond the institutions where you currently seek talent.

We can work with you to develop a brand-new program. Give us your area of scientific interest and we can design a fellowship that meets our rigorous fellowship standards as well as align with your organizational objectives.

From the Academy Blog

Contact Us

To explore the development of a fellowship program with the Academy, contact gifts@nyas.org.

Partner with Us: Awards

The New York Academy of Sciences is widely acclaimed for its history of excellence in administering prestigious Awards programs. We have consistently identified, celebrated, and supported outstanding emerging talent and foremost senior figures in the scientific community.  

Diverging from conventional science prizes, our primary emphasis lies in investing in the potential of a person’s future contributions to science. By furnishing early-career scientists with substantial support, we empower them to unleash their exponential growth potential and embark on the path to pioneering innovations. 

Our community of honorees go on to secure faculty positions at universities, lead their own research laboratories, and establish companies, some of which are publicly traded on the New York Stock Exchange and the NASDAQ. These awardees are a wellspring of inspiration and serve as mentors for the next generation of scientists. 

Philanthropic investments in the scientific community reverberate far beyond the confines of the laboratory. Partner organizations have the unique opportunity to collaborate with us to establish STEM prizes and awards programs that align seamlessly with shared objectives and missions. Partnering with us grants access to influential thought leaders and heightened visibility within a precisely targeted audience. 

Our Awards programs present an optimal solution for organizations aiming to elevate their philanthropic endeavors while staying in alignment with their organizational mission. Entrusting us with the selection process empowers us to recognize exceptional individuals and institutions engaged in remarkable work, regardless of their geographic location or affiliations. 

Our approach involves crafting carefully tailored programs that address unmet needs, thus ensuring that our prizes and awards deliver a genuinely impactful difference.

Contact Us

To explore the development of a new awards program, contact us at gifts@nyas.org.

Educator Resources

Peruse and download these lessons, designed by the Academy Education team as additional resources for middle and high school teachers.

Innovation Challenge Curriculum

This flexible, project-based curriculum lets teachers guide students on how to solve challenges facing their communities by applying principles of scientific research and design thinking. Students emerge from this project-based learning curriculum having built STEM knowledge as well as 21st-century skills such as critical thinking, creativity, collaboration and communication.

The curriculum is available in two forms.

  1. Classroom Model is designed to be implemented over 8–10 weeks, with in-class lessons (approximately 1–2 hours per week) and assignments for students to complete outside of class.
  2. Workshop Model is designed as an intensive 1-2 day session, similar to a “hack-a-thon.”

Understanding the COVID-19 Vaccine: An Instructional Unit

Designed to be used with middle or high school students, this instructional unit looks at how scientific consensus interacts with public rhetoric about Covid-19 vaccines and equips students with the tools to combat misinformation. By the end of the unit, students will understand how vaccines work in triggering an immune response, understand the concept of herd immunity and apply critical thinking to analyzing sources of data and reporting around vaccination programs.

College Readiness Lesson Plans

The college admissions process can be arduous, confusing and stressful. We help teachers simplify it for their students with these lessons that teach how to develop study skills, find the right college and finance a post-secondary education.

Leadership Skills Lesson Plans

What does it mean to lead? What characteristics do great leaders possess? Our leadership skills lessons help teachers cover the essential skills needed to succeed in any career, including those in STEM fields.

Communication Skills Lesson Plans

Success in a STEM career is often dependent on the ability to share important but complex information in a way that people can understand. Our communication skills lesson plans give teachers exercises to use with students to help them communicate more effectively.

Creative Problem-Solving Lesson Plans

STEM professionals solve some of the most challenging problems in the world using the art of design thinking. These lesson plans provide ways for teachers to explain the basics about this innovative approach to problem-solving.

Contact Us

For questions about any of the above, contact us at education@nyas.org.

Science Alliance Leadership Training

Are you a PhD student in the New York City metropolitan area who wants to pursue a career in STEM? Science Alliance Leadership Training (SALT) is for you! This free, one-of-a-kind, 5-day program provides exceptional graduate students with the opportunity to connect with a powerful network and build the skills you need to effectively advocate for yourself throughout your career. 

SALT trains you for both personal and institutional success. Through team-building exercises and workshops, SALT Fellows learn leadership skills, communication skills, conflict resolution, and team dynamics. The SALT program’s goal is to create a cadre of diverse, entrepreneurial leaders in STEM, while providing a unique networking opportunity across disciplines and institutions.  

What to Expect from SALT 

Gain the tools you need to succeed 

Workshops in leadership, conflict management and communication— all the skills you need to take ownership of your career. 

Continuous follow-up and education 

The learning doesn’t stop when SALT ends. We provide continuous education through webinars, Q&A sessions and supplemental materials. 

A tight-knit community of SALT alumni 

You’ll go through SALT with a small cohort of driven students like yourself, enabling you to build connections and open up networking opportunities across multiple institutions and fields. And you’ll become part of the wider network of SALT alumni who have participated in the program since its inception in 2016. 

Eligibility & Application Requirements 

Applicants must be:

  • PhD students in the 2nd year of their PhD or beyond. 
  • Enrolled at an institution located in the New York City metropolitan area. 
  • Members of The New York Academy of Sciences at the time of the application. If you are not already a member, please join here prior to submitting your application. 


Application Requirements: 

Statement of purpose (max. 500 words) 

  • What does Leadership mean to you? 
  • What do you expect to learn at SALT? 
  • Please describe your professional vision and how you plan to get there. 

Leadership essay (max. 400 words) 

  • Describe opportunities in your current position as a graduate student where you have demonstrated leadership. 
  • Describe a scenario where you were not effective as a leader and describe lesson(s) learned from it. 

Candidate biography (max. 150 words) 

  • Brief bio that includes education, interests and professional goals. 

Consent form 

  • Must be signed by your PI (Consent form will become available when future programs are announced.) 

Resume (max. 2 pages) 

Letter of recommendation (1) 

Frequently Asked Questions 

SALT Application

What is in the application and in the consent form?

Once the application is available, it will be found here.

Does the recommendation letter have to be written by my Principal Investigator? 

No, the recommendation letter can be written by any professional that can attest to what makes you a great candidate for this unique leadership training opportunity.

Can I submit more than one recommendation letter?

Yes, you may submit more than one recommendation letter. However, only the first letter received will be included in the application materials for the reviewers.

Does the consent form need to be signed my PI?

Yes, SALT requires a five-day commitment from each participant. The PI’s signature on the consent form guarantees that the student has the consent of their supervisor to participate in this unique opportunity without affecting his/her research requirements.

If my PI won’t sign the consent form, will my application still be considered?

No, all the requirements must be met by the application deadline. This includes your PI’s signature on the consent form.

Is there is a fee to apply or attend SALT?

No, there is no fee to apply or participate in SALT. However, you must be a member in good standing of The New York Academy of Sciences at the time of your application.

When will I be notified about my application status?

We expect to notify all applicants of their status from within a few weeks of the deadline.

Who will review my application?

Each completed application will be reviewed by two professionals with doctoral degrees in STEM fields who are currently pursuing a variety of science careers, including science policy, academia, non-profit, industry, and consulting.

SALT Eligibility 

 

Is a PhD degree required to apply?

No, this year’s SALT is designed for graduate students pursuing PhD degrees in STEM fields who are in the 2nd year of their degree program, or beyond.

Are first year or early second year graduate students eligible to apply?

No, SALT is designed for current graduate students who have completed their first year, and at least one semester of their second year, or beyond.

Are undergraduates, master’s students or postdocs eligible to apply?

No, SALT is designed for current graduate students pursuing PhD degrees in STEM fields who are in their second year or beyond.

Do I need to be a US citizen to apply for SALT?

No, you don’t need to be a citizen. SALT will accept applications from both US citizen students and non-citizen students.

If I am pursuing my degree at an institution outside the New York City metropolitan area, can I still apply?

No, this edition of SALT is restricted to students studying at institutions in the New York metropolitan area. However we may offer additional SALT editions later in the year that will be open to a broader set of participants. To stay in the loop, ensure that you subscribe to our newsletters via the link at the bottom of this webpage!

I was part of a previous SALT program. Am I eligible to apply?

No, previous SALT participants are not eligible to participate as SALT students for a second time.

SALT Program Requirements

If selected, am I required to attend every day?

Absolutely yes. You are making a commitment to The New York Academy of Sciences to be present during the five days of SALT. Details on a daily schedule will be announced when a new SALT Program is finalized.

 Are meals provided during SALT?

Yes, SALT participants will get a light breakfast, lunch, and snacks every day.

Does The New York Academy of Sciences cover my commuting fees?

Yes, the New York Academy of Sciences will cover commuting fees or transportation costs within the New York City metropolitan area associated with participating in SALT. Participant will be reimbursed “incidentals & meals” for a minimum approved rate upon submission of receipts.

Will The New York Academy of Sciences cover my travel and lodging expenses?

No, the New York Academy of Sciences will not cover travel and lodging expenses for SALT participants except as indicated in the previous question.

Contact Us 

To learn more about SALT, contact us at education@nyas.org.

STEM Certification

STEM Education for the 21st Century

In today’s global information- and technology-driven economy, people must be both STEM literate and equipped with 21st-century skills such as creativity, communication, collaboration and persistence in order to be successful. Because STEM education is more important than ever, countless organizations are developing and promoting STEM content, resources, and instructional programs for the education sector.

However, little objective information exists to help decision-makers identify high-quality materials. The Academy’s STEM Certification Program addresses this challenge by reviewing educational materials against our STEM Education Framework, a set of research-based best practices that foster STEM learning and the development of 21st-century skills. The Framework was developed by The New York Academy of Sciences in conjunction with SRI Education, a division of SRI International and an established leader in STEM education research, and reviewed by an international advisory board of education experts.

The STEM Education Framework establishes a standard for STEM teaching based on the latest science and education research. Materials that meet the rigorous standards of the Framework receive official STEM Certification status from The New York Academy of Sciences.

An Open Educational Resource for Recognizing Quality STEM Materials

The STEM Education Framework is a freely available resource to be used by anyone engaged in STEM education — curriculum developers, content providers, teachers, students, parents, school leaders, policymakers and philanthropists — to ensure that their efforts align to sound pedagogy and best practices. The Framework outlines 26 features of quality STEM education in three fundamental areas:

  • Core Competencies: To what extent are students provided with opportunities to develop essential 21st-century skills?
  • Instructional Design: To what extent do the materials and/or program design reflect research-based pedagogy and a cohesive system of learning objectives, supports, and assessment resources?
  • Implementation: To what extent are necessary supports or services available to facilitate distribution and ensure effective implementation?

Review Process

  1. Submit materials for review. Any curriculum, set of instructional materials, educational program or product intended for formal or informal STEM learning may be submitted for review, including instructional software, online courses, educational games, apps, and professional development resources.
  2. Reviews conducted by independent experts. All reviews are performed by a panel of experts with advanced degrees and deep knowledge related to the subject matter, grade level and intended audience of the materials under review.
  3. Receive actionable feedback. Each review concludes with a detailed report of how the materials align to each element of the STEM Education Framework.
  4. Receive STEM Certification. Materials that align to the framework receive official certification from the New York Academy of Sciences.

Benefits of Certification

  • Recognition that your materials reflect best practices
  • Official New York Academy of Sciences certification seal for use on educational materials and promotional materials
  • Recognition on our website

Contact Us

Submit your educational materials for STEM Certification consideration at education@nyas.org.

Organizations Whose Materials Have Been Certified

Innovation Challenges

For over a decade, the Academy has worked with partners across industry, academia, and government to offer Innovation Challenges, virtual competitions that engage student innovators to apply their curiosity and creativity to solve real-world problems. Using the Academy’s unique online platform, Launchpad, participants collaborate on project-based activities while spanning time zones and cultures. Browse our current Innovation Challenges as well as past Challenges below.

Active Challenges

There are currently no active challenges. Learn more about key dates for the Junior Academy.

Previous Challenges with Resources

Living in the Extremes

Our world is constantly changing; with the rise of severe natural disasters mainly due to climate change and our growing world population, we must explore ways to live in more extreme environments. In this challenge, you will focus on one “extreme environment” and propose a comprehensive solution to sustain life there.

Air Quality & Health

Air quality has been a known health issue to people and cultures around the world for hundreds of years. Today air pollution is believed to account for 7 million deaths annually, most of which are the result of non-communicable diseases (NCDs). Design a technical solution to address a key source of pollution.

Ethical AI

AI is changing the landscape of the world as we know it. How can we maximize the benefits of AI while also implementing useful boundaries to minimize the disadvantages and dangers? In this challenge, you will develop a solution to address one specific issue that AI poses.

From the Academy Blog

An inside look at our innovation challenges teams and their impressive accomplishments.