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Course: Scientists Teaching Science

September 25, 2025 – November 20, 2025 | Online Course

A career in science – whether as a faculty member, researcher, or medical professional – means that someday you will have to present complex information, data, or findings to someone who knows little or nothing about your field.

Scientists Teaching Science (STS) is a nine-week online short course about how to be a more effective teacher and communicate your science for a presentation, training, mentoring, or classroom teaching activity – online or otherwise. The course is specifically designed to assist individuals pursuing a career in teaching science subjects at the university level with first or second-year students. However, the skills covered in this course apply to all career paths in the sciences. STS blends asynchronous learning with opportunities for live lectures and discussions to help you learn new approaches to teaching and assessing learning for your future students.

The STS course is also an opportunity to create and get personalized feedback on documents required for applying to university faculty positions. For example, documents like a Teaching Philosophy Statement are necessary for any application packet, but students rarely get to practice writing one in medical or graduate school.

This course is designed to fit your schedule by being offered in asynchronous modules, each with a specific due date. The instructor will also work with the participants to schedule optional, live online sessions. Participants who successfully complete the course will receive a Certificate of Completion from The New York Academy of Sciences.

Whether you are curious about teaching, looking to hone your instructional skills, or simply know you would like assistance with job application documents, consider registering for Scientists Teaching Science.

Course Objectives

  • Identify at least three active learning strategies.
  • Know the four major learning styles and three types of learning environments.
  • Evaluate personal biases and cultural differences and how these affect student outcomes.
  • Interpret interpersonal relationships in light of cultural and gender differences.
  • Compare inquiry-based activities to directed instructional activities.
  • Create course objectives based on Bloom’s Taxonomy.
  • Assess the level of Bloom’s Taxonomy of course objectives.
  • Develop valid multiple choice and essay questions based on objectives.
  • Recognize several steps in effective curriculum design.
  • Compose a Teaching Philosophy Statement.
  • Recommend one or more ways to notify potential students about consequences of cheating or plagiarism.
  • Construct a detailed course syllabus.
  • Evaluate the advantages and disadvantages of teaching and learning in an online environment.

Agenda

The course will open on September 25, 2025.

Week One

Teaching and Active Learning: discussion of teaching & learning myths; assigned readings on current research findings about teaching and learning.

Assignment: Short Essay on Teaching – Instructor provides feedback

Week Two

Holistic Education and Student-Centered Teaching: discussion on rigor and improving academic outcomes in higher education; assigned readings on improving student outcomes.

Assignment: First draft of Teaching Philosophy Statement – Instructor provides feedback

Week Three

Diversity, Equity, Inclusion, and Accessibility: the importance of actively developing inclusive practices in STEM. 

Assignment: Draft of Diversity Statement OR Short Assignment Addressing Diversity in the Classroom – Instructor provides feedback

Week Four

Using Data to Drive Instruction: how to create cycles of formative data review that informs instructors of their practice AND how students are doing.

Assignment: NONE.

Week Five

Teaching Online: teaching and learning  online; challenges and advantages; engaging students; resources and examples.

Assignment: Sample Online Learning Activity – Instructor provides feedback

Week Six

Writing Course Objectives: Bloom’s Taxonomy and student learning objectives;  assigned readings about writing learning objectives.

Assignment: 10 Unique Learning Objectives – Instructor provides feedback

Week Seven

Creating Valid Assessments & Alternative Assessments: using rubrics and test blueprints; practical multiple choice and essay questions; designing and evaluating students without using tests for small and large classes; assigned readings on how to write aligned assessment items.

Assignment: Five Test Questions Based on Learning Objectives – Instructor provides feedback

Week Eight

Designing Your Courses: instruction on the steps involved in designing an entire course, a training session, or a single lesson.

Assignment: Final Draft of Teaching Philosophy Statement

Week Nine

Writing a Syllabus & Reflections on Teaching: the purpose of a syllabus; legal requirements of teaching; student/academic honor codes; student study habits; assigned reading on plagiarism and the definition of a  syllabus.

Assignment: Sample Syllabus – Instructor provides feedback

Instructor

Dr. Nik Barkauskas

Dr. Nik Barkauskas completed his B.A. and M.A. in Philosophy at Temple University in Philadelphia and earned his Ph.D. in Education Theory and Policy at Penn State in 2017. He has spent 15 years teaching at various higher education institutions, both in-person and online. His main area of professional research is in public education policy reform, specifically focusing on the influence of private philanthropies on public policy. He has taught the Scientists Teaching Science course for the last six years and firmly believes that good teaching is good teaching, no matter which field we are working in. Dr. Barkauskas works for the Pennsylvania Department of Education in support of schools working on improvement efforts across the state.

Pricing

Member: $325

Nonmember: $425

Combating Extreme Heat Environments through Technology Architecture Infrastructure and Urbanization

Winner of the Junior Academy Challenge – Spring 2025
“Living in the Extremes”

Sponsored by The New York Academy of Sciences

Published August 5, 2025

By Nicole Pope
Academy Education Contributor

Team members: Katelyn G. (Team Lead) (California, United States), Rishab S. (India), Adham M. (Egypt), Youssef I. (Egypt), Shravika S. (Virginia, United States)
Mentor: Anavi Jain (Tennessee, United States)

As record-breaking temperatures due to the climate crisis become more common around the world, especially in vulnerable regions like the Middle East, South Asia, and the southwestern United States, more than 1.2 billion people are at risk of heat stress. Areas that were already hot — such as Death Valley in California — are now experiencing conditions that regularly exceed historical records, with temperatures soaring above 134°F (56.7°C). The five international members of the winning team set themselves a clear objective: finding an innovative approach to improve the housing and living environment for communities living in scorching heat.

To devise their creative project – a housing and living concept they called Technology Architecture Infrastructure Urbanization (TAIU) – the high-school students, from the United States, Egypt, and India, held multiple online discussions, exchanging ideas across borders and time zones. In the course of their research, they learned that modern infrastructure and architecture have not kept pace with climate change. In fact, urban settings often amplify the impact of high temperatures – with asphalt and buildings made of concrete, steel, and glass retaining heat rather than deflecting it.

The team explored various building techniques and cooling methods. Historically, communities living in hot climates used passive designs, such as thick, breathable walls, shaded courtyards, and reflective surfaces to keep living spaces cool. “While my teammates leaned towards modern solutions, I advocated for a blend of traditional methods with contemporary technologies,” explains teammate Shravika S. Discussions were at times intense but always collegial while the students were developing their concept. They reached decisions democratically, under the supervision of the team’s mentor.

A Vision Emerges

From their brainstorming, a vision emerged: a sustainable project that creates a safer and more comfortable environment for people living in hot climates, without resorting to costly and energy-intensive technologies that put further strain on the planet. “By fusing ancient wisdom with future-ready innovation, TAIU offers not just shelter from the heat but a blueprint for thriving in it. With each structure we build, we’re not only cooling homes — we’re restoring hope, equity, and the possibility of a livable future for the world’s hottest regions,” the students explained in their presentation.

Inspired by Nubian architecture, their project rests on four pillars:

  • 1. Smart technology – an adaptive roof that tilts and rotates to optimize ventilation, glass that tints in response to sunlight, and phase change materials that regulate indoor temperature;
  • 2. Indoor design that blends Nubian pottery materials with passive cooling techniques to improve air flow and create breathable spaces;
  • 3. The TAIU App – a smart home system that controls the roof and provides real-time climate and energy updates; and
  • 4. Outdoor features, such as shaded areas, hydration stations, and solar-powered resilience centers that provide services and spaces where the community can gather.

“I gained valuable insight into the needs and challenges faced by the community we studied — Death Valley — where living in extreme heat demands both modern and traditional solutions,” explains teammate Adham M. “One of my biggest takeaways is realizing that blending smart technologies like smart windows and smart roofs with time-tested methods like clay construction can offer sustainable, effective ways to adapt to harsh environments.”

Conducting a Survey

To test their approach, the team consulted architects, engineers and environmental experts. A survey conducted among 248 people living in hot regions yielded useful suggestions that the team applied to finetune their design, such as expanding the use of clay insulation and rerouting cooling pipes within wall cavities. Early results from laboratory and field tests of traditional pottery composites confirmed that special clay blends can reduce indoor peak temperatures by up to 5oF.

While working on their project, the students gained new insights into the devastating effects of climate change. “I realized that air conditioning is affecting not only my life but also those who are yet to come,” says team member Rishab S. “I adopted several measures to reduce the use of air-conditioners. I started wearing lighter clothes, consuming drinks that cool down our bodies, and using windows for proper ventilation.”

Team member Youssef I. feels he has acquired new knowledge and skills, including a deeper understanding of modelling since he was responsible for producing the 3D housing model. But he also emphasizes many other benefits, such as communicating with people from different communities and cultural backgrounds and forming new friendships. For team leader Katelyn G., this Junior Academy Challenge was more than an academic experience. “It was a glimpse into the kind of changemaker I strive to become,” she explains. “From the very beginning, we weren’t just building a climate resilience solution; we were building trust across time zones, merging perspectives, and learning to lead with both head and heart.”

Learn more about the Junior Academy.

Eco-twisters

Winner of the Junior Academy Challenge – Spring 2025
“Air Quality & Health”

Sponsored by Stevens Initiative

Published August 5, 2025

By Nicole Pope
Academy Education Contributor

Team members: Kelsey M. (Team Lead) (California, United States), Hana H. (Egypt), Zoha H. (North Carolina, United States), Islam H. (Saudi Arabia), Sanaya M. (New Jersey, United States), Kavish S. (North Carolina, United States)
Mentor: Brisa Torres (Germany)

Indoor air pollution, caused largely by volatile organic compounds (VOCs) and carbon dioxide (CO2), presents major risks for human health. Globally 2.6 billion people are exposed to household air pollution, mostly from cooking with kerosene, solid fuels like wood, charcoal, coal or dung, and inefficient stoves. As a result, they face the risk of respiratory or heart diseases, cancer, and damage to organs like the liver, kidneys, or central nervous system.

When they joined the spring 2025 Air Quality and Health Junior Academy Challenge, this team of six high school students from the United States, Egypt and Saudi Arabia chose to address this often-neglected threat. “I learned so much about indoor air pollution and how it often gets overlooked, especially in communities that use kerosene or other fuel-based cooking methods,” says team member Islam H. “The more we researched, the more I realized how widespread this issue is, and how it’s especially harmful in areas with limited access to clean energy solutions.”

Before developing their winning Eco-Twister Air Filter device, the team members conducted research and brainstormed extensively online to define their approach and whether to prioritize cost, portability, or advanced technology. Their project draws on their varied skillsets and perspectives: one team member had experience in public health research, others excelled in experimental design or robotics, or brought an interest in coding or data analysis.

“We all had different ways we wanted to make the air filter at first: some suggesting we use high technology and equipment, others saying we should stick with everyday home materials,” explains teammate Zoha H. “Later on, we debated on how to redesign our filter and decided to cater towards low-income communities more and made it smaller as well as cheaper.”

Reducing VOCs and CO2

To reduce the levels of harmful indoor gases like VOCs and CO2 that stem mostly from cooking emissions, the winning team opted to design an affordable, do-it-yourself (DIY) air filter. Commercially available filters, costing between $200-$400, are out of reach for families with limited income. “Equity and inclusivity were central to our project,” says team leader Kelsey M. “We designed the filter to be affordable, our second prototype cost about $41.10, and DIY, targeting low-income communities disproportionately affected by air pollution.”

The Eco-Twister combines the capabilities of a MERV 13 filter to capture dust, pollen and tiny particles, and activated charcoal to absorb VOCs and CO2 and reduce both odors and harmful gases. They added sphagnum moss as a third, natural, component to boost the effectiveness of their innovative filter. Moss traps larger particles, heavy metals, and enhances sustainability by metabolizing VOCs. 

After producing an initial prototype, the team went on to improve their design, making a second version of the device 95% smaller as well as lighter and cheaper. “We realized what would be the most achievable and which items would be easiest to source, as our project is affordable and easy for anyone to make by themselves,” says team member Sanaya M. “When redesigning our solution, we prioritized accessibility and eco-friendliness and ended up reducing the size.”

Greater Portability and Promising Findings

This meant using one filter instead of four, which resulted in much greater portability. The team conducted tests to measure the reduction in harmful emissions their revised Eco-Twister Air Filter achieved. They were delighted when results showed that the Eco-Twister reduced peak VOC concentration by 40.8% and also accelerated VOC removal and air recovery, competing favorably with more expensive devices.

The team also conducted a survey in their communities, which revealed that 95% of the 40 respondents would be interested in using the 14-inch x 16-inch x 2-inch Eco-Twister device, which weighs 5.5lbs. Over three quarters of those surveyed found the team’s ingenious air filter affordable and more than 80% stated they would use it daily.

For the participating students, the project has been a valuable learning experience. Discussions within the group exposed them to different points of view and taught them to reach an optimal outcome by weighing multiple requirements. “My teammates who pushed for portability for low-income families got me thinking about who’d actually use it,” explains teammate Kavish S. “Also, the eco-friendly folks opened my eyes to using sustainable stuff like moss, which I hadn’t thought about before.”

The team has plans for future iterations of the Eco-Twister filter, which would use bamboo-based charcoal and biodegradable materials for enhanced sustainability. “I used to figure that air pollution was someone else’s issue, but seeing that 100% of our survey folks thought our filter could help, opened my eyes,” reflects team member Hana H. “People in poorer areas are getting sick from bad air with no good options.”

Learn more about the Junior Academy.

The Junior Academy Symposium Sparks Creative Solutions to Modern Problems

Though separated by geography and Zoom screens, the desire to connect and create was on full display during the annual Virtual Student Symposia on Thursday, June 27th, 2025.

Published July 28, 2025

By Jennifer Atkinson
Program Administrator

The New York Academy of Sciences honored the hard work and innovation from members of The Junior Academy, totaling 3,372 students across the 2024-2025 Academic Year. The symposia focused on the winning teams’ proposed solutions for this year’s Innovation Challenges.

Comprised of students from across the world ages 13-17, The Junior Academy provides the opportunity to collaborate with their peers and think deeply about challenges that affect everyday life — regardless of where one lives. Teams select an Academy-trained global JA scientist mentor to guide their work as students worked across time zones to collect data, conduct surveys, and dive into research. Students follow the initiative to frame global solutions that also consider participants’ personal experience and perspectives. This program not only fosters diversity through connecting young people from different countries and cultural backgrounds but also allows students to really think outside the box when it comes to tackling these challenges that impact their communities.

“We ask the questions, but students create the answers,” said Kaitlin Green, Senior Program Manager for Education. “There are no limits on how creative students can be. They are not afraid to present their biggest ideas.”

Student projects were judged on their overall presentation abilities, scientific quality, innovation and design thinking, sustainability, potential, and collaboration. The research that the teams conducted was completely original. Out of hundreds of projects submitted, one team per innovation challenge was declared a winner.

The Winning Ideas:

The winning teams worked with a communication coach to craft their challenge solution presentations, honing another significant aspect of the scientific process: communicating their science and their final presentations effectively. The end results were a five-minute final presentation that included their original research, creative visuals, and collected data to illustrate their ideas.

Fall 2024 Innovation Challenges:

Team: The Last Strand

For the Upcycling and Waste Management challenge, students were asked to design a comprehensive solution to waste management at a scale that makes a measurable impact. The four-person team of The Last Strand, comprised of students from India, Sweden, and the United States, developed a process for breaking down extraneous hair and chicken feathers from salons and farms to develop amino acid supplements. They intend to use these for athletes, body builders, or people suffering from health issues such as liver or kidney disease. This solution not only proposes a way to reduce the landfill waste from hair and feathers but also uses sustainability practices to preserve human health.

Team: Reducing BIAS in AI models: fAIrify

The Innovation Challenge Ethical AI, tasked students to develop a technical solution to address one specific issue that AI poses. The fAIrify team, comprised of six students from the United States and Kuwait, proposed creating a customizable add-on that can be embedded into an online spreadsheet application. The intent of this add-on is to use it as an analytical tool to root out bias in training data for predictive AI models. It contains four aspects to analyze data: statistical analysis, reporting, flexible options for quantitative and qualitative data, and hierarchical data dissection. The team’s solution brings to the table a key implementation in any sector where AI is used in making decisions, for example, the hiring process, to avoid bias or discrimination. 

Team: Upgrading the Hydraulic System

The Remediation in South Brooklyn challenge brought the focus locally, challenging students to design solutions that remediate the building of offshore wind renewable energy infrastructure in New York City, focusing on land and water preparation. The six-student team, comprised of students from the New York City metropolitan area, came up with an idea for upgrading the hydraulic system infrastructure in the South Brooklyn Marine Terminal for efficient storm water management. Their design, a dual-hydraulic separator system, consisted of two separator units and a sensor-controlled gate that detects water flow and operates in accordance with high water pressure. This solution would help prevent problems such as sewer overflows, flooding, and debris in the current water system.

Spring 2025 Innovation Challenges:

Team: Living in Extreme Heat (TAIU)

The Innovation Challenge, Living in the Extremes asked students to propose a comprehensive solution to sustain life in one “extreme environment.” The winning team for this challenge, comprised of five students from the United States, India, and Egypt, presented a solution for a “climate-ready community housing model” for extreme heat environments called TAIU (Technology, Architecture, Infrastructure, Urbanization). Individual TAIU houses are built with materials or mechanisms that actively resist heat and encourage cooling, notably the design of seven-layer walls and naturally ventilated interiors. Their solution also includes a center to provide goods and services to the community, as well as an app to control settings in individual homes.

Team: Eco-twisters

In the Air-Quality and Health Innovation Challenge, students were asked to design a technical solution to address a key source of pollution. Team Eco-twisters, comprised of 6 students from the United States, Egypt, and Saudi Arabia, presented the idea of using a carbon-based air filter to combat the effects of VOCS (Volatile Organic Compounds) – gases that are commonly emitted from human-made products and cause harm to human health. Their solution primarily seeks to aid women, children, and kitchen workers, who are exposed at a higher rate to VOCs.

Each winning team presentation was followed by a Q&A session, which allowed both fellow students and program facilitators to ask teams to elaborate on their projects. Winning teams received an educational prize package.  

Distinguished guest speakers joined in celebrating student achievements by sharing insightful and encouraging remarks at the symposia, including:

  • Christina Symons, Ph.D.
    Strategic Partnerships and Communications, Lyda Hill Philanthropies’ IF/THEN® Initiative
  • Carol O’Donnell, Ed. D.
    Douglas M. Lapp and Anne B. Keiser Director, Smithsonian Science Education Center
  • Elizabeth McMullen
    Public Relations Program Manager, Organic Valley
  • Maggie Johnson, Ph.D.
    Assistant Professor of Marine Science at King Abdullah University of Science and Technology (KAUST)

Heading into Fall 2025:

The Junior Academy community is already excited for the Fall 2025 suite of Innovation Challenges that will begin in September. The Education Department and the Virtual Programs team are committed to another year of encouraging students to be diverse and creative problem-solvers.

“The Junior Academy is such an innovative place where students can come together from across the globe and engage with their peers. When you approach a problem or an obstacle with people who are different from you, you realize you have more commonalities than differences,” Green continued. “The issues you are facing locally might be similar to those who are halfway across the world.”

Though the 2024-2025 year has come to an end, the new academic year will bring more opportunities for students to dive in firsthand and learn how working together leads to incredible outcomes.

Learn more about Learning opportunities at the Academy.

Talk STEM to Me: How to Foster Inclusive Science Communication

August 12, 2025 | 2:00 PM – 3:30 PM ET | Hybrid Event

Pier 57, Daffodil and Seahorse Classrooms, 25 11th Ave, New York, NY 10011

Science is for everyone—but is it always communicated that way?

Science communication is broadly defined as the practice of sharing scientific knowledge, methods, and findings with audiences not directly tied to the scientific community, such as the general public. Inclusive science communication goes a step further, ensuring that scientific information is shared in ways that are accessible, relevant, and respectful to people of all backgrounds, identities, abilities, and communities.

When science is communicated in a way that is accessible and relevant to all, it empowers communities, builds trust, and invites a wider range of voices into scientific conversations and ultimately STEM careers. In a world facing global challenges like climate change, public health crises, and technological shifts, it is vital that no one is left out of the dialogue.

Join The New York Academy of Sciences and Hudson River Park Trust for a dynamic discussion exploring how to leverage your lived experiences to effectively and inclusively communicate STEM knowledge. Engage with the panel of speakers and explore how communicating science can help dismantle barriers and foster a more informed and connected society.

This event is targeted toward high school and college students interested in STEM careers, but is open to anyone seeking to improve their science communication skills and learn from experts. Attendance is free for everyone.

Immediately following our panel discussion, in-person attendees are invited to join a networking session, where they can enjoy light snacks and connect with the speakers and fellow audience members in a friendly and open atmosphere.

Speakers

Sayeeda Chowdhury
Sayeeda Chowdhury, MD, MPH

Family Medicine Resident, The Institute for Family Health

Dr. Sayeeda Chowdhury (she/her) is a family medicine physician who was born and raised in New York City and is now working to serve her city through primary care. She believes in health equity and reproductive justice and allows that to shape how she approaches her work and what she strives to do in her career. In her free time, she loves lifting weights and journaling.

Lydia Jennings
Lydia Jennings, PhD

Assistant Professor of Environmental Studies, Dartmouth University

Dr. Lydia Jennings (she/her) is an environmental soil scientist and citizen of the Pascua Yaqui Tribe (Yoeme) and Huichol (Wixáritari). Lydia completed her Ph.D. at the University of Arizona in the Department of Environmental Sciences, with a minor in American Indian Policy. Her research interests are in soil health, environmental data stewardship and science communication. She is passionate about connecting her scholarship to outdoor spaces through running and increasing representation in outdoor recreation, and has been recognized as a “trail runner changing the world” by REI Co-op.

Neha Savant
Neha Savant, MA

Wildlife and Fisheries Ecologist, NYC Department of Parks and Recreation

Neha Savant (she/her) is a Wildlife and Fisheries Ecologist with NYC Parks’ Natural Resources Group. She conducts research and monitoring to protect, care for, advocate for, and maintain wildlife populations taking refuge in NYC Parkland. She also works to build agency infrastructure to better engage with the city’s diverse human communities. Neha earned a bachelor’s in biology from Pomona College and a master’s in ecology, evolution, and conservation biology from Columbia University. She serves as a board member for Sadhana: Coalition of Progressive Hindus. In her free time, she enjoys writing, dancing, and live music.

Moderator

Lexcy Alexis
Lexcy Alexis

Public Health Sanitarian, NYC Department of Health and Mental Hygiene

Lexcy Alexis (she/her) was born and raised in Flatbush, Brooklyn by two courageous Grenadians and attended Brooklyn College for her B.S. in Earth and Environmental Sciences. Multiple visits to family in Grenada crafted her love for nature that eventually led her to this choice of study. Currently, she is pursuing her graduate degree in Environmental Engineering to continue her role in working towards providing safe drinking/recreational water for all. 

Sponsor

This event is presented in partnership with:

Pricing

All: Free

Navigating Your Career Pivot: Opportunities in Science Nonprofits

A group of white arrows pointing upwards, with one red arrow angled diagonally toward the top right

October 9, 2025 | 6:00 PM – 8:00 PM ET | Hybrid Event

115 Broadway, 8th Floor, New York, NY 10006

Science nonprofits stand at the forefront of shaping scientific advancement through impact investing, philanthropy, education, and advocacy, and an exciting array of career opportunities for scientists exist within these organizations. This workshop, presented by Brooke Grindlinger, PhD, Chief Scientific Officer of The New York Academy of Sciences, is intended to help early-career scientists (grad students, postdocs, faculty) transition to and learn about nonprofit roles. 

Through interactive sessions and case studies, participants will:

  • Gain knowledge about the kinds of science nonprofits and the types of roles available within these organizations
  • Delve into skills valued by nonprofits
  • Identify relevant skills already existing within their repertoire and determine strategies to fill skill gaps
  • Explore compensation trends within science nonprofits
  • Gain the tools needed to plan pathways for a lab-to-nonprofit transition and investigate long-term career paths within nonprofits

Attendees are strongly encouraged to join in-person at the Academy’s space on 115 Broadway, 8th Floor, New York, NY 10006 to take full advantage of the workshop. The program will also be offered live online.

Please note the event will begin promptly at 6:00PM.

Speaker

Headshot of Brooke Grindlinger
Dr. Brooke Grindlinger

Microbiologist Dr. Brooke Grindlinger serves as the Chief Scientific Officer at The New York Academy of Sciences. Committed to leveraging science for positive impact, she strategically guides the scientific facets of the Academy’s diverse program portfolio, spanning life, chemical, and physical sciences, as well as social sciences, nutrition, artificial intelligence, computer science, and sustainability. A sought-after expert speaker, Dr. Grindlinger has graced prestigious platforms such as the United Nations, South by Southwest, and the US National Institutes of Health. With a knack for addressing pivotal topics at the nexus of science and society, she contributes insights to podcasts and webinars and has written for esteemed publications including The Washington Post, International Business Times, and The Chronicle of Philanthropy. Formerly the Science Editor for The Journal of Clinical Investigation, Dr. Grindlinger’s impactful Academy leadership garnered her recognition as a “Most Notable in Nonprofits and Philanthropy” by Crain’s New York Business Magazine.

Pricing

Member: Free

Nonmember: $20.00

Putting the Spotlight on NYC Innovation

The New York Academy of Sciences’ Scientist-in-Residence Student Showcase is an opportunity to explore scientific innovations taking place in New York City.

Published June 25, 2025

By Jennifer Atkinson
Program Administrator

Photo by Nick Fetty/The New York Academy of Sciences.

Students of all ages buzzed about posters and 3D dioramas of every shape, size, and color. In the air was a sense of nostalgia, one that harkened back to school science fairs from our youth. Students dressed in costumes for their presentations, some looking like the stereotyped “mad scientist” in white lab coats and goggles. Others took a different approach, dressing to resemble their projects, with one student wearing a sleep mask with “Nap Queen” embroidered on it.

The Scientists-in-Residence program, created in cooperation with the New York City Department of Education, offers public school students in elementary through high school the chance to bring their scientific imaginations to life by matching them with a scientist from The New York Academy of Sciences’ (the Academy’s) distinguished roster of graduate students and STEM professionals. The scientist works with a partner teacher to devise a project for their school group to work on throughout the year, culminating in a showcase each May to present their findings.

This year’s showcase, which was held on May 29th and 30th, brought nearly four hundred students from 41 schools across NYC together to celebrate their scientific discoveries. Special guest speakers, all of whom shared powerful messages of encouragement and inspiration, included:

  • Seema Kumar, CEO of Cure and member of the Board of Governors at The New York Academy of Sciences
  • Rita Joseph, New York City Council Member
  • Roy Nachum, Co-Founder of Mercer Labs
  • Cindy Lawrence, Executive Director of MoMath
  • Magdia DeJesus, Director of Scientific Strategy and Business Operations, Pfizer
  • Will Lenihan, Curator, Brooklyn Botanic Garden
  • Susanna Ling, Senior Vice President Sponsorships, Partnerships and Industry Programs, Cure

Scientific Innovation Has No Bounds

Photo by Nick Fetty/The New York Academy of Sciences.

During the poster sessions, older and younger students engaged with each other by listening to their peers’ presentations, providing an opportunity for students to learn from one another, not just a teacher or a scientist. Each student was provided with a scavenger hunt sheet to take specific notes about other groups’ projects, many of which ranged in complexity and subject.

Some projects tackled intricate topics such as bacterial growth in fermented foods, growing crystals from DNA, planarian secrets on regeneration, the study of sleep, and the Urban Heat Island Effect. This also gave students a chance to better understand their own home, New York City—as several school groups studied subjects that directly impacted their lives as New Yorkers, such as how air pollution affects the pH of drinking water.

The engagement between schools and students of different age groups provided an ideal opportunity for students to learn something new about a subject they had already studied. On numerous occasions, different school groups chose the same project but approached their experiment using distinct methods. They were encouraged to think outside the box—showing that science and creativity go hand-in-hand, but also that one scientific question can have endless answers.

Learning Valuable Lessons

Mentor scientists and teachers also had their own roles to play. Scientists were tasked with teaching their students the rigorous steps of the scientific method, creating hypotheses and sourcing data through surveys, physical collection, or other means. Teachers worked alongside scientists to guide their classes throughout the year. At the showcase, they were given forms to provide feedback to their students about their presentation and public-speaking skills.

In tandem with their mentor scientists and teachers, students learned valuable lessons about how scientific field work is performed and later communicated to the public, thereby developing a well-rounded toolbox of skills to bring with them into their own future careers as scientists.

The students themselves were even able to teach both their peers and adults valuable life lessons. One student from Urban Charter High School for Advanced Math and Science described their project on social media and its effects on mental health: “We learned that while it’s so addictive…silencing notifications and using screen time apps helps to moderate social media use. It is crucial to learn how to manage pleasure without the addiction.”

Inclusion in STEM

Photo by Nick Fetty/The New York Academy of Sciences.

A big takeaway from this program is that younger generations are passionate about solving everyday problems and making the world a better place for all—and it shows in their hard work.

“One of the things I like most about the program is that students get a chance to know a real scientist—someone who is actively working or studying in a STEM field and isn’t just a name in a textbook or a figure on TV,” said Adrienne Umali, associate director of education for the Academy.

“As they get to know their scientist over the course of a school year, the students start to humanize what it means to be a scientist and in turn begin to build their own STEM identity. A key goal of our program is to foster the idea of belonging in the scientific world—there is no set criteria and you don’t have to look a certain way. Students start to see themselves as scientists, too,” Umali said.

The Scientist-in-Residence program provides the opportunity for scientific exploration and growth for teachers, scientists, and students alike. It serves as an inclusive space for anyone interested in STEM and shows that we are never too old or young to learn something new about our world.

Learn more about the Scientist-in-Residence Program. Applications for scientists and teachers interested in participating are open each Spring. 


More photos from the 2025 Scientist-in-Residence Student Showcase:

The Academy Goes to the Movies to Advance Science

The New York Academy of Sciences (the Academy) partnered with MacGillivray Freeman Films to bring science, technology, and the wonders of the human body to students around New York City.

Published May 28, 2025

By Jennifer Atkinson
Program Administrator

The movie poster for “Superhuman Body: World of Medical Marvels.”

Hundreds of eyes watched eagerly, shaded by 3D glasses, as simulated blood flowed through arteries, its race through the human body flying off screen. The students were transfixed, watching from each seat in a sold-out IMAX theater as “Superhuman Body: World of Medical Marvels” flashed before them. The screening was part of a series in a city-wide initiative occurring February through May, to connect school children with working scientists and to use the film to engage with STEM education.

Staff from the Academy’s Education and Operations teams travelled to the boroughs of Manhattan, Staten Island, Brooklyn, and the Bronx to facilitate screenings of the film. Mentor scientists, who are part of the Academy’s vast network of STEM mentorship programs, were present to discuss the film and encourage students to ask questions about the subject matter.

The film, produced by Academy Award-nominated filmmakers MacGillivray Freeman Films, covers innovations in medical science and biotechnologies and follows several stories about people who have faced serious illnesses such as cancer. Showcased in the film are the various technologies and treatments working in tandem with human biological processes. One narrative features a non-surgical procedure called TAVR where a person with heart disease is treated with an artificial heart valve replacement without invasive open-heart surgery. Also featured are a revolutionary T-Cell immunotherapy treatment utilized to re-engineer how the body fights leukemia, robotics used in medicine to help children with mobility issues, the life-changing benefits of cataract surgery, and bionic limbs or prosthetics that help amputees live life to the fullest.

Promoting Scientific Interest and Critical Thinking

Using a child-friendly perspective, the film allows young audiences to understand the depth and complicated implementation of the featured scientific research and technologies. It covers each story in digestible bursts while integrating the hard science and verbiage behind its subject matter – featuring key learnings through CGI depictions of biological processes, such as blood flowing through arteries or images of muscles and tendons.

This provides an invaluable learning tool for students of all ages to engage with material that promotes scientific interest and critical thinking. The film has also served as the first time some have encountered subject matter like blood in an educational and cinematic aspect, which has helped them to overcome their apprehensions of these subjects and instead, develop a curiosity or appreciation for them.

After each screening, scientists addressed the students and answered their questions in classic cinematic style, sitting in director’s chairs. In these question-and-answer sessions, students were fascinated by the content of the film and many of them asked questions specifically about cancer, its origins, and its impacts. Many students were also captivated by the type of work the mentor scientists do. At every screening, the question, “What inspired you to become a scientist?” was asked.

This gave the scientists the opportunity to reflect on their own passions for their work while instilling curiosity in the next generation. The scientists were also given questions to prompt the students and engage them with topics regarding the human body or even discussions about robots and if they would make a good friend.

 “Science is for everyone”

The event included a question-and-answer session with practicing scientists.

The scientists recalled their widely varied expertise in life sciences, ranging from cancer research and medicine, to marine biology, chemistry, and neuroscience, which complemented the content of the film. The whole experience provided a unique context and exposure to a variety of scientific mediums, providing students with inspiration for future careers in STEM.

“The students were so appreciative of the scientists spending time with them that some even asked for autographs,” said Lori Rick, Senior Director of Marketing and Communications at MacGillivray Freeman Films. “The arts and sciences have always complemented each other, and by pairing them together, can create highly experiential, impactful learning tools to impart inspiration and wisdom to the next generation of STEM change makers.”

At the last IMAX screening, one of the mentor scientists wore a shirt that featured the slogan in bubble letter text, “Science is for everyone.” Her partner mentor repeated this phrase as a rallying call to the students, until all were saying it in a cheerful chant. This effort with McGillivray Freeman Films, bringing Superhuman Body: World of Medical Marvels to students who otherwise may not have had access to this film, embodies that statement.

“It does not matter whether you are old, young, a Nobel-prize winner or a student with a passion; science impacts every aspect of our lives—from working in a research laboratory to watching the silver screen. Science brings about connection and a deeper understanding of ourselves,” said Meghan Groome, PhD, Senior Vice President of Education for the Academy. “Science is truly, for everyone.”

This screening program was offered by MacGillivray Freeman Films Educational Foundation and The New York Academy of Sciences and made possible by the generous support of Kenneth C. Griffin and Griffin Catalyst.

The Last Strand

Winner of the Junior Academy Challenge – Fall 2024 “Upcycling & Waste Management”

Published May 16, 2025

By Nicole Pope
Academy Education Contributor

Sponsored by Royal Swedish Academy of Engineering Sciences (IVA)

Team members: Vedeesh B. (Team Lead) (India), Livia G. (Sweden), Muhammad Q. (New Jersey, United States), Syed R. (Florida, United States)

Mentor: Christine Yu (Hong Kong)

Our world’s growing waste problem is largely driven by the production and disposal of short-lived products, creating a “use-and-dispose” culture. The mass manufacturing of new products consumes significant resources such as raw materials, water, and energy while generating greenhouse gasses, chemical emissions, and other pollutants. Even when products are recycled, the costs remain high due to the energy and processes needed for collection, sorting, and recycling. As a Fall 2024 Innovation Challenge, students were tasked with designing a solution to reduce waste generation by encouraging long-term product use and taking into account product design, business model, and societal behaviors.

Two Overlooked Sources of Pollution

This international team of high-school students collaborated online to address two sources of waste and pollution that are often overlooked: human hair and chicken feathers. Through their research, the Junior Academy challenge participants discovered that every year, hair salons and barbershops worldwide discard 300,000 tons of human hair while the poultry industry generates four billion kilograms of feathers. When discarded in landfills, hair releases methane, a gas 25 times more potent than carbon dioxide, while incineration of these waste products directly contributes to greenhouse gas emissions and increases CO2 levels. Yet both these materials are rich in keratin and offer largely untapped resources.

The students’ solution, The Last Strand, focuses on the considerable potential for upcycling hair and feathers by turning the rich biological elements they contain into high-quality, bio-derived amino acids supplements. “With our mentor Christine’s help, I developed better research techniques and uncovered valuable studies, allowing me to contribute more effectively to the project,” says team lead Vedeesh, who says he also honed his leadership skills in the course of this challenge.“ This process also deepened my understanding of genetic modification and the structure of human hair, concepts that were entirely new to me before this experience.”

The Growing Demand for Dietary Supplements

The team initiative responds to the growing demand for dietary supplements, particularly Branched-Chain Amino Acids (BCCAs), which are beneficial not only for athletes but also people who suffer from a decreased immune system, digestive problems, and various other health issues. In addition, it supports a circular economy that simultaneously reduces waste and turns discarded materials into a valuable resource.“At the core of this whole project lies the extraction of keratinases from hair, which combines, in beautiful ways, the precision of science with the principles of sustainability, and weaves together a powerful story of innovation and resourcefulness,” says team member Muhammad. “Hair is not a life byproduct, but a strong and intricate structure fully packed with keratin, one of those proteins which have great industrial and biological applications.”

The students outlined a process that first involves the collection of protein-rich hair and feathers from hair salons and poultry farms, and cleaning them to remove oils, dirt, and other contaminants. The next steps entail the use of sodium sulfide and enzymatic hydrolysis to break down the keratin and convert it into amino acids. Advanced filtration techniques are then employed to purify and separate essential amino acids like leucine, isoleucine, and valine before drying them. The method identified by the students proved cost-effective, potentially reducing the production cost of amino acid supplements by 50% and setup costs by up to 90% compared to existing systems, while the resulting products could be sold between $25 and $75 per kilogram, therefore offering a competitive alternative to current production systems. In addition, the team members also found that their process generates valuable byproducts, such as lipids, which could also be sold to industries like soap manufacturing. This could further offset costs and enhance the project’s sustainability. 

A Transformative Approach to a Global Waste Problem

“During this challenge and through our research I didn’t only learn about the technicalities of turning discarded hair into supplements, I also learned a lot about production costs, formulating a budget, and more,” says Livia. “I was also positively surprised by the receptiveness of the stakeholders in Florida. My fantastic teammate, Syed, was able to reach out to almost 15 hair salons in his local Florida and their impact was incredibly valuable to our project.” In addition, Syed reached out to 15 poultry farms in his state, who responded positively to the students’ project and declared their willingness to contribute to such an effort. Through these stakeholders, the project could collect approximately 30 tons of keratin waste monthly from local areas.

“From the initial brainstorming sessions to collaborating with teammates and our mentor, every step was a unique learning experience. I contributed by leveraging my background in (gene technology) CRISPR and gene editing to understand and refine the chemical and enzymatic processes for amino acid extraction,” says teammate Syed. “Engaging with stakeholders in Florida gave me a deeper appreciation for how science can drive real-world change. Most importantly, I’m proud of how we came together as a team to create something impactful, combining our strengths to address a critical global issue.”

The team members believe their solution could be fully implemented within five years. They are proud to have developed a project that promotes scientific innovation and sustainability. Their solution offers a transformative approach to a global waste problem that also contributes to human health and economic resilience.

Learn more about the Junior Academy.

Upgrading the Hydraulic System

Winner of the Junior Academy Challenge – Fall 2024 “Remediation in South Brooklyn”

Published May 16, 2025

By Nicole Pope
Academy Education Contributor

Sponsored by The New York Academy of Sciences and Empire Wind 1

Team members: Cameron A. (Team Lead) (New York, United States), Ohee S. (New York, United States), Cindy W. (New York, United States), Ankea C. (New York, United States), Ayten A. (New York, United States), Annika C. (New York, United States)

Mentor: Xiwei Huang (New York, United States)

As part of its climate strategy to reach a fully renewable electricity grid by 2040, New York City is turning to offshore wind energy. However, the development of offshore wind structures present environmental and community challenges, including construction noise, air pollution, and marine disruption. As a Fall 2024 Innovation Challenge, the Junior Academy offered its New York City based students the opportunity to tackle these problems by designing solutions to remediate the impacts of offshore wind development, focusing on land and water preparation.

This team, composed of six high school students from New York, won the Junior Academy challenge on Remediation in South Brooklyn with a project to upgrade the hydraulic systems in the South Brooklyn port area. The students considered that, as the South Brooklyn Marine Terminal undergoes reconstruction, effective stormwater management will be crucial to manage stormwater and prevent flooding, block debris and pollutants from reaching the water, and protect the surrounding environment.

Current Issues that Impact South Brooklyn’s Water Systems

Team members had lengthy discussions while selecting the problem they wanted to tackle and developing their solution. “Respect and inclusivity were a big part of our success. We found that discussing our differences and voting on decisions helped keep things fair and balanced,” explains Ayten, one of the team members. “This project also changed the way I approach challenges. It taught me to think like an engineer focusing on finding solutions instead of getting discouraged by obstacles.” The team explored the hypothesis that integrating a scaled-up version of advanced filtration technologies into the existing sewer infrastructure would significantly enhance the hydraulic system’s effectiveness.

“Through my research I have learned more about hydraulic systems and the current issues that impact South Brooklyn’s water systems. Hydraulic separators are a type of stormwater management system used to ensure fresh water enters bodies of water without pollutants, similar to the function of water filters,” explains teammate Cindy. “Brooklyn’s hydraulic systems are in need of an upgrade to ensure that the port can have a fully functional vessel transportation system. For this the waters must be clear of debris.”

Designing a Filtration System

Their project focused on designing a filtration system prototype on CAD Fusion 360 (Computer-Aided Design) and then using Computational Fluid Dynamics (CFD) to test the prototype. “This project has strengthened my belief in teamwork and the importance of improving New York City’s old infrastructure,” explains team member Ankea. “One of my favorite aspects of this project was the opportunity to improve my CAD skills. I already had basic knowledge of CAD software like Onshape and Fusion but this project allowed me to learn more about CAD, especially computational fluid dynamics, from my peers and I was able to apply these new skills to my personal projects.”

The students developed a dual hydraulic separator system, consisting of two connected units, to address the specific filtration challenges posed by the unpredictable weather conditions typical of New York City. The primary separator operates under normal conditions and provides basic filtration, while the secondary separator is larger and designed to handle heavy runoff water during storm events. A sensor-controlled gate between the two detects water flow and automatically opens when high pressure is detected. In emergencies, the gate can also be operated manually.

The team equipped the two separators with advanced filtration systems to remove sediments, oil, debris and other pollutants before they enter the water. When they tested their solution, the team discovered that a filtration system with multiple small holes was more efficient than one with a single large hole. Not only was it able to filter out more debris but it also allowed for a faster flow of water, which is crucial during extreme weather events. Their aim was also to improve efficiency and reduce the need for frequent system maintenance, therefore optimizing performance while also cutting costs.

Breaking Down Complex Problems

“One significant takeaway from this experience is that solving complicated problems requires dissecting them into more manageable, connected tasks,” explains Bronx-resident Ohee. “Even though we focused on hydraulic system optimization, our work was part of a larger plan to restore the port as a hub for trade and transit. A solution that strikes a balance between environmental and human interests was shaped in large part by important variables including marine habitats, the demands of the local people, and the system’s sustainability.”

During the intense period they spent working together, the team members acquired new skills and a better understanding of teamwork. They also developed a new perspective on urban challenges. Among the major insights team member Annika gained through this challenge was “the broader implications of water treatment systems like hydraulic separators. These technologies extend beyond simply cleaning water—they prevent chemical runoff, safeguard marine ecosystems, and contribute to sustainable urban development,” she said. “Addressing New York City’s history of environmental challenges with innovative solutions is vital for both the city’s residents and its ecological future.”

Team lead Cameron felt that collaborating with the other participants on this challenge would help him in the future. “Working with my team over the last few months has allowed me to look at things from a new, more creative angle,” he said. “Being able to work on this project has been such a unique experience. I feel better prepared for when I start doing real research.”

Learn more about the Junior Academy.