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, 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, 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, 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
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.
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
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.
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 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.”
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.
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.”
Winner of the Junior Academy Challenge – Fall 2024 “Ethical AI”
Published May 16, 2025
By Nicole Pope Academy Education Contributor
Sponsored by The New York Academy of Sciences
Team members: Emma L. (Team Lead) (New Jersey, United States), Shubh J. (California, United States), Darren C. (New York, United States), Aradhana S. (Pennsylvania, United States), Shreshtha B. (Kuwait), Jemali D. (New York, United States)
Mentor: Abdul Rauf (Pakistan)
Artificial Intelligence (AI) is evermore present in our lives and affects decision-making in government agencies, corporations, and small businesses. While the technology brings numerous opportunities to enhance productivity and pushes the boundaries of research, predictive AI models have been trained on data sets that contain historical data. As a result, they risk perpetuating and amplifying bias, putting groups who have traditionally been marginalized and underrepresented at a disadvantage.
Taking up the challenge of making AI more ethical and preventing the technology from harming vulnerable and underrepresented groups, this winning United States and Kuwait based team sought ways to identify and correct the inherent bias contained in large language models (LLM). “[The Ethical AI Innovation Challenge] helped me realize the true impact of bias in our society today, especially as predictive AI devices continue to expand their usage and importance,” acknowledged team lead Emma, from New Jersey. “As we transition into a future of increased AI utilization, it becomes all the more important that the AI being used is ethical and doesn’t place anyone at an unjustified disadvantage.”
The team conducted a thorough literature review and interviewed AI experts before devising their solution. In the course of their research, they came across real-life examples of the adverse effects of AI bias, such as an AI healthcare tool that recommended further treatment for white patients, but not for patients of color with the same ailments; a hiring model that contained gender bias, limiting opportunities for women; and a tool used to predict recidivism that incorrectly classified Black defendants as “high-risk” at nearly twice the rate it did for white defendants.
AI Bias
Team member Shreshthafrom Kuwait said she was aware of AI bias but “through each article I read, each interview I conducted, and each conversation I had with my teammates, my eyes opened to the topic further. This made me even keener on trying to find a solution to the issue.” She added that as the only team member who was based outside of the USA, “I ended up learning a lot from my teammates and their style of approaching a problem. We all may have had the same endpoint but we all had different routes in achieving our goal.”
The students came together regularly across time zones for intense working sessions to come up with a workable solution, with support from their mentor. “While working on this, I learned that my team shared one quality in common – that we are all committed to making a change,” explained teammate Shubh. “We had all unique skills, be it management, coding, design, etc., but we collaborated to form a sustainable solution that can be used by all.” In the end, the team decided to develop a customizable add-on tool that can be embedded in Google Sheets, a commonly used spreadsheet application.
The students wanted their tool, developed with Python programming, to provide cutting-edge bias detection while also being user friendly. “A key takeaway for me was realizing that addressing AI bias requires a balanced approach that combines technical fixes with ethical considerations—augmenting datasets while engaging directly with underrepresented groups,” stated New York-based teammate Darren, who initially researched and produced a survey while his teammates worked on an algorithm that could identify potential bias within a dataset.
More Ethical AI
The resulting add-on, which can be modified to fit any set of training data, utilizes complex statistical analysis to detect if AI training data is likely to be biased. The challenge participants also paired the add-on with an iOS app they created in UI/UX language and Swift, which gives users suggestions on how to customize the add-on for their specific data sets. The students were able to test their tool on a job applicant dataset provided by a company that chose to remain anonymous.
“By using an actual dataset from a company and analyzing it through our add-on, I was shocked to see that there could be gender bias if an AI model were trained on that dataset,” said team member Aradhana. “This experience highlighted how AI can continue societal discrimination against women.” The enterprising team members were able to refine and improve their solution further after conducting a survey and receiving feedback from 85 individuals from diverse backgrounds.
Members of the winning team believe addressing AI bias is critical to mitigate the risk of adverse impacts and build trust in the technology. They hope their solution will spearhead efforts to address bias on a larger scale and promote future, more ethical AI. Summing up, team member Jemali explained that the project “significantly deepened my insights into the implications of AI bias and the pivotal role that we, as innovators, play in ensuring technology benefits all individuals.”
NYC teachers are using artificial intelligence (AI) to transform STEM education. The New York Academy of Sciences (the Academy) is supporting this effort.
Since 2012, The New York Academy of Sciences’ Scientist-in-Residence (SiR) program has paired STEM professionals with public school teachers across New York City to co-design and lead inquiry-based projects in the classroom. Created in partnership with the NYC Department of Education, the program brings authentic, hands-on science learning to students from grades 3 through 12.
For the 2024–2025 school year, SiR is serving 50 classrooms across the five boroughs as well as five classrooms in Elizabeth, New Jersey. The program engages a diverse range of schools—80% Title I—and spans disciplines from biology and chemistry to physics and computer science. The teachers and their scientist partners are transforming the way science is taught and experienced, one classroom at a time.
This year, with support from pilot funding, the Academy launched a new initiative to explore how GenAI tools can elevate classroom projects. Through dedicated workshops, expert coaching, and a “sandbox” where educators can try out new tools, teachers began integrating AI into their existing projects, not for efficiency, but for enhancement. Rather than using AI to automate grading or lesson planning, teachers used it to elevate students’ engagement and understanding.
Tools and Trends from the AI in Classrooms Pilot
1. Elevation over Efficiency
Teachers are not turning to AI to save time—they’re using it to go deeper. By integrating AI into content-specific teaching, educators are enhancing students’ conceptual understanding and critical thinking. One physics class compared AI-generated simulations to actual physical laws, exploring both scientific accuracy and technological limitations.
2. Word of Mouth Matters
The most effective tool adoption happens through trusted networks. Our teacher working group acts as a grassroots recommendation engine. When a tool proves successful in one classroom, it’s shared, tested, and scaled by others.
3. Accessibility and Advocacy
Because many AI tools require approval at the school or district level, teachers are learning how to advocate for access. They share success stories and “tips and tricks” to help one another navigate approval processes—critical as federal AI-in-education guidance and local policies evolve.
4. Ethics as a First Filter
Teachers weigh tools through ethical lenses—considering intellectual property, bias in training data, and environmental impact—often mirroring their students’ own concerns. In the Academy’s high school programs, students consistently prioritize ethical considerations over convenience, a trend echoed by their teachers.
5. Data Analysis is a Gateway
Teachers working with large data sets—from air quality sensors to robot logs—are exploring AI-enabled data visualization tools like Tableau Public, PowerBI, and Google Colab (though the latter is difficult to use in-school). Even simple tools like Google Sheets + Explore are making an impact.
6. Image Analysis Expands Possibilities
From observing plant growth to studying telescope images, teachers are excited by how AI can quantify what once required hours of manual observation. Tools like NASA’s public image analysis platforms, QuPath, and Phyphox are transforming how visual data supports experimentation.
As the Scientist-in-Residence program evolves, it’s clear that NYC teachers are not just ready for the future of education—they’re building it. By fostering innovation, collaboration, and ethical engagement with AI, they’re giving their students the tools—and the inspiration—to become the next generation of scientific leaders.
This year’s award-winning teacher-mentor duo has been inspiring young minds and promoting STEM education for three years. They were recently honored by The New York Academy of Sciences for their work.
Published April 30, 2025
By Brooke Elliott Education Communications Intern
Megan C. Henriquez (left) and Brittany Beck pose with their awards during the Spring Soirée hosted at the University Club of New York on April 22, 2025.
The New York Academy of Sciences’ (the Academy’s) Scientist-in-Residence (SiR) program was proud to announce this year’s STEM Teacher of the Year: Brittany Beck, biology teacher at the High School of Telecommunication Arts and Technology; and Mentor of the Year: Megan C. Henriquez, who just defended her PhD in biological anthropology at the CUNY Graduate Center in April and will graduate in June.
A Queens native, Henriquez’s interest in STEM began when she was a kid. She remembers coming home from school and watching wildlife documentaries. “Those shows made studying wildlife seem so exciting and foreign, and yet so out of reach for a city kid like me” she recalled. “But through a network of mentorship and opportunity, I ended up becoming a wildlife ecologist doing field work in some of the most remote parts of the world.”
Brittany Beck grew up in rural Missouri. She completed her undergraduate degree in biology and her master’s in science education at Truman State University in Missouri. She has been teaching biology in NYC public schools for 14 years, with 13 of those years at the High School of Telecommunication Arts and Technology. Additionally, she serves as Coordinator of Student Activities, running the Student Government, managing over 30 clubs, and overseeing school events.
This is Beck’s fourth year as a teacher in the SiR program, working with scientists and building novel research projects with her students. Henriquez started working with the program about three years ago as a way to provide students with the same experiences and opportunities that inspired her interest in STEM in her youth.
Engaging Young Minds
Beck considers herself both a scientist and a teacher. Before joining the Scientist-in-Residence program, she was a national Evolution Education fellow in a program where she developed live organism research experiments for her classes alongside scientists at the University of Virginia and the Mountain Lake Biological Station. During that program, she developed a protocol in which students spend a year caring for mealworms, pupae, and darkling beetles in different treatments of Styrofoam to see how these treatments affect their growth and development. When the formal evolution education program ended, she continued this important work with students through the Academy’s SiR program.
Brittany Beck poses with Nick Dirks, President and CEO of The New York Academy of Sciences, during the Spring Soirée hosted at the University Club of New York on April 22, 2025.
What makes Beck and Henriquez such a good team? Trust in not just each other, but in their students. The pair has always let students pick and develop their projects, come up with their research questions, design their experiments, collect data, and decide how they organize and visualize on their own. At times, this may also mean allowing them to learn from mistakes.
The “ABC+M Pedagogical” Model
In terms of teaching technique, Beck often cites the “ABC+M” pedagogical model, which was developed by Rhonda Bondie and Akane Zusho. It requires that all lessons should include an opportunity for student Autonomy and choice. Teachers should build classroom environments where students know they Belong. They should provide opportunities for students to build their Competence, and that all lessons should be Meaningful to students. The work that Beck and Henriquez do with their students exemplifies this thinking.
Henriquez began her work as a mentor for the Academy as a way to pay back the early help and inspiration she received from mentors. Her first experience doing any sort of field work or experimentation was in her high school AP biology class, which makes it all the more meaningful that she gets to work with Beck’s Advanced Placement (AP) Biology class.
This made such a lasting impression that she ended up pursuing a career in biology. “If I could inspire at least one other student to pursue a career in STEM by providing them with the opportunity to see themselves as creative, serious, and legitimate researchers, I feel as though I would have done my part,” she said, adding she feels her work with students makes her own research both more meaningful and impactful.
“I think it’s one thing to read about the scientific method in a textbook, and it’s a completely enhanced experience to go through the process yourself. To develop your research questions, learn about your study system, try something out, revise and draw conclusions,” said Henriquez. “It works a part of your brain that so many people don’t get the opportunity to access.”
Inspiration
Megan C. Henriquez poses with Nick Dirks, President and CEO of The New York Academy of Sciences, during the Spring Soirée hosted at the University Club of New York on April 22, 2025.
Henriquez, who defended her PhD dissertation earlier in the month, feels the characteristics of a good mentor center around excitement and compassion. “No one is doing this for pay, so if you’re not going in excited about your work and what you’re going to share with your students, they’re going to sense that and not be excited either,” she said. She also loves providing interested students with additional opportunities. If a student is particularly interested in ecology fieldwork, she might find a program at the Bronx Zoo or the Junior Academy to keep the student engaged.
“Watching our SiR students make those connections and learn through experience has been one of the most rewarding parts of this program,” she continued, “Having students run up to us and say things like, ‘Look at what happened!’, ‘Look at how much our organisms have grown!’, ‘Our results are refuting or supporting our hypotheses!’ is just so exciting. Seeing them experience new things, overcome challenges, and grow confident in their skills and their problem-solving abilities has been amazing and so rewarding.”
Improvisation
Being able to improvise is another important skill for the mentor and teacher team. “A memory that sticks out is how, during Megan’s and my second year, we had collected water from a local pond and were unsure if we would be able to keep the microorganisms within the water alive. We not only kept them alive, but we also discovered a colony of snail eggs had hatched and grew and which our students then did microplastics experiments on,” Beck recalls.
“There hasn’t been one visit where we haven’t laughed together or enthusiastically yelled about the progress of a group’s experimental organisms. The sea monkeys, the pitcher plants, the butterflies, and especially the snails. We like to challenge ourselves as well as the students, and each year we add a level of complexity to the experimental process,” Beck added.
A snail students raised in 2023-2024, with green microplastics seen in the distance.Brittany Beck and Megan C. Henriquez, PhD, in front of their SiR poster for 2023-2024.With one of their SiR classes in 2022-2023, running student-led experiments on the impact of microplastics in local parks.Brittany Beck and Megan C. Henriquez, PhD, with student presenters in front of their SiR poster for 2022-2023.Looking at Prospect Park aquatic microorganisms together in 2023-2024.Student presenters with Brittany Beck and Megan C. Henriquez at the SiR showcase in 2024.A poster designed by Brittany Beck, Megan C. Henriquez, and their students for the SiR showcase during the 2023-2024 school year.Megan C. Henriquez with students this year, excited to see sea monkeys living among microplastics.Megan C. Henriquez and Brittany Beck in 2022-2023, examining HSTAT’s school garden for microorganisms and microplastics.
A Celebration of Hard Work
Beck feels the Scientist-in-Residence program has strengthened her students’ scientific identity, and graduates have told her they have notably more experience in lab skills than their peers in college, especially in designing laboratory protocols. “My students love it when Megan comes in, and they have a deep sense of ownership over their experimental ‘babies,’ whether they are plants, microorganisms, or bugs,” Beck said.
The duo were formally honored for their hard work during the Academy’s Spring Soirée which took place at the University Club of New York on April 22. When she heard she was named Mentor of the Year, Henriquez said she was in disbelief. From “early mornings jumping fences to get pond water to late nights setting up pitfall traps to catch bugs,” Henriquez feels good that her hard work is acknowledged.
Likewise, when Beck heard the news, she was at the National Science Teachers Association national conference in Philadelphia. “I whooped out loud in the busy exhibit hall and immediately called Megan, and we got to celebrate together,” she said with a laugh.
Ruhi Samudra is a high school senior in Irvine, California. She was involved in the Junior Academy, igniting her passion for environmental science and inspiring her to start her science website, Bubbles & Beakers. She is starting at UC Berkeley this fall as a Bioengineering Major.
Published April 25, 2025
By Brooke Elliott Education Communications Intern
Ruhi Samudra
Ruhi Samudra’s interest in STEM first began in eighth grade when she took part in her middle school’s Science Olympiad. Samudra tried out for the team and competed in the five main categories: Reach for the Stars, Water Quality, Dynamic Planet, Meteorology, and Rocks and Minerals. The events focused on environmental science, and though this wasn’t her initial interest, she and her team did well–advancing to regionals and placing second at nationals. “This (experience) gave me the motivation and encouragement to engage in science out of pure interest, way above the standard that was being taught in school,” Samudra said in reflection.
The Junior Academy
After her Science Olympiad season ended, Samudra learned about The New York Academy of Science’s Junior Academy. “It was a way for me to take what I learned at Science Olympiad to a larger and more research-oriented level,” she said.
Samudra knew science opportunities for high school underclassmen were relatively limited. She also had the misconception that most professional scientists are not willing to take a risk and work with high school students on a project. Being a member of the Junior Academy provided access to a global network of professionals and like-minded students around the world, jumpstarting her career. As part of the Academy, Samudra participated in The Flexible Use of Electricity, the Restoration of Aquatic Ecosystems, and Exploring the Extremes Challenge. Out of everything she did, the aquatic ecosystems challenge was her favorite because it fit well with what she had learned during the Science Olympiad program.
Mentors-Peer and Professional
As a participant in the Junior Academy, Samudra met like-minded peers from all over the world representing a disparate population of cultures and beliefs. This made for thought-provoking video calls and learning about new ways to approach science. She looked up to the upperclassmen of her cohort, “They really guided me because I was new to the research process, and they made sure everyone’s ideas were heard,” she said.
Samudra’s virtual colleagues provided practical direction on how to run a research project, as well as high school life in general. Hearing advice from students only a couple of years older than herself, but already years ahead on their science research journeys, provided both inspiration and encouragement.
The professional mentors at the Academy helped Samudra in a different way. From her perspective, what makes a good mentor is the ability to encourage students to question what they think they know. Considering all ramifications and considerations of a potential project is an important skill that she took with her throughout high school. “You have to struggle with the idea of trying to find something that you may think is perfect, but knowing that nothing is ever really a perfect pitch,” she explained.
Bubbles & Beakers
All of this led her to start her own scientific website: Bubbles & Beakers. With an interest in advocacy and communications, Samudra learned how to write, interview, and produce videos about science. This passion project quickly grew. “I write when I feel inspired or excited by something in the scientific community. I know I want to continue this path of scientific journalism when I’m in college.” Whether it’s writing for the Berkeley Engineering Magazine or the Daily Californian, she plans to incorporate her passion for writing in her college life.
“The Junior Academy really showed me the process of creating a methodology, research questions, testing it, and analyzing the results. I took that with me for all the other conferences and research I’ve done since,” she said.
To jump-start her career path in scientific journalism, Samudra serves as co-editor-in-chief of her high school newspaper and president of the Model UN and the Biomedical Engineering Society. A lover of the outdoors, she frequently hikes, swims, and bikes.
The Junior Academy is now accepting applications for Fall 2025. Apply today!
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