Learning - NYAS

Overview

In a two-year partnership with the Ericsson-created Center of Excellence (CoE), the Academy invited Omani youth to join the Junior Academy and participate in a series of Internet of Things (IoT) challenges and activities. Students and mentors from Omani industry and academia will participate in Challenges around the topic of ‘Internet of Things’ which will offer you opportunities to innovate and learn with peers and mentors around the globe.

Challenge

Design a smart home that integrates technology which collects, processes, and stores environmental and health information. The smart home you design should be sustainable and provide suitable feedback mechanisms for such information to promote sustainable energy use but also the physical and mental health of those living in the home. The design can include new innovations and/or alterations of existing technology.

In essence, the central challenge question you need to answer is:

How can a smart home create a healthier and more sustainable home environment?

Winners

The winning team, Smart Shelter, focused on using data—in particular, the interconnected web of computing devices and digital machines known as the Internet of Things (IoT)—to monitor energy, water and air quality/air usage and improve the efficiency of service provision in the shelters automatically. They also highlighted the use of data to enhance security, register new residents, and to keep track of unsheltered people at risk in order to direct them to shelters with available space.

Team members: Al-Zahraa A. (Team Lead) (Oman), Tahra A. (Oman), Miaad A. (Oman), Taher A. (Oman)

Mentor: Venkatesan Subramaniyan (India)

This program is made possible by a two-year partnership between the Academy and Ericsson-created Center of Excellence for Advanced Telecommunications and IoT. Throughout the program, Omani youth will build critically important 21st century skills, hone their entrepreneurial and innovation mindsets, and build their digital knowledge and leadership potential.

Urban Gardening – Get Growing!

Overview

Clifford Chance has partnered with The New York Academy of Sciences to launch innovation challenges in Kigali, Rwanda. The goal of this three-year program is to strengthen Science, Technology, Engineering, and Math (STEM) education opportunities and enhance STEM workforce development in Kigali. We’re pleased to launch our latest Open Innovation Challenge and we seek innovative ideas for how to grow food in our own homes.

Students ages 13-17 in Kigali, Rwanda are invited to compete in an 10-week innovation challenge this Spring. During the challenge, students can form teams with peers and have access to research guidance from mentors via the Academy’s own virtual collaboration platform, Launchpad. The students then work together to develop an innovative, research-driven solution to address the challenge.

Challenge

Kigali, Rwanda has been hailed by the United Nations as a “model sustainable city” and is considered one of the most food-secure cities in Africa. Nonetheless, drought and competing needs for land-use continue to threaten food security. In the face of climate change and a growing urban population, students who take on this challenge will be tasked with considering how urban gardening can be a part of the solution. The need for low-cost or no-cost innovations will be critical.

Design an innovative approach to implement urban gardening in your home, school or neighborhood that increases access to nutritious food sources for your family and/or community.

Sponsor

The program is made possible through the support of Clifford Chance as a part of its Cornerstone initiative. Cornerstone is Clifford Chance’s flagship global pro bono and community investment initiative in Rwanda. The initiative is made up of a series of projects that are designed to help these communities overcome the barriers inhibiting improvements in well-being.

Cybersecurity

Overview

The digital landscape is rapidly transforming as information, processes, and devices are increasingly connected in complex networks. Nearly everything is connected via the internet: homes, businesses, medical systems, monetary systems, infrastructure, and governments, just to name a few. At the same time, individual users of technology open themselves up to risks on a regular basis simply by using smartphones, tablets and laptops. These mobile computing devices are vulnerable to multiple types of cyber threats such as phishing, malicious apps, and ransomware. Relaxed security settings and the use of public Wi-Fi networks add on additional layers of risk.

Thanks to our hyper-connectedness, these individual security breaches can have far-reaching consequences. With access to a singular password or social media account, cyber criminals have the potential to steal information and identities, crash networks, and even hold entire governments digitally hostage. Innovative cybersecurity solutions that address the vulnerabilities of mobile computing devices and their human users have the potential to make individuals, organizations, and the entire digital landscape more resilient and secure.

Winners

The winning team, Cybersafe, focused on developing software that enables Artificial Intelligence (AI) to interact with and enhance testing systems on smartphones, tablets, and laptops. In addition to this technological solution, the team members advocated for policy changes to better protect the public from cyberhackers.

Team members: Jessica K. (Team Lead) (United States), Ritwik D. (United States), Neha B. (United States), Bhavya D. (United States), Farah M. (Jordan)

NEOM is an accelerator of human progress and a vision of what a new future might look like. It is a region in northwest Saudi Arabia on the Red Sea being built from the ground up as a destination and a home for dreamers who want to be part of building a new model for exceptional livability, creating thriving businesses and reinventing environmental conservation.

NEOM will include hyperconnected, cognitive cities, ports and enterprise zones, research centers, sports and entertainment venues and tourist destinations. As a hub for innovation, entrepreneurs, business leaders and companies will come to research, incubate, and commercialize new technologies and enterprises in groundbreaking ways. Residents of NEOM will embody an international ethos and embrace a culture of exploration, risk-taking and diversity. Some of the most recent cities and destination launched by NEOM include:

THE LINE – A linear, cognitive city without cars that redefines urban living
Oxagon – An advanced manufacturing and innovation city with a floating platform
Trojena – A sustainable year-round mountain tourism destination

Family Science Nights

Inspire Tomorrow’s Scientists Today

Research shows that interactions with STEM professionals can transform kids’ views of science, and positively impact their career aspirations. But most students in the New York area rarely have the opportunity to meet and interact with real scientists. That’s why the Academy created an outreach effort called Family Science Night, which recruits Academy Members, grad students, postdocs, and STEM professionals to spend an evening working with elementary and middle school students and their families by leading interactive, hands-on activities. Family Science Nights are typically held during the summer in underserved communities throughout New York City and last between 90 minutes and 2 hours.

Pop! Whiz! Fun!

Activities are geared for kids ages 6 to 12 and are science-based but firmly grounded in kid-approved formats, featuring things that fly or pop, for example. Past activities have included creating balloon rockets, paper airplanes, and popsicle stick catapults. These events help parents feel more comfortable with STEM content, and more importantly, allow students to become the experts and to think of themselves as scientists.

How to Volunteer

Qualified Family Science Night volunteers are:

Undergraduate or graduate students, postdoctoral fellows, or professionals in a STEM field
Passionate about serving their communities and inspiring curiosity and excitement about STEM topics among students
Located within commuting distance of the New York City metropolitan area

Stay Connected

To receive the latest news and important announcements for our education initiatives, including Family Science Nights, please log in. Navigate to My Account and, under Contact Preferences, select STEM Education Updates to subscribe to our newsletter.

Contact Us

To host a Family Science Night in your community, or to inquire about upcoming volunteer opportunities, contact education@nyas.org.

Scientist-in-Residence

Applications for the 2026-2027 Scientist-in-Residence Program are now open!

Overview

Become a Scientist-in-Residence

Why should you become a Scientist-in-Residence?

If you are a graduate student, postdoc or STEM professional and want to make a difference in the lives of students in the NYC area, then this program is for you! We’ll match you with a motivated STEM teacher and together you’ll create a hands-on, research based project for your students to work on throughout the year.

By serving as a role model and an example of a real-world scientist, you can inspire curiosity and excitement about STEM topics, and positively influence the career aspirations of students from underserved communities. Through the program, you’ll receive training and hands-on experience in teaching methods and strategies, and get the chance to develop your own mentorship skills.

Need more incentive? Accepted scientists will also receive a stipend and a yearlong Membership to The New York Academy of Sciences!

Apply to be a Scientist-in-Residence

Important Dates for 2026-2027*

May 29: Application deadline (note: all applications are reviewed on a rolling basis, and qualified applicants will be contacted for a phone interview)
July 6: Accepted applicants notified

Mandatory events:

August 6: Scientist Orientation (virtual, 5:30-7:30 PM; scientists only)
August 29: Summer Institute Orientation Group 1 (in-person, 10 AM – 4 PM)
August 30: Summer Institute Orientation Group 2 (in-person, 10 AM – 4 PM)
October 20: Fall Individual Check-In (virtual, 5:30-7:30 PM)
November 10, 12, 16, or 18: Cluster Sessions (virtual, 5:30-6:30 PM)
January 27: Winter Institute Group 1 (in-person, 5:30-7:30 PM)
January 28: Winter Institute Group 2 (in-person, 5:30-7:30 PM)
March 16, 18, 22, or 24: Cluster Sessions (virtual, 5:30-6:30 PM)
May: Student Showcase (in-person, date TBD)

*This timeline is subject to change and will be confirmed before the start of the program.

It was exciting for me to see the enthusiasm of students when we first gave them their [laser thermometers]. We spent time on the school roof taking temperatures and learning how to best record data. I think the active nature of this exercise really helped students stay engaged.
—Scientist Participant, SiR 2022-23

Frequently Asked Questions

How much time is involved?

The program year runs from approximately Sept – May, during which time each SiR team will schedule at least 10 sessions for the scientist to visit the classroom.
Scientists and teachers will also meet outside of class time to develop their project and teaching as needed.
Scientists will attend training sessions (both virtual and in-person) in August as well as a planning session in October and January (see timeline above for more details).
All participants should also plan on attending the End-of-Program Celebration in May.

What are my responsibilities as a Scientist-in-Residence?

Specific responsibilities will differ depending on the circumstances of each teacher and classroom. At a minimum, scientists will collaborate with the teachers to develop a research project, supervise experiments, and support classroom instruction on project design and implementation, and in creating a final presentation.
Teams will be asked to submit regular progress reports and check in with the Program Manager as needed.

How much is the scientist stipend and will I be reimbursed for anything else?

Each SiR team will have a $500 budget for their project materials.
Upon completion of the program, participants will receive a stipend of $500. Limited travel reimbursements are also available for scientists to support travel to schools.
All participants will also receive a complimentary Membership to The New York Academy of Sciences.

Note: All participants will be required to complete necessary tax forms prior to receiving a stipend.

Who is eligible to apply?

Qualified Scientists are:

Graduate students, postdocs, or professionals from STEM disciplines who are interested in improving their pedagogical and communication skills and expanding their teaching experience
Located within commuting distance of New York City and/or willing to travel within the five boroughs
Available and committed to attend all trainings and meetings

Before entering schools, all applicants are subject to a background check, administered by the Department of Education using their social security number (at no cost to the scientist).

How do I apply?

Applications are open from April to June for the 2026-2027 program year.

Become a Host Teacher

Why should you become a SiR Host Teacher?

By becoming a Scientist-in-Residence Host Teacher you’ll have the chance to bring a real Scientist into your classroom to help motivate and inspire your students. Together, you and your partner will develop an inquiry-based project that encourages students to think critically using the scientific method, while also expanding your repertoire of replicable STEM lesson plans. Host Teachers in past cohorts have reported higher engagement with their students and the added benefit of updating their curricula to incorporate current scientific topics and methodologies.

Need more incentive? Accepted teachers will also receive a stipend and a yearlong Membership to The New York Academy of Sciences!

Apply to be a Host Teacher

Important Dates for 2026-2027*

May 29: Application deadline (note: all applications are reviewed on a rolling basis, and qualified applicants will be contacted for a phone interview)
July 13: Accepted applicants notified

Mandatory events:

August 29: Summer Institute Orientation Group 1 (in-person, 10 AM – 4 PM)
August 30: Summer Institute Orientation Group 2 (in-person, 10 AM – 4 PM)
October 20: Fall Individual Check-In (virtual, 5:30-7:30 PM)
November 10, 12, 16, or 18: Cluster Sessions (virtual, 5:30 – 6:30 PM)
January 27: Winter Institute Group 1 (in-person, 5:30 – 7:30 PM)
January 28: Winter Institute Group 2 (in-person, 5:30 – 7:30 PM)
March 16, 18, 22, or 24: Cluster Sessions (virtual, 5:30 – 6:30 PM)
May: Student Showcase (in-person, date TBD)

*This timeline is subject to change and will be confirmed before the start of the program.

I got to enhance our Human Body System unit, which felt a bit dense and abstract for our students last year. I’m excited to introduce it through the lens of neuroscience thanks to the partnership with our scientist.
—Teacher Participant, SiR 2022-23

Frequently Asked Questions

How much time is involved?

The program year runs from approximately Sept – May, during which time each SiR team will schedule at least 10 sessions for the scientist to visit the classroom.
Scientists and teachers will also meet outside of class time to develop their project and teaching as needed.
Teachers will attend an in-person training session in August, as well as a planning sessions in October and January (see above timeline for more details).
All participants should also plan on attending the End-of-Program Celebration in May with representatives from their class.

What is my responsibility as a SiR Host Teacher?

Prior to the scientist’s first visit, Host Teachers will prepare students and the school for the implementation of the Scientist-in-Residence program.
Teachers will collaborate with their partner scientist to ensure the project and related activities are aligned with STEM standards and provide support in classroom management and content delivery.
Teachers will coordinate the attendance and participation of students in our End-of-Program showcase.
Teams will also be asked to submit regular progress reports and check in with the Program Manager as needed.

How much is the teacher stipend and will I be reimbursed for anything else?

Each SiR team will have a $500 budget for their project materials and supplies.
Upon completion of the program, participants will receive a stipend of $500.
All participants will also receive a complimentary membership to The New York Academy of Sciences.

Note: All participants will be required to complete necessary tax forms prior receiving a stipend.

Who is eligible to apply?

Qualified Host Teachers are:

New York City public/charter school science teachers in grades 2-12, who are interested in implementing a year-long STEM project and welcoming a scientist into their classroom
Have at least 2 years of teaching experience
Available and committed to attend all trainings and meetings
Dedicated teachers who are open to continuing the project or implementing it with different cohorts of students after the program

How do I apply?

Applications are open from April to June for the 2026-2027 program year.

Elizabeth, NJ

Program Sponsors

Stay Connected

To receive the latest news and important announcements for our education initiatives, including Scientist-in-Residence, please log in. Navigate to My Account and, under Contact Preferences, select STEM Education Updates to subscribe to our newsletter.

Contact Us

For more information, contact sir@nyas.org.

Afterschool STEM Mentoring Program

We’re now recruiting mentors for the Fall Semester of the 2026–27 School Year!

Overview

Ignite Their Love for STEM!

Remember the pure curiosity of asking questions and finding new answers? Give that feeling to middle school students around New York City by conducting engaging extracurricular activities with them throughout the school year. In partnership with the NYC Department of Youth and Community Development (DYCD), the Academy recruits STEM professionals to act as mentors in the Afterschool STEM Mentoring Program (ASMP). ASMP mentors are placed at one of our many afterschool sites around New York City.

Our Impact

Since our launch, we have placed almost 1,700+ scientists at afterschool programs around NYC, and impacted 23,000+ students. Check out the map below to see some of the schools where we’ve put an Afterschool STEM Mentor.

Become a Mentor

Why should you become a Mentor?

Young people who have the opportunity to meet real scientists and engineers — and who are exposed to science through active inquiry-based learning — are more likely to pursue careers in STEM. Yet many children have never met or interacted with a “real” scientist, particularly in the most underserved neighborhoods. By being students’ positive role model as a real-world scientist or engineer, you can inspire curiosity and excitement about STEM topics, and positively influence the career aspirations of young minds.

Mentor Qualifications

ASMP Mentors are research fellows, undergraduate and graduate students, postdocs, transitional scientists, or R&D specialists.
Must be passionate about inspiring youth to pursue STEM mindset, studies, and careers
Must be willing to complete the program training and adhere to the mentorship schedule
Must be local to the NYC area
Must be prepared to complete a background check administered by the Department of Youth and Community Development (at no cost to you).
Willing to complete an online compliance training, adhering to local and state policies regarding working with minors. (These are done at no cost to you.)
Note that some sites may also require a health form signed by a doctor.

Apply Today

We’re now recruiting mentors for the Fall Semester of the 2026–27 School Year!

For the Fall 2026 term, mentors commit to facilitating one-hour STEM sessions once per week for 10 weeks between October and January 2027.

Mentors receive training in STEM curriculum and youth development and work alongside Classroom Specialists and site staff to co-implement engaging, hands-on activities.

In addition to completing the online application, mentors are encouraged (but not required) to submit a brief letter of acknowledgment from their PI or supervisor confirming awareness of the once-a-week commitment.

Benefits include:

$500 stipend upon completion of service
Up to $150 in travel reimbursement per semester
Complimentary year-long membership to The New York Academy of Sciences

Apply to be a Mentor

Fall 2026 program timeline*

August 2, 2026: Applications close (rolling interviews and acceptance)
August 31, 2026: Mentor onboarding begins (virtual)
September 26, 2026, 10:00 AM – 4:00 PM: Scientists Curriculum Workshop (in-person)
October 5, 2026: Weekly in-class sessions begin
November 11 or 12, 2026 (TBD): Midpoint check-ins (1.5-hour virtual workshop)
January 29, 2027: Final in-class session
February 12, 2027: Certificates and stipends are awarded

*Timeline subject to change

Program Sponsors

Stay Connected

To receive the latest news and important announcements for our education initiatives, including the Afterschool STEM Mentoring Program, please log in. Navigate to My Account and, under Contact Preferences, select STEM Education Updates to subscribe to our newsletter.

Contact Us

For more information, contact asmp@nyas.org.

The Junior Academy

Students smile and pose together during an Academy event.

The Junior Academy is accepting student applications for Fall 2026 from April 1st to July 2nd, 2026.

Program Overview

Benefits

The Challenge Process

Recruitment

Acceptance

Onboarding

Students are recruited internationally during either the spring or winter recruitment periods. Students can expect their notifications of acceptance or rejection in either August or January depending on their recruitment cycle. After acceptance to the program, students must create a profile on our Launchpad platform to effectively accept their spot in the Junior Academy.

Resource Library

Challenge Launch

Team Formation

Challenges take place twice a year, in September and in February. They are first introduced by sharing a Resource Library. This is a list of interesting articles and papers connected to the challenge so students can begin their investigation into which challenge they are interested in tackling. Challenge Launch begins the first day of Kick-Off Week all of the available challenges are open and student can begin to create teams and projects. Team Formation is an important step in the Junior Academy. Students create their own teams by either creating their own project or asking to join others!

Mentor Matching

Solution Design &
Challenge Phases

Solution Presentation

Mentors are on the Launchpad platform to aid students in their project. Remember they do not do the project for you- they are just therefor guidance. Mentors are not required nor are they guaranteed. After team formation ends, the challenge phases begin. It is important to pay attention to due dates of each milestone as they are important steps to achieve your solution presentation! Finally at the end of either November or April, depending on which semester you are participating in, you will turn in your solution presentation. Remember, no late work!

Judging

Winner Announcement

Certificates &
Young Memberships

After you turn in your final solution presentation each challenge enters a judging period. This judging period is both internal and external. During this time, internal judges review all of the submitted work and move 10 projects of distinction to external judging. External judges are professionals and experts who judge the projects of distinction and declare a winner and two finalist teams. After the results are gathered, we announce who the winning team of each challenge is during December or May, depending on the semester! At the very end of the year, in the summer, all of the students who fully participated in one of the fall or spring innovation challenges, meaning they turned in all of their milestone work ON TIME, will receive a certificate and a Young Membership to The New York Academy of Sciences.

For Students

For Mentors

A Junior Academy participant sits at a desk, typing on a laptop.

STEM experts and professionals who are STEM enthusiasts can engage with the Junior Academy community by serving as Mentors. Mentors work with student teams on virtual Innovation Challenges by encouraging and supporting the students as they move through the different phases of the scientific process—researching and brainstorming, proposing an innovative design, experimenting to test their hypothesis, analyzing feedback and preparing a final presentation about their solution.

Innovation Challenges are offered twice during the program year. Fall Challenges take place from mid-September to mid-November. Spring Challenges take place from mid-February to mid-April. Mentors may choose to participate in the Fall, the Spring, or both.

Mentors must be a Dedicated Mentor to up to five teams, guiding them through the Innovation Challenge process and providing in-depth feedback.

Applications

Mentor applications for the Junior Academy 2026-2027 Academic year will open from April 8, 2026 – July 2, 2026.

Mentor Eligibility Requirements

Qualified mentors for the Junior Academy are:

Undergraduate students in their Junior (3rd) or Senior (4th) year, graduate students, postdocs or professionals working in a STEM-related field
Passionate about engaging and inspiring the next generation of STEM innovators
Able to access at least one communication device with internet capabilities
Able to communicate clearly in spoken and written English
At least 18 years of age
Experienced in conducting original scientific research (preferred but not required)

Time Commitment

All Mentors accepted to the program should expect to spend 1-2 hours on orientation and training at the start of their first program term.

During the challenge period, mentors should generally expect to spend 1–2 hours per week answering student questions, providing input on projects, or meeting with teams. The timing of this is flexible, and is based on your schedule. This work and communication can be done both synchronously and asynchronously. All communication with our students in the Junior Academy must stay on Launchpad. Mentors are not to communicate with students via phone, email, or social media.

Throughout the semester, we ask mentors to participate in focus groups, check-ins, and surveys.

Application Process and Program Participation

New Mentors submit an application by July 2nd, 2026. Returning Mentors will be emailed an interest survey for the upcoming semester by late summer.
- Application Review and Virtual Interviews will take place in August for the upcoming Fall Challenges.
- Tentatively Accepted Mentors will be onboarded with our volunteer platform for training and other onboarding paperwork.
All Mentors must complete complete background checks by our third party provider.
Mentors are onboarded to the Virtual Platform Launchpad and are expected to complete program orientation, program check-ins, surveys and mentoring student teams during the duration of the semester.
Mentors are offboarded from the Launchpad after each semester ends.

FAQ

When are applications open for students?

Applications for the Junior Academy are open twice a year. For the Fall semester, the application period typically runs from March to July. For the Spring semester, we hold special application periods from November to January.

What are the current important dates for students?

Fall 2026

Applications open: April 1, 2026
Applications close: July 2, 2026
Admission decisions sent out: by August 31, 2026

How do I apply for the Junior Academy?

If you are interested in joining the Junior Academy community, you can apply by filling out an application during the two recruitment periods for the Fall and Spring semesters: https://gsa.smapply.io/prog/student_programs_/

Please note: Students who are already part of the Junior Academy on Launchpad do NOT need to apply again in order to participate the following year.

When will I know if I am accepted to the Junior Academy?

Depending on which enrollment period you are submitting your application, you will typically receive notification of your acceptance or rejection by email by January 31st or August 31st. We do not notify applicants before that time.

What is the official language of the program?

English is the official language of the Launchpad platform and the Junior Academy.

We encourage you to practice English communication on Launchpad. You are allowed to communicate in your native language with team members who share your language. Keep in mind that everyone accepted into the program is required to have a basic understanding of English and ability to communicate in English. The work that you submit in Launchpad for your challenges, milestones, and projects must be in English.

What are the age requirements?

All Junior Academy applicants must be aged 13-17 to be approved to be on the Launchpad platform.

If you are turning 18 during the challenge, unfortunately you cannot participate. We are not able to allow students under the age of 18 to participate with students over the age of 18.

Junior Academy students who turn 18 automatically get placed into an Alumni Community on Launchpad.

Does participation cost anything?

No. The Junior Academy is free of charge to all students and mentors. No purchase or payment of any kind is necessary to enter or win a Challenge.

Do I need to travel anywhere to participate in the challenge?

No travel is necessary to participate. Challenges and events take place virtually and all communication can be done via Launchpad.

What do I get for participating in a challenge?

Students who fully complete a Junior Academy challenge, meaning they have turned in all milestones and a final solution within the 10 week challenge, will receive a certificate of completion and a complementary Young Membership to The New York Academy of Sciences. ONLY students who have fully completed a challenge will receive a certificate and a Young Membership to the Academy.

Do winning teams receive a prize?

Yes, one winning team and two finalist teams will be decided upon by a panel of expert judges at the end of each challenge period. Prizes are educational and are only provided to winning teams. There are NO travel components. The entire program and events are held virtually.

Is there an end of year celebration?

Yes, there is a celebration called The Virtual Student Symposia. Challenge winners from the academic year present their solutions to sponsors, challenge experts, The New York Academy of Sciences staff, program staff, mentors, and peers.

Where is the Virtual Student Symposia held?

The Virtual Student Symposia is held online. It is completely virtual and there are no travel components.

Stay Connected

To receive the latest news and important announcements for our education initiatives, including The Junior Academy, please log in. Navigate to My Account and, under Contact Preferences, select STEM Education Updates to subscribe to our newsletter.

Contact Us

For more information, contact education@nyas.org.

Partner with Us: High School Research Programs

Our Unique Approach to Engaging Teenagers

Our high school programs are designed for students who have a curiosity about science but don’t have opportunities in their own school to work with a scientist on a real research project. We aim to bridge the gaps and welcome all high school students worldwide who have a desire to use STEM to tackle challenges in their communities.

Ways to Work with Us

There are several ways we partner with external organizations to offer high school students exciting opportunities to deepen their understanding of STEM.

You can sponsor an Innovation Challenge for high school students. Level up the partnership by creating an employee engagement program, where you not only sponsor the project but also encourage your staff to serve as mentors to the high school student teams.

We can collaborate to develop an event series tailored to the interests of our high school community that meets your organizational objectives.

You can support our annual Virtual Student Symposium through sponsorship and/or providing speakers from your organization.

Impact Report

Download the New York Academy of Sciences STEM Education 10-Year Impact Report, 2024.

GENERATION STEM: Empowering Scientists of the Future

Download the Report

From the Academy Blog

				[{"id":28728,"link":"https:\/\/www.nyas.org\/ideas-insights\/blog\/combating-extreme-heat-environments-through-technology-architecture-infrastructure-and-urbanization\/","name":"combating-extreme-heat-environments-through-technology-architecture-infrastructure-and-urbanization","thumbnail":{"url":"https:\/\/www.nyas.org\/wp-content\/uploads\/2025\/02\/ja-living-in-the-extremes-1024x683.jpg","alt":"A woman hiking, looking at a series of structures that appear to be from an old civilization."},"title":"Combating Extreme Heat Environments through Technology Architecture Infrastructure and Urbanization","author":{"name":"The New York Academy of Sciences","link":"https:\/\/www.nyas.org\/author\/nickfetty\/"},"date":"Aug 5, 2025","dateGMT":"2025-08-05 17:00:07","modifiedDate":"2025-10-31 19:43:32","modifiedDateGMT":"2025-10-31 19:43:32","commentCount":"0","commentStatus":"closed","categories":{"coma":"<a href=\"https:\/\/www.nyas.org\/category\/climate\/\" rel=\"category tag\">Climate<\/a>, <a href=\"https:\/\/www.nyas.org\/category\/education\/\" rel=\"category tag\">Education<\/a>","space":"<a href=\"https:\/\/www.nyas.org\/category\/climate\/\" rel=\"category tag\">Climate<\/a> <a href=\"https:\/\/www.nyas.org\/category\/education\/\" rel=\"category tag\">Education<\/a>"},"taxonomies":{"blog-highlight":"","blog-category":"<a href='https:\/\/www.nyas.org\/blog-category\/program-wrap-up\/' rel='blog-category'>Program Wrap-Up<\/a>","feature":"<a href='https:\/\/www.nyas.org\/feature\/program-participant\/' rel='feature'>Program Participant<\/a>","program-category":"<a href='https:\/\/www.nyas.org\/program-category\/innovation-challenge\/' rel='program-category'>Innovation Challenge<\/a><a href='https:\/\/www.nyas.org\/program-category\/junior-academy\/' rel='program-category'>Junior Academy<\/a><a href='https:\/\/www.nyas.org\/program-category\/learning\/' rel='program-category'>Learning<\/a>","scientific-theme":"<a href='https:\/\/www.nyas.org\/scientific-theme\/health-disease\/' rel='scientific-theme'>Health & Disease<\/a><a href='https:\/\/www.nyas.org\/scientific-theme\/sustainable-planet\/' rel='scientific-theme'>Sustainable Planet<\/a>","speaker-name":""},"readTime":{"min":4,"sec":15},"status":"publish","excerpt":"Finding an innovative approach to improve the housing and living environment for communities living in scorching heat."},{"id":28724,"link":"https:\/\/www.nyas.org\/ideas-insights\/blog\/eco-twisters\/","name":"eco-twisters","thumbnail":{"url":"https:\/\/www.nyas.org\/wp-content\/uploads\/2025\/02\/ja-air-quality-health-1024x536.jpg","alt":"A woman wearing a facemask looks out from her balcony to a hazy, air polluted city skyline."},"title":"Eco-twisters","author":{"name":"The New York Academy of Sciences","link":"https:\/\/www.nyas.org\/author\/nickfetty\/"},"date":"Aug 5, 2025","dateGMT":"2025-08-05 16:55:52","modifiedDate":"2025-10-31 19:43:26","modifiedDateGMT":"2025-10-31 19:43:26","commentCount":"0","commentStatus":"closed","categories":{"coma":"<a href=\"https:\/\/www.nyas.org\/category\/climate\/\" rel=\"category tag\">Climate<\/a>, <a href=\"https:\/\/www.nyas.org\/category\/education\/\" rel=\"category tag\">Education<\/a>","space":"<a href=\"https:\/\/www.nyas.org\/category\/climate\/\" rel=\"category tag\">Climate<\/a> <a href=\"https:\/\/www.nyas.org\/category\/education\/\" rel=\"category tag\">Education<\/a>"},"taxonomies":{"blog-highlight":"","blog-category":"<a href='https:\/\/www.nyas.org\/blog-category\/program-wrap-up\/' rel='blog-category'>Program Wrap-Up<\/a>","feature":"<a href='https:\/\/www.nyas.org\/feature\/program-participant\/' rel='feature'>Program Participant<\/a>","program-category":"<a href='https:\/\/www.nyas.org\/program-category\/innovation-challenge\/' rel='program-category'>Innovation Challenge<\/a><a href='https:\/\/www.nyas.org\/program-category\/junior-academy\/' rel='program-category'>Junior Academy<\/a><a href='https:\/\/www.nyas.org\/program-category\/learning\/' rel='program-category'>Learning<\/a>","scientific-theme":"<a href='https:\/\/www.nyas.org\/scientific-theme\/health-disease\/' rel='scientific-theme'>Health & Disease<\/a><a href='https:\/\/www.nyas.org\/scientific-theme\/sustainable-planet\/' rel='scientific-theme'>Sustainable Planet<\/a>","speaker-name":""},"readTime":{"min":4,"sec":12},"status":"publish","excerpt":"\u201cWhen redesigning our solution, we prioritized accessibility and eco-friendliness and ended up reducing the size.\u201d"},{"id":28592,"link":"https:\/\/www.nyas.org\/ideas-insights\/blog\/the-junior-academy-symposium-sparks-creative-solutions-to-modern-problems\/","name":"the-junior-academy-symposium-sparks-creative-solutions-to-modern-problems","thumbnail":{"url":"https:\/\/www.nyas.org\/wp-content\/uploads\/2023\/12\/Junior-Academy.png","alt":""},"title":"The Junior Academy Symposium Sparks Creative Solutions to Modern Problems","author":{"name":"The New York Academy of Sciences","link":"https:\/\/www.nyas.org\/author\/nickfetty\/"},"date":"Jul 28, 2025","dateGMT":"2025-07-28 12:50:07","modifiedDate":"2025-10-31 19:43:08","modifiedDateGMT":"2025-10-31 19:43:08","commentCount":"0","commentStatus":"closed","categories":{"coma":"<a href=\"https:\/\/www.nyas.org\/category\/education\/\" rel=\"category tag\">Education<\/a>","space":"<a href=\"https:\/\/www.nyas.org\/category\/education\/\" rel=\"category tag\">Education<\/a>"},"taxonomies":{"blog-highlight":"","blog-category":"<a href='https:\/\/www.nyas.org\/blog-category\/program-wrap-up\/' rel='blog-category'>Program Wrap-Up<\/a>","feature":"<a href='https:\/\/www.nyas.org\/feature\/program-participant\/' rel='feature'>Program Participant<\/a>","program-category":"<a href='https:\/\/www.nyas.org\/program-category\/junior-academy\/' rel='program-category'>Junior Academy<\/a><a href='https:\/\/www.nyas.org\/program-category\/learning\/' rel='program-category'>Learning<\/a>","scientific-theme":"<a href='https:\/\/www.nyas.org\/scientific-theme\/stem-pathways\/' rel='scientific-theme'>STEM Pathways<\/a>","speaker-name":""},"readTime":{"min":5,"sec":45},"status":"publish","excerpt":"Though separated by geography and Zoom screens, the desire to connect and create was on full display."},{"id":26483,"link":"https:\/\/www.nyas.org\/ideas-insights\/blog\/the-last-strand\/","name":"the-last-strand","thumbnail":{"url":"https:\/\/www.nyas.org\/wp-content\/uploads\/2025\/05\/Upcycling-and-Waste-Management-Challenge-Image.png","alt":"Public artwork to bring attention to waste management."},"title":"The Last Strand","author":{"name":"The New York Academy of Sciences","link":"https:\/\/www.nyas.org\/author\/nickfetty\/"},"date":"May 16, 2025","dateGMT":"2025-05-16 12:29:49","modifiedDate":"2025-10-31 19:39:16","modifiedDateGMT":"2025-10-31 19:39:16","commentCount":"0","commentStatus":"closed","categories":{"coma":"Uncategorized","space":"Uncategorized"},"taxonomies":{"blog-highlight":"","blog-category":"<a href='https:\/\/www.nyas.org\/blog-category\/story-of-impact\/' rel='blog-category'>Story of Impact<\/a>","feature":"","program-category":"<a href='https:\/\/www.nyas.org\/program-category\/innovation-challenge\/' rel='program-category'>Innovation Challenge<\/a><a href='https:\/\/www.nyas.org\/program-category\/junior-academy\/' rel='program-category'>Junior Academy<\/a><a href='https:\/\/www.nyas.org\/program-category\/learning\/' rel='program-category'>Learning<\/a>","scientific-theme":"<a href='https:\/\/www.nyas.org\/scientific-theme\/sustainable-planet\/' rel='scientific-theme'>Sustainable Planet<\/a>","speaker-name":""},"readTime":{"min":4,"sec":38},"status":"publish","excerpt":"Winners of the Fall 2024 Junior Academy Challenge: \"Upcycling & Waste Management\""},{"id":26476,"link":"https:\/\/www.nyas.org\/ideas-insights\/blog\/upgrading-the-hydraulic-system\/","name":"upgrading-the-hydraulic-system","thumbnail":{"url":"https:\/\/www.nyas.org\/wp-content\/uploads\/2025\/05\/Remediation-in-South-Brooklyn-Challenge-Image.png","alt":"Offshore wind turbines."},"title":"Upgrading the Hydraulic System","author":{"name":"The New York Academy of Sciences","link":"https:\/\/www.nyas.org\/author\/nickfetty\/"},"date":"May 16, 2025","dateGMT":"2025-05-16 12:24:01","modifiedDate":"2025-10-31 19:39:08","modifiedDateGMT":"2025-10-31 19:39:08","commentCount":"0","commentStatus":"closed","categories":{"coma":"<a href=\"https:\/\/www.nyas.org\/category\/climate\/\" rel=\"category tag\">Climate<\/a>, <a href=\"https:\/\/www.nyas.org\/category\/new-york-city\/\" rel=\"category tag\">New York City<\/a>","space":"<a href=\"https:\/\/www.nyas.org\/category\/climate\/\" rel=\"category tag\">Climate<\/a> <a href=\"https:\/\/www.nyas.org\/category\/new-york-city\/\" rel=\"category tag\">New York City<\/a>"},"taxonomies":{"blog-highlight":"","blog-category":"<a href='https:\/\/www.nyas.org\/blog-category\/story-of-impact\/' rel='blog-category'>Story of Impact<\/a>","feature":"","program-category":"<a href='https:\/\/www.nyas.org\/program-category\/innovation-challenge\/' rel='program-category'>Innovation Challenge<\/a><a href='https:\/\/www.nyas.org\/program-category\/junior-academy\/' rel='program-category'>Junior Academy<\/a><a href='https:\/\/www.nyas.org\/program-category\/learning\/' rel='program-category'>Learning<\/a>","scientific-theme":"<a href='https:\/\/www.nyas.org\/scientific-theme\/sustainable-planet\/' rel='scientific-theme'>Sustainable Planet<\/a>","speaker-name":""},"readTime":{"min":4,"sec":51},"status":"publish","excerpt":"Winners of the Fall 2024 Junior Academy Challenge: \" Remediation in South Brooklyn\""},{"id":26472,"link":"https:\/\/www.nyas.org\/ideas-insights\/blog\/fairify-reducing-bias-in-ai-models\/","name":"fairify-reducing-bias-in-ai-models","thumbnail":{"url":"https:\/\/www.nyas.org\/wp-content\/uploads\/2025\/05\/Ethical-AI-Challenge-Image.png","alt":""},"title":"fAIrify - Reducing BIAS in AI Models","author":{"name":"The New York Academy of Sciences","link":"https:\/\/www.nyas.org\/author\/nickfetty\/"},"date":"May 16, 2025","dateGMT":"2025-05-16 12:19:43","modifiedDate":"2025-10-31 19:38:59","modifiedDateGMT":"2025-10-31 19:38:59","commentCount":"0","commentStatus":"closed","categories":{"coma":"<a href=\"https:\/\/www.nyas.org\/category\/architecture-and-infrastructure\/\" rel=\"category tag\">Architecture and Infrastructure<\/a>","space":"<a href=\"https:\/\/www.nyas.org\/category\/architecture-and-infrastructure\/\" rel=\"category tag\">Architecture and Infrastructure<\/a>"},"taxonomies":{"blog-highlight":"","blog-category":"<a href='https:\/\/www.nyas.org\/blog-category\/story-of-impact\/' rel='blog-category'>Story of Impact<\/a>","feature":"","program-category":"<a href='https:\/\/www.nyas.org\/program-category\/innovation-challenge\/' rel='program-category'>Innovation Challenge<\/a><a href='https:\/\/www.nyas.org\/program-category\/junior-academy\/' rel='program-category'>Junior Academy<\/a><a href='https:\/\/www.nyas.org\/program-category\/learning\/' rel='program-category'>Learning<\/a>","scientific-theme":"<a href='https:\/\/www.nyas.org\/scientific-theme\/technology-innovation\/' rel='scientific-theme'>Technology & Innovation<\/a>","speaker-name":""},"readTime":{"min":4,"sec":17},"status":"publish","excerpt":"Winners of the Fall 2024 Junior Academy Challenge: \"Ethical AI\""},{"id":26021,"link":"https:\/\/www.nyas.org\/ideas-insights\/blog\/the-junior-academys-impact-on-an-aspiring-engineer\/","name":"the-junior-academys-impact-on-an-aspiring-engineer","thumbnail":{"url":"https:\/\/www.nyas.org\/wp-content\/uploads\/2025\/04\/Ruhi-Samudra-Headshot.png","alt":"A woman smiles for the camera."},"title":"The Junior Academy's Impact on an Aspiring Engineer","author":{"name":"The New York Academy of Sciences","link":"https:\/\/www.nyas.org\/author\/nickfetty\/"},"date":"Apr 25, 2025","dateGMT":"2025-04-25 15:30:12","modifiedDate":"2025-10-31 19:34:36","modifiedDateGMT":"2025-10-31 19:34:36","commentCount":"0","commentStatus":"closed","categories":{"coma":"<a href=\"https:\/\/www.nyas.org\/category\/brooke-elliott\/\" rel=\"category tag\">Brooke Elliott<\/a>, <a href=\"https:\/\/www.nyas.org\/category\/outreach\/\" rel=\"category tag\">Outreach<\/a>","space":"<a href=\"https:\/\/www.nyas.org\/category\/brooke-elliott\/\" rel=\"category tag\">Brooke Elliott<\/a> <a href=\"https:\/\/www.nyas.org\/category\/outreach\/\" rel=\"category tag\">Outreach<\/a>"},"taxonomies":{"blog-highlight":"","blog-category":"<a href='https:\/\/www.nyas.org\/blog-category\/profile\/' rel='blog-category'>Profile<\/a><a href='https:\/\/www.nyas.org\/blog-category\/story-of-impact\/' rel='blog-category'>Story of Impact<\/a>","feature":"<a href='https:\/\/www.nyas.org\/feature\/program-participant\/' rel='feature'>Program Participant<\/a>","program-category":"<a href='https:\/\/www.nyas.org\/program-category\/junior-academy\/' rel='program-category'>Junior Academy<\/a><a href='https:\/\/www.nyas.org\/program-category\/learning\/' rel='program-category'>Learning<\/a>","scientific-theme":"<a href='https:\/\/www.nyas.org\/scientific-theme\/stem-pathways\/' rel='scientific-theme'>STEM Pathways<\/a>","speaker-name":""},"readTime":{"min":3,"sec":28},"status":"publish","excerpt":"Ruhi Samudra's participation in the Junior Academy led her to launch her own website."},{"id":25857,"link":"https:\/\/www.nyas.org\/ideas-insights\/blog\/the-lasting-impact-of-the-junior-academy\/","name":"the-lasting-impact-of-the-junior-academy","thumbnail":{"url":"https:\/\/www.nyas.org\/wp-content\/uploads\/2025\/04\/NYAS-1992-Presentation-1024x730.jpg","alt":"A young woman stands at a podium."},"title":"The Lasting Impact of the Junior Academy","author":{"name":"The New York Academy of Sciences","link":"https:\/\/www.nyas.org\/author\/nickfetty\/"},"date":"Apr 16, 2025","dateGMT":"2025-04-16 13:55:06","modifiedDate":"2025-10-31 19:33:57","modifiedDateGMT":"2025-10-31 19:33:57","commentCount":"0","commentStatus":"closed","categories":{"coma":"<a href=\"https:\/\/www.nyas.org\/category\/brooke-elliott\/\" rel=\"category tag\">Brooke Elliott<\/a>","space":"<a href=\"https:\/\/www.nyas.org\/category\/brooke-elliott\/\" rel=\"category tag\">Brooke Elliott<\/a>"},"taxonomies":{"blog-highlight":"","blog-category":"<a href='https:\/\/www.nyas.org\/blog-category\/profile\/' rel='blog-category'>Profile<\/a>","feature":"<a href='https:\/\/www.nyas.org\/feature\/program-participant\/' rel='feature'>Program Participant<\/a>","program-category":"<a href='https:\/\/www.nyas.org\/program-category\/junior-academy\/' rel='program-category'>Junior Academy<\/a><a href='https:\/\/www.nyas.org\/program-category\/learning\/' rel='program-category'>Learning<\/a>","scientific-theme":"<a href='https:\/\/www.nyas.org\/scientific-theme\/stem-pathways\/' rel='scientific-theme'>STEM Pathways<\/a>","speaker-name":""},"readTime":{"min":4,"sec":26},"status":"publish","excerpt":"Dr. Zolotor's passion for public health goes back to her time in the Junior Academy in the 1990s."},{"id":17463,"link":"https:\/\/www.nyas.org\/ideas-insights\/blog\/using-artificial-intelligence-and-augmented-reality-to-assist-dementia-patients\/","name":"using-artificial-intelligence-and-augmented-reality-to-assist-dementia-patients","thumbnail":{"url":"https:\/\/www.nyas.org\/wp-content\/uploads\/2024\/08\/Using-Artificial-Intelligence-and-Augmented-Reality-to-Assist-Dementia-Patients-1024x752.jpg","alt":"A photo of a man checking his smartwatch, with AI graphics over-imposed."},"title":"Assisting Dementia Patients with AI and AR","author":{"name":"The New York Academy of Sciences","link":"https:\/\/www.nyas.org\/author\/nickfetty\/"},"date":"Aug 14, 2024","dateGMT":"2024-08-14 15:02:39","modifiedDate":"2025-11-05 20:55:25","modifiedDateGMT":"2025-11-05 20:55:25","commentCount":"0","commentStatus":"closed","categories":{"coma":"<a href=\"https:\/\/www.nyas.org\/category\/ai\/\" rel=\"category tag\">Artificial Intelligence<\/a>","space":"<a href=\"https:\/\/www.nyas.org\/category\/ai\/\" rel=\"category tag\">Artificial Intelligence<\/a>"},"taxonomies":{"blog-highlight":"","blog-category":"<a href='https:\/\/www.nyas.org\/blog-category\/story-of-impact\/' rel='blog-category'>Story of Impact<\/a>","feature":"<a href='https:\/\/www.nyas.org\/feature\/program-participant\/' rel='feature'>Program Participant<\/a>","program-category":"<a href='https:\/\/www.nyas.org\/program-category\/innovation-challenge\/' rel='program-category'>Innovation Challenge<\/a><a href='https:\/\/www.nyas.org\/program-category\/junior-academy\/' rel='program-category'>Junior Academy<\/a><a href='https:\/\/www.nyas.org\/program-category\/learning\/' rel='program-category'>Learning<\/a>","scientific-theme":"<a href='https:\/\/www.nyas.org\/scientific-theme\/health-disease\/' rel='scientific-theme'>Health & Disease<\/a><a href='https:\/\/www.nyas.org\/scientific-theme\/stem-pathways\/' rel='scientific-theme'>STEM Pathways<\/a>","speaker-name":""},"readTime":{"min":4,"sec":7},"status":"publish","excerpt":"Winners of the Junior Academy Innovation Challenge Spring 2024: \u201cWearables\u201d"},{"id":17461,"link":"https:\/\/www.nyas.org\/ideas-insights\/blog\/developing-circular-textile-practices-through-recyclable-fabrics-and-reducing-color-dye-pollution\/","name":"developing-circular-textile-practices-through-recyclable-fabrics-and-reducing-color-dye-pollution","thumbnail":{"url":"https:\/\/www.nyas.org\/wp-content\/uploads\/2024\/08\/Developing-Circular-Textile-Practices-Through-Recyclable-Fabrics-and-Reducing-Color-Dye-Pollution-1024x683.jpg","alt":"Sustainable textiles hanged up on a tree outside."},"title":"Students Make Sustainable Fashion Statement","author":{"name":"The New York Academy of Sciences","link":"https:\/\/www.nyas.org\/author\/nickfetty\/"},"date":"Aug 14, 2024","dateGMT":"2024-08-14 14:57:00","modifiedDate":"2025-10-31 19:46:48","modifiedDateGMT":"2025-10-31 19:46:48","commentCount":"0","commentStatus":"closed","categories":{"coma":"<a href=\"https:\/\/www.nyas.org\/category\/fashion\/\" rel=\"category tag\">Fashion<\/a>","space":"<a href=\"https:\/\/www.nyas.org\/category\/fashion\/\" rel=\"category tag\">Fashion<\/a>"},"taxonomies":{"blog-highlight":"","blog-category":"<a href='https:\/\/www.nyas.org\/blog-category\/story-of-impact\/' rel='blog-category'>Story of Impact<\/a>","feature":"<a href='https:\/\/www.nyas.org\/feature\/program-participant\/' rel='feature'>Program Participant<\/a>","program-category":"<a href='https:\/\/www.nyas.org\/program-category\/innovation-challenge\/' rel='program-category'>Innovation Challenge<\/a><a href='https:\/\/www.nyas.org\/program-category\/junior-academy\/' rel='program-category'>Junior Academy<\/a><a href='https:\/\/www.nyas.org\/program-category\/learning\/' rel='program-category'>Learning<\/a>","scientific-theme":"<a href='https:\/\/www.nyas.org\/scientific-theme\/stem-pathways\/' rel='scientific-theme'>STEM Pathways<\/a><a href='https:\/\/www.nyas.org\/scientific-theme\/sustainable-planet\/' rel='scientific-theme'>Sustainable Planet<\/a>","speaker-name":""},"readTime":{"min":4,"sec":11},"status":"publish","excerpt":"Winners of the Junior Academy Innovation Challenge Spring 2024: \u201cCircular Textiles\u201d"}]

Contact Us

To partner on a program aimed at engaging STEM-interested high school students, contact education@nyas.org.

Improving Cyber Security through Research and Policy

Winners of the Junior Academy Innovation Challenge Spring 2023: “Cybersecurity”

Published January 11, 2024

By Nicole Pope

A Focus on Phishing

After thorough research on various cyberthreats, the team evolved to focus on “phishing”, an illegal practice that uses fraudulent emails to manipulate recipients into divulging private information– information used for blackmail, identity theft, embezzlement, and even resale to other criminals.

Email remains the hackers’ easiest route to breaching online security and obtaining sensitive data. The scale of this cyberthreat is staggering: Every day, 3.4 billion fraudulent spam emails are sent around the world, using fake sender addresses to deceive individuals into revealing sensitive information. The consequences for victims can be devastating.

In 2022 over 300,000 phishing claims were filed in the United States alone. This is a 61% increase compared to the previous year– with costs estimated at $2.7 billion. Cybercriminals are often hard to trace, particularly because they tend to select victims carefully, focusing on vulnerable, often elderly people. Phishing perpetrators often avoid attracting attention by launching large numbers of small attacks. To coerce and deceive their victims, they keep in touch with trends and constantly adjust their messages and tactics.

A Two-Pronged Solution

Through brainstorming and effective teamwork, the students came up with a two-pronged solution to curb this global scourge.

“I gained a lot of insights from this experience and learned how to work with someone rather than under someone,” says Farah. “I took on various tasks so we could share the workload evenly and efficiently.”

First, they focused on developing software that enables Artificial Intelligence (AI) to interact with and enhance testing systems on smartphones, tablets, and laptops. These systems can automatically analyze emails and attachments in order to detect malicious content.

“One of the most valuable things I learned from this experience was the importance of open communication and collaboration,” says Neha. “I found that by working together and sharing our ideas, we were able to create a stronger end product than we could have individually.”

Advocating for Policy Changes

In addition to this technological solution, the team members advocated for policy changes to better protect the public from cyberhackers. In particular, they suggested new legislation to prevent tactics such as impersonation of co-workers or relatives in order to coerce victims into soliciting private information, clicking on malware links, or downloading harmful attachments.

The law would impose tougher penalties on cybercrime perpetrators, increasing fines and the likelihood of imprisonment. It would also require the most frequently targeted companies and organizations (in 2020: financial services, payment platforms, and webmail) to update their security protocols on a regular basis, implement two-factor authentication, and increase funding for cybersecurity research and development.

The students felt confident in their twofold solution to combat phishing and improve the security of personal devices: 1. With the help of AI, identify and filter harmful emails and alert potential victims, and 2. Enact new legislation to improve cybersecurity and impose harsher punishments on online criminals.

A Dual Approach

Developing this dual approach involved hard work for the Cybersafe team. This was particularly evident when it required coordinating the time zones of two separate continents. It also offered them opportunities to discover new fields and acquire new skills.

“Normally my project revolves around nature and ecologic science, so this was a nice time to try something new and test my recently developed skills,” says Ritwik. “Although I have a very busy schedule outside the Academy, I tried to make the best of my free time and dedicated myself to this project.“

After successfully completing the challenge, the students felt enriched by the experience and proud of their joint achievement– made even sweeter by learning they were the winning team.

“I learned a lot of collaborative skills from this project, including how to lead and participate in a team setting,” says Team Lead Jessica. “Working with this team was a wonderful experience and I look forward to future collaborations.”

Paul Sagoe

PhD candidate
Syracuse University

As a student member of The New York Academy of Sciences, my membership has been immensely beneficial both professionally and personally. Professionally, the Academy has provided me with invaluable networking opportunities, allowing me to connect with accomplished professionals and fellow students in my field. Getting access to Academy events, online courses, webinars, and digital content, along with the opportunity to participate in other virtual educational symposiums, has also enabled me to stay updated on the latest advancements in my area of study, fostering a personal learning experience and deeper understanding of current research and scientific trends in my field.

Older posts

Newer posts

Overview

Challenge

Winners

Sponsor

Overview

Challenge

Sponsor

Overview

Winners

Sponsor

Inspire Tomorrow’s Scientists Today

Pop! Whiz! Fun!

How to Volunteer

Stay Connected

Contact Us

Applications for the 2026-2027 Scientist-in-Residence Program are now open!

A Partnership Between Teachers and Scientists

For Scientists

For Teachers

Our Impact

Check out highlights from our May 2023 SiR Student Showcase:

Why should you become a Scientist-in-Residence?

Important Dates for 2026-2027*

Frequently Asked Questions

Why should you become a SiR Host Teacher?

Important Dates for 2026-2027*

Frequently Asked Questions

Overview

Impact

SiR is possible because of generous support from our program sponsors:

Stay Connected

Contact Us

We’re now recruiting mentors for the Fall Semester of the 2026–27 School Year!

Ignite Their Love for STEM!

Our Impact

Why should you become a Mentor?

Mentor Qualifications

Apply Today

Fall 2026 program timeline*

The Afterschool STEM Mentoring Program is possible because of generous support from our program sponsors:

Stay Connected

Contact Us

The Junior Academy is accepting student applications for Fall 2026 from April 1st to July 2nd, 2026.

Hear From Junior Academy Students

Engaging Students of the Junior Academy

The Challenge Process

Student Eligibility Requirements

Application Process

Selection Process

Onboarding

Applications

Mentor Eligibility Requirements

Time Commitment

Application Process and Program Participation

Stay Connected

Contact Us

Our Unique Approach to Engaging Teenagers

Ways to Work with Us

Impact Report

From the Academy Blog

Contact Us

Winners of the Junior Academy Innovation Challenge Spring 2023: “Cybersecurity”

A Focus on Phishing

A Two-Pronged Solution

Advocating for Policy Changes

A Dual Approach