Educators do far more than deliver lessons. They notice the quiet student with a big question, bring to their attention opportunities students didn’t know existed, and stay late to help an experiment finally work.

At ����ǿ��, educators are at the heart of so much of what we do. Behind nearly every young researcher who steps up to a science fair board, enters a competition or presents their findings to a judge, there is a teacher or mentor who encouraged them. Anna Pawlow, the Society’s Director of ����ǿ�� Education Outreach says, “Our ����ǿ�� Outreach programs recognize that teachers are the experts in effective ����ǿ�� education and student research. That is why the peer-to-peer learning model is at the core of our teacher professional development programming. We celebrate educators’ immeasurable impact by creating meaningful opportunities for them to learn from one another, build community and inspire new possibilities for their students.”

This World Teachers’ Day, we asked three educators who work closely with ����ǿ�� to share their thoughts on ����ǿ�� education.

Allyson McFalls
ELA & Science Teacher, Blowing Rock School
Blowing Rock, North Carolina

Allyson has participated in the Society’s Advocate Program as an Advocate and a Lead Advocate. She is also a former Western North Carolina ����ǿ�� Research Ambassador, leading the Society’s NC ����ǿ�� Research Fellow Program. Allyson participates in the Science News Learning program and has mentored students who competed in science fairs affiliated with Regeneron ISEF.

Why do independent research experiences matter for kids right now?

For many students, especially adolescents, time in the classroom can feel like an obligation, not a joy. My goal with implementing independent research experiences is to provide students the opportunity to explore in depth a subject that matters deeply to them, and in the process discover that there is joy in deep learning. Helping students discover the project that fits them is key to helping them engage with the rest of our science content and helps them see that I care about them as more than a data point—as an individual with unique interests and passions.

Can you tell us about a time when a student’s confidence or trajectory changed because of a research experience?

I’ve had the joy of teaching students in both 6th and 8th grade in a small rural school. There are a few girls who entered 6th grade very hesitant about their science skills and aptitude, worried about whether they could “do it” when it came to science fair projects. Watching them discover their passion through science fair has been incredible, and now, as 8th-grade students, they are not only confident in their own research, but are actively seeking out opportunities and connections to build their science education. I can’t wait to see how their lives unfold!

Milene de Farias
Teacher, Southcrest Christian School
Lubbock, Texas

Milene has participated in the Society’s Research Teachers Conference, served as an Invention Fellow and participates in the Science News Learning program. She has also mentored students who competed in science fairs affiliated with Regeneron ISEF, as well as in Thermo Fisher JIC, Regeneron ISEF and Regeneron STS.

What drew you to teaching, and specifically to teaching a ����ǿ�� subject? Was there a teacher or mentor in your own life who shaped how you teach today?

In 6th grade, I moved to a traditional public school, where my science teacher introduced me to a real lab for the first time and I took part in a science fair. I was shy, but when it came to my projects, I could talk with anybody who asked about them, and I couldn’t wait to start researching for my 7th-grade project.

The science fair changed my plans of becoming a model, a surfer or a crime novel writer, and I chose to attend a technical ����ǿ�� high school. There, my math teacher, Armando, made a lasting impact on how I teach. He taught with empathy and always used projects. I still remember learning trigonometry by going outside to measure the height of our four-story school building, which is why I love hands-on activities today.

Why do independent research experiences matter for kids right now?

Information is everywhere today, and students can find an answer in seconds, but personal experiences are what truly shape them. When students choose a problem they care about and work to solve it, they build critical thinking, curiosity and grit, because real research does not always go as planned. They learn to ask better questions and keep going when the results surprise them. Independent research also connects students to the needs of their community, which teaches them to think beyond themselves and see that science can make a difference.

Oktay Ince
Director of Teaching and Learning, Concept Schools
Columbus, Ohio

Oktay has participated in the Society’s Advocate Program as an Advocate and a Lead Advocate. He has also attended the Research Teachers Conference as an attendee and a Captain, participated in the Science News Learning program and mentored students who competed in science fairs affiliated with Regeneron ISEF.

What drew you to teaching, and specifically to teaching a ����ǿ�� subject? Was there a teacher or mentor in your own life who shaped how you teach today?

I believe teaching is rewarding both personally and professionally. I think it is especially rewarding when you are teaching in a ����ǿ�� field. You know that you are making a difference in the lives of students—their life trajectories, their families and the communities around them.

Witnessing this makes my heart full of joy. It makes me think that I am leaving a legacy in this world, even after I am gone. That is what makes teaching so meaningful to me. This servant mindset was instilled in me by my parents, teachers and coaches. They taught me that our purpose is not only to be successful ourselves, but also to help others become successful. That is the mindset I try to bring to my students every day.

Why do independent research experiences matter for kids right now?

I believe acquiring skills through the experience of conducting independent research is one of the highest forms of education we can give to students.

Students do not have to choose a career in ����ǿ��, but the skills they develop through the research process can set them up for success in almost anything they choose to do. They learn how to ask questions, solve problems, think critically, communicate, persevere when things do not work and defend their ideas.

Independent research experiences are both transformative and transferable.

If we want our students to be prepared for a constantly changing world and to be competitive in that world, I believe students from all backgrounds need opportunities to experience independent research. We are not just preparing them for a science fair or a ����ǿ�� career. We are preparing them to become thinkers, problem-solvers, and people who believe they can make a difference.

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Through this Regeneron-sponsored program, visits took place during the 2025-2026 school year in states including New York, New Jersey, Washington, Connecticut, Massachusetts and Tennessee.

The program included 56 visits, with 51 Regeneron scientists delivering 109 presentations and engaging 57 teachers. Approximately 2,600 students participated, about 24 percent more than the 2,100 students reached during the 2024-2025 school year.

For Regeneron, Scientists to Classrooms supports both student engagement and employee volunteerism. “This program turns two of our responsibility goals into action: fueling the pipeline of future scientific innovators and empowering colleagues to use their expertise through skills-based volunteering. Across our U.S. sites, scientists brought their work, school and career journeys and passion for discovery directly to students, making ����ǿ�� feel possible and inspiring the next generation of scientists. In return, students’ curiosity and thoughtful questions reenergize our scientists. The inspiration goes both ways,” said Ali McDowell, Senior Manager of Social Impact at Regeneron.

Post-visit surveys of participating Regeneron scientists also found benefits beyond the classroom. All respondents said participating had a positive impact on Regeneron’s culture, while 86% said it strengthened their sense of belonging. These findings suggest that Scientists to Classrooms not only inspires students but also fosters engagement and connection among Regeneron employees.

Regeneron also brought the initiative to the Regeneron International Science and Engineering Fair (ISEF), giving its scientists an opportunity to connect with young researchers from around the world in Arizona this year.

“Bringing this idea to life at ISEF was a natural extension of Scientists to Classrooms. It gave our scientists an opportunity to share their personal journeys, unexpected turns and breakthroughs behind their work with students from around the world, connecting with young people who are already deeply engaged in research, and showing them that there is no single path to becoming a scientist or making a meaningful impact through science,” McDowell said.

Post-visit survey findings showed that students gained exposure to real ����ǿ�� careers, were attentive and asked thoughtful questions, and felt ����ǿ�� careers were more accessible and attainable. These were just a few of the positive findings.

Here’s what some of the teachers and scientists said about their experiences:

From the teachers:

“I think it gives the students a bit more confidence and relieves some of their fears about their own career and academic goals. Hearing about all the different paths one can take to science, and how for some of the scientists, their paths have changed over the years, is very inspirational for them.”

— Kimberly Fleming, White Plains High School (White Plains, N.Y.)

“The scientists helped students see how topics they study, such as molecular biology, chemistry, and experimental design, are used to solve real-world problems.”

— Christy Hudak, Nanuet Senior High School (Nanuet, N.Y.)

“Dear Dr. Simon, the students and I would like to extend heartfelt thanks for taking the time to visit our classroom and share insights into your research and professional journey. Your presentation offered a fascinating glimpse into the world of scientific discovery and inspired curiosity and excitement among the students. … The enthusiasm and passion you brought to your talk have encouraged many students to explore science more deeply and consider future careers in research. Thank you again for your generosity, inspiration, and dedication to advancing knowledge. Your visit made a lasting impact on our classroom community.”

— Andrea Joseph and the students at Ridgewood High School (Ridgewood, N.J.)

“A lot of our students thought that if you worked in a lab, you were by yourself all day and working independently. They now understand the collaborative nature of scientific lab research.”

— Shellie Kerrigan, North Reading High School (North Reading, Mass.)

“Having access to a professional from outside your school walls is a game-changer.”

— Katherine Nuzzo, Joel Barlow High School (Redding, Conn.)

“The scientist was highly relatable to our kids in that she highlighted her resilience and humble science background, emphasizing that … she did not get into Regeneron the first time she applied, but by persevering she got to where she is today.”

— Abigail Seo, Peekskill High School (Peekskill, N.Y.)

From the scientists:

“It was amazing to see how much schools have advanced and are incorporating modern science into their curriculum. I was excited to see these opportunities for students that come from a similar upbringing as me.”

— , Associate Manager Research Program Management ��at Regeneron

“It was great to see how the small group digested the Science News article and what parts were interesting to them, challenging to understand, or most exciting for them.”

— , Principal Scientist at Regeneron

“Hi Kimberly! So happy we were able to make such a positive impact on your students. They were a great group. Also, a big kudos to you! Thank you for making the process so easy. Your students are lucky to have such a passionate teacher like you finding resources for them.”

— , Associate Scientist at Regeneron

“I left feeling inspired and genuinely uplifted by the opportunity to connect with such motivated students.”

— , Senior Scientist at Regeneron Cell Medicines

Learn more about the Science News Learning program here.

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The year-long program is led by one ambassador, Allyson McFalls, and two lead fellows, Christy Arrowood and Gareth Wilkinson. Together, they manage and support teacher cohorts throughout the year, drawing on their own experience and expertise from the Research Teachers Conference in Washington, D.C. They are also leveraging ����ǿ�� resources, such as Science News Learning and ����ǿ�� research kits through the Society’s ����ǿ�� Research Grants Program. Allyson, from Boone, North Carolina, and a former participant in the Society’s Advocate Program, is collaborating with educators from across the region.

“Having a greater number of Western North Carolina students participate in science competitions makes space for these unique voices and perspectives to be heard. Often, these students bring new and different solutions to problems that can be solved through scientific exploration,” Allyson says. “This adds value and weight to the voices from rural Western North Carolina, which is particularly important, given how many of these students have been directly or indirectly impacted by Hurricane Helene.”

Allyson says North Carolina faces many challenges in implementing ����ǿ�� and research opportunities for students, particularly in terms of funding.

“This program provides not only professional support but also financial support through funds provided by ����ǿ��,” Allyson says. “Additionally, enrollment in the Science News Learning program provides educators with high-quality, relevant and current science journalism that we share with our students.”

Each participating fellow received a $1,250 stipend, a $1,000 supply budget or a ����ǿ�� Research Grant ����ǿ�� kit, a travel budget and access to the Science News Learning Program.

Christy Wood, from Morganton, North Carolina, says that at the November kickoff event at Southeastern Community College, the fellows experienced research firsthand using Science News, and Science News Explores articles, as well as science equipment.��Attendees worked in teams, acting as students through the research process.��They were able to see what this could look like in their own classrooms.��During the discussions, teachers shared their discoveries, asked questions and gained new insights and perspectives.

Christy says one of the biggest challenges educators face in incorporating research education into their classrooms is time. With an already packed schedule, finding time to incorporate research activities can be tough.

“This program is goal-oriented and aims to keep ����ǿ�� and research prominent in lesson plans,” Christy says. Allyson, Christy and Gareth hope that these resources and mentorship will boost participation in science fairs and strengthen regional confidence in ����ǿ�� and research education for both educators and students.

Below are the Western North Carolina Research Fellows for 2025–2026:

1. Kelly DelGatto — Liberty Middle School (Burke County Schools)
2. Adam Dibert — Brevard Middle School (Transylvania County Schools)
3. Amanda Hall — Cullowhee Valley School (Jackson County Schools)
4. Susan Higdon — West McDowell Middle School (McDowell County Schools)
5. Scarlett Lackey — River Bend Middle School (Catawba County Schools)
6. Samantha Langley — River Bend Middle School (Catawba County Schools)
7. Kristin Menickelli — Cullowhee Valley School (Jackson County Schools)
8. Melissa Painchaud — Arndt Middle School (Catawba County Schools)
9. Marissa Robinson — East McDowell Middle School (McDowell County Schools)
10. Silvia Sikaffy — Table Rock Middle School (Burke County Schools)
11. Raymond Szpara — Macon County Middle School (Macon County Schools)
12. Susan Wyatt — Rosman Middle School (Transylvania County Schools)

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In a recent survey of more than 1,000 educators who use journalism articles and lesson plans from Science News Learning, 99% reported that the program is useful for supporting students’ ����ǿ�� learning, and 100% said they would recommend it to a colleague. That kind of peer-to-peer recommendation speaks volumes. As Megan Larocque, a teacher in Marie, Mich. put it, “I wish every student in grades 1–12 in America would use this daily!” When educators share a resource with one another, it signals not only satisfaction but confidence that it will work.

This year, virtually all surveyed educators (96%) reported using Science News Learning at least once a month, a 10% increase from 2024. Many noted that it supports cross-curricular connections and helps students understand how science intersects with their daily lives. Katrice Antoine, an educator from Baton Rouge, La said, “Science News provides articles on a variety of topics that are relevant to the community and the world we live in today. This information highlights the connection between science and the real world, as well as other subject areas.”

New program features have also been popular. The recently introduced “Graph of the Week” lesson plans have already proven useful to 70% of educators. An additional 95% said they either use or plan to use the program’s standards-aligned lesson plans paired to articles. Data analysis-focused lessons are especially popular, with 79% of educators reporting they found them valuable.

“Each year the articles are more compelling and more relative to students,” said Nancy Broyles, an educator in Kentucky. “The lesson plans have evolved along with best practices. As standards became more phenomenon-based, so did the lessons. This has allowed teachers to quickly find and adapt excellent resources for their own classrooms.”

Teachers have also consistently shared that Science News Learning helps students recognize science in the world around them. Rayemona Boyd of Houma, La. said that students now regularly stop by during the school day to share something interesting they encountered in the news.

Vale Black of Springdale, Arkansas appreciates that the built-in comprehension questions “take some preparation off my plate” while still offering a wide variety of topics to engage student interest.

Eighty-five percent of educators said Science News Learning helps them highlight real-world applications of ����ǿ��, 78% said it supports the integration of new scientific discoveries into lessons and 70% said it strengthens students’ literacy skills.

In short, teachers recommend Science News Learning because it works, not only for their lesson planning, but also for fostering their students’ curiosity, engagement and understanding of science.

Sign up your school to receive the Science News Learning program by filling out this form.

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In addition to sharing science journalism, the Science News Learning program is also opening doors for students to meet scientists conducting impactful, cutting-edge research. For the second year, Science News Learning has given students a chance to learn about research being done by Regeneron’s scientists. They have heard personal stories from them about how they got to where they are today.����

As , shares, “This program has offered our colleagues a meaningful opportunity to inspire the next generation of scientific thinkers and future leaders, aligning with Regeneron’s commitment to advancing science education and creating opportunities for future innovators.” She adds, “We provide students the chance to witness science come alive as it transitions from the page to the classroom and, ultimately, to a career. This initiative reflects our dedication to making a lasting social impact and inspiring the next generation of scientists and leaders.”

In the 2024–2025 school year, 50 Regeneron scientists from Cambridge, Mass., Los Angeles, Calif., Rensselaer, N.Y., Seattle, Washington and Westchester, N.Y., visited 36 schools, sharing their work and personal journeys with more than 2,100 students through 62 interactive presentations.����

During each visit, scientists explained how their work connects to what students are learning in class, led a discussion of a Science News or Science News Explores article covering their field, and highlighted how that knowledge could be further applied to ����ǿ�� careers. They also talked about how they got started in science and what keeps them passionate about what they do. And of course, students asked many excellent questions!����

The Science News Learning program is proud to connect students and teachers with opportunities to learn directly from professional scientists working at the forefront of their fields, and we are grateful to Regeneron for making these enriching visits possible.

Below are some highlights from the Regeneron scientist visits, as told by teachers and Regeneron scientists:

From the teachers:����

“It was a great opportunity for my students to personally listen and talk to a great scientist. They were engaged and inspired by his journey of getting to where he is today. He was a passionate speaker and able to connect to the students easily. His talk extended to more than an hour because the students could not stop asking him questions!” – Mercia Dacono, Sylmar Biotech Health and Engineering Magnet (Los Angeles, Calif.)��

“My kids always think they need to know what they want to be when they are 18. Josh and Hannah let them know it was not at all the case!�� It was helpful for my students to hear the very different paths scientists take to get where they are.” – Heidi Gleason, Columbia High School (East Greenbush, N.Y.)��

“Hearing about the scientists’ diverse pathways into their field helped my students. They also liked the fact that one of the scientists enjoyed science, but not math, and still found great success and joy in her career.” – Mark Healey, Pollard Middle School (Needham, Mass.)��

“Many of the scientist’s research tools and techniques are the same that we study in our courses, so his discussion of how and when he has used them really brought our laboratory lessons to life.” – Jeanine Hall, Hendrick Hudson High School (Montrose, N.Y.)��

“The scientists who visited our students were Hispanic/Latino so our students saw them as role models. Many students were inspired by their academic journey because they did not just focus on their successes but also mentioned trial and failure multiple times. This is such an important lesson for our students, and the scientists gave them a new perspective that failure is part of growth.” – Sarah Kim, Magnolia Academy 6 (Los Angeles, Calif.)��

“Students said it was very interesting to hear from a physician-scientist working in industry. They took away the message that they should develop skills that can be helpful in any career path within science. Some who had previously only considered medical school and working with patients are now considering clinical research as a possible career path.” – Tracy LaGrassa, Bronx High School of Science (Bronx, N.Y)��

“The visit has had a great impact. The speaker gave great advice on how to find a mentor and has even connected my students to opportunities in the New York City area. The kids won’t stop talking about her and have even asked follow-up questions via email.” – Sally Mitchell, Rye High School (Rye, N.Y.)��

“My students gained appreciation for a field of science that they hadn’t previously been exposed to. The combination of computer science and biology really spoke to several of the students, along with the idea that a scientist doesn’t always have to be working at a lab bench to be doing science.” – Tim Renz, Foster High School (Tukwila, Wash.)��

“One of my seniors who will be studying at Northeastern University next year had lots of questions and our visitors were willing to stay after and talk with him about his courses and what he will be studying. He was very excited to talk with them and possibly connect with them in the future as he begins to think about internships.”�� – Kerri Scott, Melrose High School (Melrose, Mass.)��

“The scientist explained his college experience and how it prepared him for the job he has at Regeneron today. This experience greatly helped the students understand how they can use their time in high school to build up their skills for college and the field they would like to go into in the future.” – Elizabeth Stephens, Mahopac High School (Mahopac, N.Y.)��

From the scientists:

“One of the most memorable moments from my school visit was when a young girl asked, ‘What do you like about your job?’ I told her that what keeps me going is knowing the drug we are developing could one day help someone, somewhere. Her eyes lit up as she listened, and I could see her processing the idea that a career in STEM isn’t just about formulas and experiments. It is about impact. That moment reminded me why I do what I do, and why it is so important to share that passion with the next generation.” – , Associate Biotech Production Specialist, Industrial Operations and Product Supply��

“The class was energetic and had a lot of good questions about our backgrounds and jobs. ����ǿ�� activities give me a way to give back to the community that has been so good to me, and a chance to hopefully inspire the next generation. If our conversations give even one young person some inspiration or guidance, it is extremely worthwhile to me.” – , Director, Research Pharmacokinetics, Therapeutic Proteins��

“It’s incredibly satisfying to engage and encourage young scientists. The future of both academic and industry science depends on helping the next generation develop not only their research, but also their critical thinking and analysis skills as well.” – , Ph.D., Sr. Principal Scientist, Obesity, Muscle and Metabolism��

“My scientific career was heavily influenced by my ninth grade high school biology teacher, Robert Jester. I was honored to share my own journey with students at this early stage in their education and show them one of the many paths available to them in science.” – , Associate Director, VelociGene��

“In the age of genetic medicines, generative artificial intelligence and the looming climate crisis, scientific literacy becomes more important with each passing year. By meeting with students, many of whom will not pursue careers in science, I hope to help them become educated, critically aware adults who will shape the coming world with wisdom and a sense of responsibility.” – , Senior Scientist, Therapeutic Proteins����

“Interacting with students interested in science lets me help support the ambitions of the next generation of scientists.” – , Director, Precision Medicine����

“It’s so important to foster an interest in ����ǿ�� from a young age! I wish that scientists and engineers would have come to my school to speak about their jobs and career journeys when I was in the sixth grade. I want to provide that opportunity for the next generation and to drive them to be inquisitive and interactive with the world that surrounds them.” – , Associate Process Characterization & Technology Engineer, Process Sciences Labs, Industrial Operations and Product Supply��

“Communicating with the next generation of potential scientists and engineers does so much for both our industry and my own morale. I love returning to what inspired me to enter this field and reminding myself that making science and engineering easy and fun to talk about is almost as important as doing it myself. It’s a special opportunity to be able to excite and inspire others to one day improve on our work. – , Principal Scientist, Cellular Process Development, Regeneron Cell Medicines����

Learn more about Science News Learning here.��

��

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As Science News Learning Ambassadors, they engage their communities in science literacy by integrating Science News Learning resources, such as award-winning journalism from the Science News Media Group and a robust library of ready-to-use lesson plans into their classrooms. They also lead professional development sessions to share for ��educators around the country and develop new lesson plans using program materials. Cara, a chemistry teacher at Ernest McBride High School in Long Beach, California, is developing lesson plans on sustainability and materials science—helping students make meaningful connections between classroom content and global issues.

She noted, “Being a Science News Learning Ambassador gives me the opportunity to share resources with other teachers and collaborate on ideas that connect new scientific concepts to our curriculum. This has opened avenues for creativity and collaboration with other high school teachers around the country.”

On the impact of Science News Learning in her own classroom, Cara says, “I have seen great improvements in my students’ writing skills as a result of using both Science News and Science News Explores. Science News Learning has also helped my students engage with real-world scientific applications.”

Rosalyn, a biology and environmental science teacher at Friendship Public Charter School in Washington, D.C., is using the Science News Learning program to expand her students’ science literacy by discussing ����ǿ�� articles that align with her classroom curriculum and support her school’s reading initiative. “Science News Learning has been a lifesaver this year,” she said. “We started an initiative to have students read complex texts in every class, and I immediately knew where to find articles and questions to support my students at all reading levels.”

Tandi, a science teacher at Grandview Middle School in Grandview, Missouri, is developing “NewsDay Tuesday” activities that allow students to explore scientific concepts through the lens of current events. She is also creating lesson plan templates to help teachers incorporate current ����ǿ�� research into their classrooms with Science News Learning.

“I use Science News Learning lesson plans as a starting point when I find articles related to the unit’s topics,” Tandi shared. “I love the leveled articles because they let my students cover the same material at their own pace, helping to avoid the stigma that can come with alternate assignments for students at lower reading levels.”

Nearly 6,000 middle and high schools and more than 17,000 educators across all 50 states and five U.S. territories are expanding student science literacy with Science News Learning. In total, over 6 million students have access to the program’s resources.

Learn more and sign up for the Science News Learning program: /science-news-learning

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Alongside its core mission of increasing student ����ǿ�� literacy, the program is offering an additional opportunity to create dynamic connections between classrooms and inspiring ����ǿ�� role models. This exciting initiative opens up new avenues for students to engage with real-world science and fosters meaningful interactions that spark curiosity and passion for learning!

Partnering with Regeneron, Science News Learning has launched a pilot program to facilitate visits by Regeneron’s professional scientists and engineers directly into SN Learning classrooms. By meeting and learning from Regeneron employees, the pilot program’s goal is to provide students with the chance to learn directly from real-life scientists and engineers from diverse fields and backgrounds, while deepening understandings of the concepts and skills they’re already learning in class.

In the last year, sixteen Regeneron scientists visited thirteen different schools. During nine in-person visits to middle and high schools in New York, along with three virtual classroom visits with middle and high schools in Minnesota and Maine, a total of about 600 students met with Regeneron scientists.

Meeting with students in their classrooms or in larger assembly spaces, the scientists explained their research and engineering design processes, while also relating concepts students have learned in class to their real-world applications. Visit preparation included identifying one relevant Science News Learning resource so students could review relevant curricular content or a recent research application to better engage with the scientist’s area of work.��During the visits, the scientists also connected with students by sharing their education and career journeys, discussing the challenges of their research and answering many student questions.

Here are some reflections from participating teachers about the unique experience, as well as some photos from the scientists’ visits:

“I think the visit exceeded my expectations. Athena was a wonderful, engaging speaker who really connected with the students.�� She covered tips about the college process, looking at what field of science to focus on and what she loves about her job and research!�� You can tell that Regeneron attracts the most talented scientists!” – Talia Dardis, Edgemont Junior Senior High School

“Dr. Woods was very helpful and interactive with the students that were there. She provided students with insight into the research field and had great energy. The students came away with an amazing experience with a scientific and professional mentor.”��– Sarah Loew, Townsend Harris High School

“Mike did a great job shedding light on himself, his work and his contributions at Regeneron in a way that I think my students really saw a clear pathway to accomplishing their goals.”��– James Dowd, Ardsley High School

Whether in school, our careers, or daily lives, science isn’t just a subject we learn—it’s an active part of all we do. The Science News Learning program looks forward to continuing to impart that insight in the 2024–25 school year by facilitating visits between professional scientists from Regeneron and students across the country in the next phase of the pilot program. The program will expand to include new cities for in-person visits in February 2025.

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Science News, Science News Explores and Science News Learning have all developed materials aimed at educating the public on how to safely view the eclipse.

Science News coverage

Science News has already published several stories about the eclipse. Check them out!

• : Reporter James R. Riordan details what is so special about this eclipse.
• ��James R. Riordan provides a few ways that citizen scientists can help, including downloading the SunSketcher app to help determine the shape of the sun.
• : Reporter Tina Hesman Saey explains why some colors may look different during the eclipse.

And there is more coverage to come!

• Look out for videos on what knowledge we can glean from the eclipse, the effects on the Earth’s atmosphere and the behavior of animals during a total solar eclipse.
• Science News will feature tips from on observing an eclipse. Maria was the first American woman to discover a comet—her tips are just as relevant today as they were in the 1800s.
• Stay tuned for our last-minute guide for watching the eclipse.
• Science News astronomy writer Adam Mann will be in Dallas to provide live coverage of the eclipse and will also attend the immediately afterward.
• Planetary scientist Padma Yanamandra-Fisher, who is researching the differences between solar minimum and maximum phases, will be participating in a Q&A session discussing the eclipse.

Science News Explores coverage

Science News Explores has already released a wealth of coverage that will help students aged 9 and up to better understand the eclipse! Visit the Society’s solar eclipse page to access the full solar eclipse edition of Science News Explores.

• : This story by James R. Riordan explains what is so special about this eclipse.
• : Aaron Tremper interviews space physicist Nathanal Frissell, who is leading a worldwide effort to collect data during the solar eclipse.
• : James R. Riordan highlights how amateur scientists can help with solar eclipse research.
• : Reporter Maria Temming explains a solar cycle.

Science News Learning activities

Science News Learning is excited to be one of the many groups participating in the . As a part of this initiative, a selection of schools participating in the Science News Learning program, situated in the path of totality, have been provided with free Solar Eclipse Experience Kits and other special resources.

The Solar Eclipse Experience Kit includes essential items such as eclipse glasses, a Celestron Eclipsmart Solar Filter for a 6” Schmidt-Cassegrain Telescope, a Celestron Starsence Explorer LT 80AZ Smartphone App-Enabled Refractor Telescope and a Yardstick Eclipse Activity Kit.

Science News Learning schools have also received a classroom activity titled “Prepare Your Community for the Eclipse.” This activity, available to all educators on the Science News website, guides students to learn more about eclipses. Through this activity, students will hone their scientific communication skills by creating a video about the upcoming total eclipse on April 8, 2024. Head to see the activity and download the accompanying lesson plan and student worksheet.

Join the ����ǿ�� and the Science News communities as we come together to celebrate this momentous event!

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For this installment, we spoke to Ambassador Kehkashan Khan, a teacher at Benito Juarez Community Academy in Chicago, Illinois, who is working to share ����ǿ�� resources with schools and educators who may have limited access to current scientific information.

What have you accomplished as an SN Learning Ambassador so far?

As a teacher at a Chicago public school, I promote Science News resources to my students because I believe they are more current than our textbooks. Based on my recommendation, our department chair has included Science News articles and activities in the curriculum map so other teachers can easily access it. As a member of my district’s teacher leader professional learning community, I interact with local teachers and present best practices for using SN Learning resources in their classrooms.

How are you connecting more educators with SN Learning?

On an international front, I have been reaching out to teachers in different countries so they can use the digital versions of these resources. I have also donated old issues of Science News Explores to a mobile library run by a philanthropist, who provides science education resources to economically disadvantaged communities.

How has SN Learning helped your students?

My use of SN Learning resources has increased year over year. I look for resources that align with my curriculum, then tailor each lesson to my learning objectives. For example, I used the resource, “” when I was teaching a unit on force. My students’ responses were amazing since they were able to relate to the text and found it engaging. During an enrichment class, I passed out the magazines for students to read and reflect on. Based on my recommendation, our department chair has included Science News articles and activities in the curriculum map so other teachers can easily access it.

What has been beneficial about working with this cohort of educators?

Working with this cohort of educators has been very rewarding. Each Ambassador has a unique skill set and interacting with them has helped me expand my repertoire. This is a wonderful community where we can share valuable tips to enhance our teaching and learning environments.

What advice would you give to an educator who is considering becoming an SN Learning Ambassador?

I would tell anyone who is interested in becoming an SN Learning Ambassador that this is an excellent community which will help reinforce your commitment to teaching. Science News Learning has provided me with information on current scientific concepts, enriched my lessons and provided me with new ways to present lessons for my students.

To hear more about how Kehkashan uses SN Learning, watch her video .

If you are an educator interested in learning more about the Society’s SN Learning program or becoming an SN Learning Ambassador, you can find more information here. If you have any questions about the program or resources available to educators, please email SNLearning@societyforscience.org.

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For the first installment, we spoke to Ambassador Susana Oliu, a teacher at Pasadena High School in Pasadena, California, who is focused on sharing ����ǿ�� resources with her students and other educators in her community.

What have you accomplished as an SN Learning Ambassador so far?

I presented at the first annual Southern California Teachers for Social Justice conferenceat California State University, Dominguez Hills earlier this year, where I met with other science teachers across Los Angeles County to discuss and find solutions to bridge gaps in ����ǿ�� education for underrepresented students. I have also presented at my district’s continuation school, Rose City where I shared information on ����ǿ�� jobs and ����ǿ�� resources for students and teachers. Later this month, I will be an exhibitor for ����ǿ�� at the Pasadena Unified School District’s Science Festival. My goal is to provide inspiration for kids who feel that just because regular high school didn’t work out for them, there is always another path where they can accomplish their goals to pull themselves out of poverty by accessing a career in ����ǿ��.

How has SN Learning helped your students?

SN Learning has been a wonderful tool for increasing scientific literacy in my classroom. Students have access to current science information, allowing them to keep up with worldly ����ǿ�� events. I open class discussions with Science News articles so I can lead and engage students in discussions that pertain to current events.

What has been beneficial about working with this cohort of educators?

It has been wonderful to share the information from my cohort and the ����ǿ�� with the community. The resources shared are not only useful in the classroom, but for student development as well. My students are now knowledgeable about ����ǿ�� competitions that can lead to world inventions and scholarships to fund their continuing education post-high school. 

What advice would you give to an educator who is considering becoming an SN Learning Ambassador?

I would say jump on it! It is a once in a lifetime opportunity, where as an educator you will grow to inspire the future generation of students and teachers, not just in your classroom but across the country. This has been an excellent experience for me to learn and grow as a professional, my life has been transformed for the better. Thank you, ����ǿ��!

To hear more from Susana about how she uses SN Learning, you can watch her video .

If you are an educator interested in learning more about the Society’s SN Learning program or becoming an SN Learning Ambassador, you can find more information here. If you have any questions about the program or resources available to educators, please email SNLearning@societyforscience.org.

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