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 91导航 resources, such as Science News Learning and 91导航 research kits through the Society鈥檚 91导航 Research Grants Program. Allyson, from Boone, North Carolina, and a former participant in the Society鈥檚 Advocate Program, is collaborating with educators from across the region.

鈥淗aving 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,鈥� Allyson says. 鈥淭his 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.鈥�

Allyson says North Carolina faces many challenges in implementing 91导航 and research opportunities for students, particularly in terms of funding.

鈥淭his program provides not only professional support but also financial support through funds provided by 91导航,鈥� Allyson says. 鈥淎dditionally, enrollment in the Science News Learning program provides educators with high-quality, relevant and current science journalism that we share with our students.鈥�

Each participating fellow received a $1,250 stipend, a $1,000 supply budget or a 91导航 Research Grant 91导航 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.听Attendees worked in teams, acting as students through the research process.听They were able to see what this could look like in their own classrooms.听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.

鈥淭his program is goal-oriented and aims to keep 91导航 and research prominent in lesson plans,鈥� Christy says. Allyson, Christy and Gareth hope that these resources and mentorship will boost participation in science fairs and strengthen regional confidence in 91导航 and research education for both educators and students.

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

1. Kelly DelGatto 鈥� Liberty Middle School (Burke County Schools)
2. Adam Dibert 鈥� Brevard Middle School (Transylvania County Schools)
3. Amanda Hall 鈥� Cullowhee Valley School (Jackson County Schools)
4. Susan Higdon 鈥� West McDowell Middle School (McDowell County Schools)
5. Scarlett Lackey 鈥� River Bend Middle School (Catawba County Schools)
6. Samantha Langley 鈥� River Bend Middle School (Catawba County Schools)
7. Kristin Menickelli 鈥� Cullowhee Valley School (Jackson County Schools)
8. Melissa Painchaud 鈥� Arndt Middle School (Catawba County Schools)
9. Marissa Robinson 鈥� East McDowell Middle School (McDowell County Schools)
10. Silvia Sikaffy 鈥� Table Rock Middle School (Burke County Schools)
11. Raymond Szpara 鈥� Macon County Middle School (Macon County Schools)
12. Susan Wyatt 鈥� 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鈥� 91导航 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, 鈥淚 wish every student in grades 1鈥�12 in America would use this daily!鈥� 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, 鈥淪cience 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.鈥�

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

鈥淓ach year the articles are more compelling and more relative to students,鈥� said Nancy Broyles, an educator in Kentucky. 鈥淭he 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.鈥�

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 鈥渢ake some preparation off my plate鈥� 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 91导航, 78% said it supports the integration of new scientific discoveries into lessons and 70% said it strengthens students鈥� literacy skills.

In short, teachers recommend Science News Learning because it works, not only for their lesson planning, but also for fostering their students鈥� 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鈥檚 scientists. They have heard personal stories from them about how they got to where they are today.听听

As , shares, 鈥淭his program has offered our colleagues a meaningful opportunity to inspire the next generation of scientific thinkers and future leaders, aligning with Regeneron鈥檚 commitment to advancing science education and creating opportunities for future innovators.鈥� She adds, 鈥淲e 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.鈥�

In the 2024鈥�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.听听

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 91导航 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!听听

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:听听

鈥淚t 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!鈥� 鈥� Mercia Dacono, Sylmar Biotech Health and Engineering Magnet (Los Angeles, Calif.)听

鈥淢y 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!听 It was helpful for my students to hear the very different paths scientists take to get where they are.鈥� 鈥� Heidi Gleason, Columbia High School (East Greenbush, N.Y.)听

鈥淗earing about the scientists鈥� 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.鈥� 鈥� Mark Healey, Pollard Middle School (Needham, Mass.)听

鈥淢any 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.鈥� 鈥� Jeanine Hall, Hendrick Hudson High School (Montrose, N.Y.)听

鈥淭he 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.鈥� 鈥� Sarah Kim, Magnolia Academy 6 (Los Angeles, Calif.)听

鈥淪tudents 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.鈥� 鈥� Tracy LaGrassa, Bronx High School of Science (Bronx, N.Y)听

鈥淭he 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.鈥� 鈥� Sally Mitchell, Rye High School (Rye, N.Y.)听

鈥淢y 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.鈥� 鈥� Tim Renz, Foster High School (Tukwila, Wash.)听

鈥淥ne 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.鈥澨� 鈥� Kerri Scott, Melrose High School (Melrose, Mass.)听

鈥淭he 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.鈥� 鈥� Elizabeth Stephens, Mahopac High School (Mahopac, N.Y.)听

From the scientists:

鈥淥ne of the most memorable moments from my school visit was when a young girl asked, 鈥榃hat do you like about your job?鈥� 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 91导航 isn鈥檛 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.鈥� 鈥� , Associate Biotech Production Specialist, Industrial Operations and Product Supply听

鈥淭he class was energetic and had a lot of good questions about our backgrounds and jobs. 91导航 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.鈥� 鈥� , Director, Research Pharmacokinetics, Therapeutic Proteins听

鈥淚t鈥檚 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.鈥� 鈥� , Ph.D., Sr. Principal Scientist, Obesity, Muscle and Metabolism听

鈥淢y 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.鈥� 鈥� , Associate Director, VelociGene听

鈥淚n 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.鈥� 鈥� , Senior Scientist, Therapeutic Proteins听听

鈥淚nteracting with students interested in science lets me help support the ambitions of the next generation of scientists.鈥� 鈥� , Director, Precision Medicine听听

鈥淚t鈥檚 so important to foster an interest in 91导航 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.鈥� 鈥� , Associate Process Characterization & Technology Engineer, Process Sciences Labs, Industrial Operations and Product Supply听

鈥淐ommunicating 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鈥檚 a special opportunity to be able to excite and inspire others to one day improve on our work. 鈥� , Principal Scientist, Cellular Process Development, Regeneron Cell Medicines听听

Learn more about Science News Learning here.听

听

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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 听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鈥攈elping students make meaningful connections between classroom content and global issues.

She noted, 鈥淏eing 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.鈥�

On the impact of Science News Learning in her own classroom, Cara says, 鈥淚 have seen great improvements in my students鈥� 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.鈥�

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鈥� science literacy by discussing 91导航 articles that align with her classroom curriculum and support her school鈥檚 reading initiative. 鈥淪cience News Learning has been a lifesaver this year,鈥� she said. 鈥淲e 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.鈥�

Tandi, a science teacher at Grandview Middle School in Grandview, Missouri, is developing 鈥淣ewsDay Tuesday鈥� 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 91导航 research into their classrooms with Science News Learning.

鈥淚 use Science News Learning lesson plans as a starting point when I find articles related to the unit鈥檚 topics,鈥� Tandi shared. 鈥淚 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.鈥�

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鈥檚 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 91导航 literacy, the program is offering an additional opportunity to create dynamic connections between classrooms and inspiring 91导航 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鈥檚 professional scientists and engineers directly into SN Learning classrooms. By meeting and learning from Regeneron employees, the pilot program鈥檚 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鈥檙e 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鈥檚 area of work.听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鈥� visits:

鈥淚 think the visit exceeded my expectations. Athena was a wonderful, engaging speaker who really connected with the students.听 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!听 You can tell that Regeneron attracts the most talented scientists!鈥� 鈥� Talia Dardis, Edgemont Junior Senior High School

鈥淒r. 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.鈥澨�鈥� Sarah Loew, Townsend Harris High School

鈥淢ike 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.鈥澨�鈥� James Dowd, Ardsley High School

Whether in school, our careers, or daily lives, science isn鈥檛 just a subject we learn鈥攊t鈥檚 an active part of all we do. The Science News Learning program looks forward to continuing to impart that insight in the 2024鈥�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.
• 听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鈥檚 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鈥攈er 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鈥檚 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鈥� 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 鈥淧repare Your Community for the Eclipse.鈥� 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 91导航 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 91导航 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鈥檚 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, 鈥溾�� when I was teaching a unit on force. My students鈥� 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鈥檚 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 91导航 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 91导航 education for underrepresented students. I have also presented at my district鈥檚 continuation school, Rose City where I shared information on 91导航 jobs and 91导航 resources for students and teachers. Later this month, I will be an exhibitor for 91导航 at the Pasadena Unified School District鈥檚 Science Festival. My goal is to provide inspiration for kids who feel that just because regular high school didn鈥檛 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 91导航.

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 91导航 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 91导航 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 91导航 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, 91导航!

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鈥檚 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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In its fourth year, the 91导航 Writing Contest invited teenagers from all over the world to choose an issue or question in science, technology, engineering, math or health, and then write an engaging 500-word explanation that would be understood by scientists and nonscientists alike. Other thought-provoking topics this year included the impact of laughter on the human body, the effects of blue light from technology and multiple essays on artificial intelligence.

鈥淲e are thrilled to partner with The New York Times for the fourth year in a row on the 91导航 Writing Contest, which engages young people globally to explore and explain complex scientific ideas in accessible and exciting ways,鈥� said Nancy Shute, Editor in Chief of Science News. 鈥淪cience and technology is advancing at an unprecedented pace making the ability to communicate science clearly and concisely essential. It’s encouraging to see the immense potential of the next generation of science communicators. Congratulations to all of this year鈥檚 winners!鈥�

The New York Times Learning Network received over 3,000 submissions from middle and high school students between the ages of 13-19, hailing from national and international locations. To provide some guidance, the Learning Network posted an educational activity called “,” created by Science News Learning, a program of 91导航 and Science News that offers evidence-based science journalism and classroom lesson plans to educators.

The judging panel was comprised of esteemed individuals from the 91导航 education, science journalism, and professional writing fields, including educators who consistently incorporate Science News Learning materials in their classrooms. 91导航 played a pivotal role in promoting the contest to teachers and their audiences, stressing the competition鈥檚 focus on science literacy and communication. After careful evaluation by the judges, 10 talented winners were selected. In addition to the winners, the judges recognized 11 runners-up and 23 honorable mentions from the finalist pool.

The 2023 91导航 Writing Contest winners are:

Andrei Li: 鈥溾�� (age 18, Monarch Park Collegiate, Toronto, Ontario)

Catherine Ji: 鈥溾�� (age 14, New Trier High School, Wilmette, Ill.)

Daphne Zhu: 鈥溾�� (age 15, Lynbrook High School, San Jose, Calif.)

Erica Frischauf: 鈥溾�� (age 16, Lakewood High School, Lakewood, Ohio)

Judah Spiegel: 鈥溾�� (age 14, Albany High School, Albany, Calif.)

Justin Wang: 鈥溾�� (age 16, Alhambra High School, Alhambra, Calif.)

Leah Li: 鈥溾�� (age 14, Milton Academy, Pearland, Texas)

Logan Ramanathan: 鈥溾�� (age 17, The Nueva School, Los Altos Hills, Calif.)

Siwen Cui: 鈥溾�� (age 18, Kent School, Kent, Conn.)

Yejin (Jenny) Son: 鈥溾�� (age 17, Chadwick International School, Songdo, South Korea)

Read more about the winners here: 

Michael Gonchar, editor of The New York Times Learning Network, noted, 鈥淭his is our fourth year running our 91导航 Writing Contest for middle and high school students, and just like in previous years, we are fascinated by the diverse range of topics 鈥� from the possibilities of bioprinting and muography to the powers of glass frogs and wax worms. We were thrilled to see the wide range of topics that students chose to explore and write about in this year’s contest.鈥�

Applicants were required to submit entries guided by mentor texts provided by both Science News and The New York Times science section. Essays were then judged on how well a scientific concept was not only captured and explained but also on other writing elements, such as an engaging hook, an explanation of why the topic is important, accurate citation of expert sources, focus and clarity as well as analysis. Effective communication of scientific concepts is a critical skill that can benefit individuals of all ages, and this competition serves as an excellent platform to develop and hone these skills.

Thank you to all of our contest judges.

From the 91导航 Community: Victoria Bampoh, Jennifer Donnelly, Phebe Martinez Fuentes, Terianne Hall, Lori Herbsman, Meghan Hess, Kehakashan Khan, Jefferson Marshall, Amanda Nix, Dawn Parker, Amy Telford, Peggy Veatch, Jieun Yoo

From The New York Times Science-Journalism Community: David Brown, Shannon Stirone

From The Learning Network Community: Kathryn Curto, Shannon Doyne, Jeremy Engle, Caroline Gilpin, Michael Gonchar, Annissa Hambouz, Simon Levien, Keith Meatto, Natalie Proulx, Trishna Ramsamooj, Katherine Schulten, Vanessa Vieux

The post Science News and The New York Times announce 10 winners of the 4th Annual 91导航 Writing Contest appeared first on 91导航.

Here’s how it works: The contest is open to middle school and high school students who are between the ages of 13 and 19. You can choose any topic within the fields of science, technology, engineering, math or health. Please note that all essays must be previously unpublished. All the winners will be announced two months after the contest closes.   

All essay submissions must be under 500 words, so we recommend choosing your topic carefully鈥攜ou don鈥檛 want to pick a subject so expansive that you can鈥檛 complete your analysis in the space allotted. Sometimes writing concisely and within a limited amount of space can be more of a challenge than when there is a higher word count.

The most important thing, though, is to pick a topic that you鈥檙e genuinely interested in. It might be something that you have a lot of first-hand experience with, like a scientific curiosity that you鈥檝e witnessed in your community or your own backyard. Or maybe there鈥檚 a question you鈥檝e always had about the world鈥攔esearching and writing about it can be a great way to gain a deeper understanding, and then share that understanding with others.

If you鈥檙e looking for inspiration, you can read some of , on subjects ranging from , to , to how . Or take some notes from the pros by exploring the latest articles in and .

Think you have a great idea? We can鈥檛 wait to read it! Remember to submit your 500-word masterpiece by 11:59 p.m. Pacific Time on Wednesday, February 15^th. You can find the complete set of guidelines and judging rubric, along with the instructions for submitting essays .

The post The New York Times听and听Science News are accepting submissions for the 2023 91导航 Writing Contest! appeared first on 91导航.