President Obama Honors Outstanding Mathematics and Science Teachers

WASHINGTON, DC — President Obama today named 108 mathematics and science teachers as recipients of the prestigious Presidential Award for Excellence in Mathematics and Science Teaching. This year’s awardees represent all 50 states, the District of Columbia, Puerto Rico, U.S. Territories, and the Department of Defense Education Activity schools. The educators will receive their awards at a Washington, DC, event later this summer.

The Presidential Award for Excellence in Mathematics and Science Teaching is awarded annually to outstanding K-12 science and mathematics teachers from across the country. The winners are selected by a panel of distinguished scientists, mathematicians, and educators following an initial selection process done at the state level. Each year the award alternates between teachers teaching kindergarten through 6th grade and those teaching 7th through 12th grades. The awardees named today teach 7th through 12th grade.

Winners of this Presidential honor receive a $10,000 award from the National Science Foundation to be used at their discretion. They also are invited to Washington, DC, for an awards ceremony, as well educational and celebratory events, and visits with members of the Administration.

 “These teachers are shaping America’s success through their passion for math and science,” President Obama said. “Their leadership and commitment empower our children to think critically and creatively about science, technology, engineering, and math. The work these teachers are doing in our classrooms today will help ensure that America stays on the cutting edge tomorrow.”

President Obama is strengthening education in science, technology, engineering, and math (STEM) fields in order to fully harness the promise our Nation’s students. Investing in exemplary teachers like these awardees is vital to inspiring the next generation of explorers and innovators. That’s why President Obama launched the “Educate to Innovate” campaign, which has garnered more than $1 billion in financial and in-kind support for STEM programs. It is also why the President has called for preparing 100,000 excellent science and mathematics teachers over the next decade, leading to the creation of “100kin10,” a coalition of leading corporations, philanthropies, universities, service organizations, and others working to train and retain STEM teachers across the Nation. In addition, the President’s proposed STEM Master Teacher Corps aims to leverage the expertise of some of our nation’s best and brightest teachers in science and mathematics to elevate the teaching of these subjects nationwide.

 The recipients of the Presidential Award for Excellence in Mathematics and Science Teaching are listed below, by state.

To learn more about these extraordinary teachers, please visit: ><


Marla Hines, Vestavia Hills High School

Sarah Lowman, Tanner High School



Tasha Barnes, Wendler Middle School

Russell Walker, Romig Middle School


Shannon Mann, Osborn Middle School

Marni Landry, Paradise Valley High School


Brian Leonard, Lake Hamilton High School

Amanda Jones, Poyen High School


Marianne Chowning-Dray, Eastside College Preparatory School

Scott Holloway, Westlake High School


Kirstin Oseth, Cheyenne Mountain Junior High School

Mark Paricio, Smoky Hill High School


Jacqueline Corricelli, Conard High School

Joshua Steffenson, Glastonbury High School


Kristin Carmen, Sussex Technical High School

Christopher Havrilla, Woodbridge High School

District of Columbia

Aris Pangilinan, Benjamin Banneker Academic High School

Florentia Spires, The Howard University Middle School of Mathematics and Science

Department of Defense Education Activity

Ryan Goodfellow, Vilseck American High School

Jennifer Wilson, Andersen Middle School


Robin O’Brien, Seminole Ridge Community High School

Carlos Montero, Dr. Michael M. Krop Senior High School


Valerie Jones, Ron Clark Academy

Pauline Henry, Luke Garrett Middle School


Amy Yonashiro, ‘Iolani School

Erin Flynn, Sacred Hearts Academy


Ramey Uriarte, Heritage Middle School

Melyssa Ferro, Syringa Middle School


Darshan Jain, Adlai E. Stevenson High School

Rebecca Vieyra, Cary-Grove High School


Melissa Colonis, Lafayette Tecumseh Junior High School

Liviu Haiducu, Avon Advanced Learning Center


Allysen Lovstuen, Decorah High School

Brian Reece, Central Academy


Patrick Flynn, Olathe East High School

Jeremi Wonch, Indian Trail Middle School


Robyn Morris, East Oldham Middle School

Andrew Kemp, Louisville Male High School


Lerri Cockrell, David Thibodaux STEM Magnet Academy

Michael Simoneaux, Dutchtown High School


William O’Brien, Camden Hills Regional High School

Lisa McLellan, Windham High School


Julie Harp, Easton High School

James Schafer, Montgomery Blair High School


Suzanne Kubik, Middleboro High School

Susannah Cowden, Roxbury Preparatory Charter School


Luke Wilcox, East Kentwood High School

Walter Erhardt, Battle Creek Area Mathematics and Science Center


Leif Carlson, Jefferson Community School

Peter Bohacek, Henry Sibley High School


Jenny Simmons, Saltillo High School

Betsy Sullivan, Madison Central High School


Ruth Knop, Parkway West Senior High School

Kathleen Dwyer, Maplewood Richmond Heights High School


Daniel Bartsch, Billings Senior High School

David McDonald, Sidney High School


Shelby Aaberg, Scottsbluff High School

Angela Bergman, Westside High School


Carrie Hair, Darrell C. Swope Middle School – Gifted and Talented Magnet

Jan Hrindo, Incline Middle School

New Hampshire

Stephanie Burke, West Running Brook Middle School

Jennifer Deenik, Souhegan High School

New Jersey

Kathleen Carter, North Hunterdon High School

Michael Lawrence, West Orange High School

New Mexico

Marco Martínez-Leandro, Highland High School

Karen Temple-Beamish, Albuquerque Academy

New York

Patrick Honner, Brooklyn Technical High School

Chance Nalley, Horace Mann School

North Carolina

Julie Riggins, East Forsyth High School

Jeffrey Milbourne, North Carolina School of Science and Mathematics

North Dakota

Cynthia Nelson, Grand Forks Central High School

Scott Johnson, Century High School


Karma Vince, McCord Junior High School

Christopher Monsour, Columbian High School


Mark Thomas, Stillwater High School (Math)

Sarah Vann, Owasso Eighth Grade Center (Science)


Mona Schraer, Grant High School

Bradford Hill, Southridge High School


Susan Higley, Hughesville Junior/Senior High School

Derrick Wood, Conestoga High School

Puerto Rico

Eric Figueroa, University Gardens High School

Maria Vicenty, Central High School of Visual Arts

Rhode Island

Michelle Way DaSilva, Kickemuit Middle School

Erin Escher, Portsmouth Middle School

South Carolina

Brooke Lance, Lakeside Middle School

Joseph Parker, McCants Middle School

South Dakota

Lindsey Brewer, Huron High School

Janet Wagner, Bon Homme School


Micahel Brown, Montgomery Central High School

Pierre Jackson, Middle College High School


Jessica Caviness, Coppell High School

Michalle McCallister, Robert G. Cole Middle and High school

U.S. Territories

Nneka Howard-Sibilly, Charlotte Amalie High School

Shamika Williams-Henley, Ivanna Eudora Kean High School


Nathan Auck, Horizonte Instruction and Training Center

Andrew Neilson, Logan High School


Susan Abrams, Montpelier High School

Stewart Williamson, Peoples Academy High School


Melanie Pruett, Bailey Bridge Middle School

Anne Moore, Robious Middle School


Michael Conklin, University High School

Gretel von Bargen, Skyline High School

West Virginia

Pete Karpyk, Weir High School

Eric Kincaid, Morgantown High School


Corey Andreasen, North High School

Scott Hertting, Neenah High School


Kim Parfitt, Cheyenne Central High School

Thomas Smith, Dean Morgan Junior High School

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NCSE Weekly Update: 6.12.15






Over one hundred clergy—including leaders of Christian, Jewish, Unitarian, and Humanist groups—have endorsed a new Clergy Climate Letter. The letter, modeled roughly on the pro-evolution Clergy Letter Project (which boasts over 13,000 clergy), was vetted by leaders from many denominations. The initial signers come from twenty-six states and four countries. The letter reads:

We, the undersigned clergy and leaders from diverse denominations and philosophical traditions, believe that the scientific consensus about human-caused climate change demands response on the part of the communities we serve. Concern for our fellow humans and for the countless members of our global ecosystem—whether we call it “creation care,” “stewardship,” or by some other name—is common to all our traditions.

As leaders within our religious and ethical communities, we believe that the teachings and ideas that guide our actions comfortably coexist with the discoveries of modern science. Human-caused climate change is a scientific truth that has stood up to rigorous scrutiny. Our beliefs and traditions compel us to accept the scientific truth and resist efforts to obscure or deny it. Humanity is conducting an unprecedented and possibly irreversible experiment on our planet, and our descendants will be living with the consequences of this experiment for centuries to come. Scientific knowledge and our faiths and philosophies can work together to heal this world.

Ann Reid, NCSE’s executive director, explained: “The National Center for Science Education has always worked across religious boundaries to build support for science and science education, and this project is no different. Climate change is a scientific matter, but clearly raises profound spiritual and moral questions. This letter’s signers can be a vital resource for people trying to understand the implications of the science for their own lives.” Clergy who support the letter are encouraged to register their endorsement at

For information about the Clergy Climate Letter, visit:


“Kansas education officials deny standards they adopted for teaching of science in public schools endorse what critics say is … ‘a non-theistic religious Worldview,’” reports the Topeka Capital-Journal (June 8, 2015), discussing a brief submitted by the defendants-appellees in COPE et al. v. Kansas State Board of Education et al.

As NCSE previously reported, after the Kansas state board of education voted to adopt the Next Generation Science Standards in June 2013, a lawsuit attempting to undo the decision was filed, alleging that the NGSS “will have the effect of causing Kansas public schools to establish and endorse a non-theistic religious worldview.”

The lead plaintiff is COPE, Citizens for Objective Public Education, a relatively new creationist organization founded in 2012. But its leaders and attorneys include people familiar from previous attacks on evolution education across the country, such as John H. Calvert of the Intelligent Design Network.

In December 2014, the lawsuit was dismissed, largely because the plaintiffs lacked standing to assert any of their claims, failing to establish any of the three relevant requirements for standing: injury, causation, and addressability. But COPE swiftly appealed the dismissal to the United States Court of Appeals for the Tenth Circuit.

In its brief, filed on March 20, 2015, COPE contended that the dismissal was erroneous because it failed to take into consideration all alleged injuries, to recognize that the injuries were particularized, concrete, and imminent, and to comport with controlling legal precedents from the Tenth Circuit and the Supreme Court.

In their brief, filed on June 8, 2015, the defendants-appellees primarily focused on the issues of standing, but pointedly insisted, “Contrary to Plaintiffs’ claims, the Science Standards do not address religious questions such as the existence of a god or gods … Plaintiff’s description of the Science Standards as ‘atheistic’ is a gross mischaracterization.”

For the story in the Topeka Capital-Journal, visit:

For NCSE’s collection of documents from the case, visit:

And for NCSE’s previous coverage of events in Kansas, visit:

Thanks for reading. And don’t forget to visit NCSE’s website— — where you can always find the latest news on evolution and climate education and threats to them.


Glenn Branch

Deputy Director

National Center for Science Education, Inc.

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Amazon from A to Z: Anacondas to Zebra Butterflies


Amazon from A to Z: Anacondas to Zebra Butterflies

 A Field Based Workshop in the Peruvian Amazon for Interpreters,
Naturalists, and Informal Educators
Space is limited, so reserve early! 


Dates: January 15 to 24, 2016  door-to-door
Program Fees:  $2195 land only
Airfare from the US to Iquitos Peru: $1200 (estimate)

Additional Costs to Consider:
Flights to Iquitos via Lima, Peru or Miami, Florida
Hotel Accommodations in Lima or Miami
Optional Extension to Machu Picchu
(See Travel Information section below for more info)

Download Registration Form.  A $400 Deposit reserves your place.
(An additional 3% processing fee will be charged for balances paid by credit card.)

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AP Biology Teacher Academy

NABT and BSCS in partnership with HHMI 

AP Biology Teacher Academy

Engage, Invigorate, Transform

The Academy is open to teachers of all biology courses. 

Registration is not limited to only those teaching AP courses.

Join leaders in biology education to

·         Focus on integrating the science practices (College Board/NGSS)

  • Strengthen how you teach AP Biology so students learn more meaningful biology and are more interested in studying biology in the future
  • Use the practices of science to help students learn big ideas and unifying concepts of biology

·         Practice scaffolding levels of inquiry into your courses

  • Analyze and enhance your current curriculum materials to better reflect the new Framework
  • Learn to use formative and summative assessment information to examine what your students understand
  • Develop a network of fellow biology teachers that supports excellence in biology teaching

Registration fee includes NABT Membership, choice of membership in CBTA, KABT or OSTA, lunch daily, opening reception, and closing dinner.

Dates: July 6-11, 2015

Location: BSCS Colorado Springs, CO

Registration: Early Bird (until 5/31) $500, Regular $550  Group rates available for multiple registrants (3+) from the same district/school

Find additional information here

Register here

Contact Cindy Gay with questions.

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NCSE Weekly Update: 5-8-15






House Bill 592, introduced in the Alabama House of Representatives on April 30, 2015, and referred to the House Committee on Education Policy, would undermine the integrity of science education in the state by encouraging science teachers with idiosyncratic opinions to teach whatever anything they pleased and prevent responsible educational authorities from intervening. Topics identified in the bill as likely to “cause debate and disputation” are “biological evolution, the chemical origins of life, and human cloning.”

Modeled on Tennessee’s “Monkey Law” enacted in 2012, HB 592 would require state and local educational authorities to “assist teachers to find effective ways to present the science curriculum framework developed by the State Board of Education as it addresses scientific subjects that may cause debate and disputation”; it would prevent such authorities from prohibiting “any teacher of a public school from helping students understand, analyze, critique, and review in an objective manner the scientific strengths and scientific weaknesses of all existing scientific theories covered in the course being taught within the curriculum framework developed by the State Board of Education.”

The bill’s lead sponsor is Mack Butler (R-District 30), who, discussing a different bill of his with (January 21, 2015), commented, “It takes a lot more faith to believe in evolution.” Except for a failed bill to establish a credit-for-creationism scheme in 2012, HB 592 is the first antiscience bill in the Alabama legislature since 2009, when HB 300, the last in a long string of “academic freedom” bills in Alabama, failed to win passage. The legislature will be in session for only eleven more days before adjourning.

For Alabama’s House Bill 592 (PDF), visit:

For the story, visit:

And for NCSE’s previous coverage of events in Alabama, visit:


“Creationism is still taught in dozens of faith schools [in the United Kingdom] despite Government threats to withdraw their funding,” reports the Telegraph (May 2, 2015), describing the results of a recent investigation by the British Humanist Association.

In September 2014, the Department of Education instituted a ban on the state funding of nurseries (for children 2-4) that promote extremist views. Although the main target of the ban were “nurseries linked to radical mosques or run by Islamic hardliners,” the Telegraph (August 7, 2014) noted, “Nurseries that teach creationism as scientific fact will be ineligible for taxpayer funding, under the new rules.”

Before the ban was instituted, the British Humanist Association identified ninety-one schools of concern. Subsequently, in January 2015, the BHA sent freedom of information requests to local authorities to ascertain whether those schools were still receiving state funds. Only fourteen of the ninety-one schools in fact lost their funding. Fifty-one schools still receiving funding were regarded as likely to be teaching creationism.

The BHA’s Pavan Dhaliwal told the Telegraph, “It is hugely disappointing … to discover that creationist schools have continued to receive state funds since the ban on their doing so came into force” and called on the Department of Education to address the situation.

For the May 2, 2015, story in the Telegraph, visit:

For the British Humanist Association’s press release about its investigation, visit:

For the August 7, 2014, story in the Telegraph, visit:

And for NCSE’s previous coverage of events outside the United States, visit:


California State PTA adopted a resolution on climate change and climate change education—entitled “Climate Change is a Children’s Issue”—at its annual convention in Sacramento, California, on May 2, 2015.

Observing that there is broad scientific consensus on climate change and the role of human activity in causing global warming, the resolution  calls for the California State PTA to “urge its units, councils and districts to educate parents on the impact of climate change on children’s health and future welfare” and for school districts to “educate students on climate and energy literacy and human sustainability.”

NCSE’s Minda Berbeco spoke in favor of the resolution, saying, “It is the mission of the California PTA to positively impact the lives of all children and families. By passing this resolution, we are telling our children, their teachers, and their schools that we, as their parents and guardians, are here for them, to support them as they learn how to navigate the challenges ahead and protect their future. I can’t imagine a more important positive impact.”

California State PTA involves nearly one million Californians who support the education and well-being of children in the state. The resolution will be submitted to the National PTA for its consideration.

For the draft text of the resolution (PDF), visit:

And for Voices for Climate Change Education, visit:

Thanks for reading. And don’t forget to visit NCSE’s website— — where you can always find the latest news on evolution and climate education and threats to them.



Glenn Branch

Deputy Director

National Center for Science Education, Inc.


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TiffanyGram April 20, 2015



Greetings Science Educators!

I hope the week finds you well. I know several of you are in mid-testing season and I wanted to wish you and your students the best at this time. Speaking of assessments, the Office of Assessment is seeking recommendations for educators to participate in assessment committees for the upcoming year. If you are interested in assisting with and knowing more about the process, please see the announcement below regarding assessment.

I also wanted to provide and update on the two projects we are working on with OKSci teachers to develop resources for teachers and districts related to the new Oklahoma Academic Standards for Science.

  • The Oklahoma Science Framework Project is in full swing. We will be sharing a few early drafts related to this project in the next two weeks.
  • The Oklahoma Open Education Resource Project kicked off last Saturday. We hope to be able to share some early drafts related to this project at the end of the summer.

Lastly, I wanted to relay that several OKSci teachers are interested in doing a virtual book study this summer. The book we will be doing the study over is Teaching for Conceptual Understanding in Science. The discussion for the book study will be facilitated through a discussion board, so you can participate whenever you like or are able. See a sample chapter from the book at

Assessment Update:

The Office of Assessments at the State Department of Education is seeking recommendations for highly qualified educators to participate in the upcoming Grades 3-8 and End–of-Instruction (EOI) Oklahoma Core Curriculum Tests (OCCT) Standard Settings, Blueprint Writing, Content/Bias Reviews, and Performance Level Descriptors Writing Committees.

For more information:

Textbook Adoption:

We’ve received several calls lately regarding textbook adoption, so I wanted to address a few of the questions in the science message.

Q1: Can you recommend a textbook?

A1: As a reminder, SDE employees are unable to give recommendations on any of the textbooks on the adoption list. However, science teachers are discussing the pros and cons related to textbooks on the OKSci Facebook page.

Q2: How do I know what textbooks are on the adoption list and how do I contact publishers to order or get samples?

A2: Here are a few quick links:

  1. Check out the list of Approved Titles from the Oklahoma State Textbook Committee
  1. Order Publisher Samples
  1. Review Samples in-person at a Review Center in Oklahoma
  1. Contact Publishers through the Publisher Directory

Educator Opportunities:


You are invited to EdCampScience!  It is an opportunity to connect with other science educators to collaborate, explore, learn, seek, encourage, and create deep, meaningful, standards-based instruction, lessons, units, resources, and so on. This is EdCamp, an UNconference where there are no rules.  This is your chance to choose the sessions you want to attend, create your own sessions, or collaborate with friends to start or join conversations that are important to you.

To register and for details:

Oklahoma Green Schools Summit

The purpose of this event is to educate students, teachers and administrators on topics related to the five GreenSchools! Investigations (Energy, Environmental Quality, School Site, Waste & Recycling, and Water) and showcase how to use Science, Technology, Engineering, Math and service-learning to make an impact at your school. There will be student presentations, networking opportunities and awards for those making their school greener and healthier places to learn.

Date:    Wednesday May 13, 2015

From:   9:00-4:00

Location: Sand Springs

See Flyer for more details

Summer Research Experience for Teachers

This is a 5-week summer research experience, which provides science teachers with both experience conducting research and professional development in how to mentor students in science research and science fair competitions. This five-week internship runs from June 4th through July 10th with four follow-up days during the following school year.

Apply at:

Applications Due: April 27th

OKAGE Summer Institutes

The Oklahoma Alliance of Geographic

  • Water More Precious Than Gold – June 7th-11th
  • OKAGE GeoBootCamp – June 11th-13th
    • Space in each institute is limited and registrations will be accepted on a “first-come, first-served” basis.
    • Each participant may receive a small stipend upon successful completion of each institute.
    • Each institute will be conducted pending sufficient registrations and availability of funding.
    • Teachers who are accepted will receive a confirmation email with more details.
    • Teachers who are not accepted will be notified promptly.
  • See attached flyers for session descriptions and registration

Student Opportunities:

OSSM Summer Academy 2015

Spend a portion of your summer with us! Eagerly experiment, explore and create at the nationally renowned Oklahoma School of Science and Mathematics during a jamb-packed, one-week summer academy.  Located on the 32-acre campus in Oklahoma City and right across the street from the world-class Oklahoma Health Center, be among the first students to attend the OSSM Summer Academy.  Fill your summer days learning from the best – a faculty experienced at teaching college-level curriculum.  The residential academy is geared toward students who are entering 9th, 10th or 11th grades.  Small class sizes will ensure plenty of one-on-one time with teachers who are experts in their fields.  The program is open to students from anywhere , so this will be an opportunity to make connections with like-minded individuals from many places.  OSSM is well- known for academic excellence in the fields of science and math; however, the summer academy will provide an even more diverse curriculum in addition to a variety of enrichment and recreational activities.

See link for details and registration:

NSTA New Releases: Sample Chapters

  1. The BSCS 5E Instructional Model: Creating Teachable Moment
  1. Teaching for Conceptual Understanding in Science
  1. Reimagining the Science Department

Stay Connected:

Social Media:

Twitter: @tiffanyneill

Facebook: #OKSci

Hashtags: #oksde #OKSci #OKSTEM

Sign Up for a Twitter account:

Accessing Archived Science Messages:

You can access Archived Science Messages I’ve sent out since March via the Oklahoma Science Teachers Association (OSTA) website. Scroll down to see previous posts.

Science Listserv:

Please encourage others to register for the science listserv and pass along the following registration link:

Register for Science Listserv

As always, please feel free to contact me with any questions you may have!

– Tiffany

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GoGreen and Save with NABT


Teach Biology and the Life Sciences?

NABT is where biology teachers belong!  And now you can join the National Association of Biology Teachers at a special low rate and GoGREEN as well by receiving NABT’s award-winning journal, the American Biology Teacher, in it’s online and iPad-enabled digital version.  Don’t miss this opportunity to join the professional organization that has meant so much to so many Oklahoma biology teachers for over 75 years!  Go to and use the discount code GoGreen.

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Aldo Leopold – A Standard of Change


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Oklahoma Green Schools Summit


Join us to learn, share and network with other schools in Oklahoma that are going green!  Click Here to Register!


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Genes in Space Contest


THE CHALLENGE: Design a dna experiment for space

Genes in space is a national contest inviting teachers and students to design experiments that will solve real-life space exploration problems through dna analysis.


Help design a pioneering experiment that will open an era of DNA exploration in space.

Crew: U.S. students and teachers interested in science, technology, and space, in grades 7 through 12.

Location: International Space Station.

Contest Launch Date: March 17, 2015.

Closing Date: April 30, 2015.

Life as we know it is encoded in DNA. On Earth we use a process called PCR (Polymerase Chain Reaction) to rapidly detect and analyze DNA. PCR can make billions of copies of specific DNA sequences for study, in a process called DNA amplification. PCR has never been done in space, and now you can be among the first to propose a DNA amplification experiment for the International Space Station.

If you win, your design will become one of the first ever DNA experiments in space!


You’ll become part of the first generation of Space DNA Scientists and Innovators.

If your design is among the five finalists, you will work alongside scientist mentors and present your proposal to a panel of world class scientists, innovators, and educators at the ISS Research and Development Conference in Boston, MA.

The winning proposal will be performed aboard the ISS, and the students who design it will be invited to witness the rocket launch.


You’ll get to engage your students in a national competition that fosters 21st century skills, including:

  • Interdisciplinary connections between the biological and physical sciences
  • Collaboration among students, and between students and Ph.D. scientists
  • Experimental design to test a cutting-edge hypothesis
  • Solving real-world problems using the latest technologies
  • Creativity and innovation


  • Receive mentoring and coaching from Ph.D. scientists
  • Present their proposals at the ISS Research and Development Conference in Boston, MA.
  • Be awarded free miniPCR™ equipment for their educational institution.


  • Have their experimental design carried out aboard the ISS.
  • Be invited to witness the rocket launch.


Genes in Space is a National Science Contest inviting students in grades 7 through 12 to design a pioneering DNA experiment for space. Until April 30, participants can help solve real-life space exploration problems by designing and proposing a DNA analysis experiment to be conducted aboard the International Space Station (ISS). Five finalist teams will receive mentoring from world-class R&D scientists during May and June, and a donation of miniPCR equipment for their educational institutions. Finalists will present their proposals at the 2015 International Space Station R&D Conference, where a prestigious panel of scientists and educators will select a winner that will later have their experiment performed 250 miles above the Earth, using a miniPCR machine aboard ISS.

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