Memphis STEM-M Ambassadors

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Abstract Research shows that teaching primary literature in the classroom can increase students’ inquiry and critical thinking skills and promote a deeper understanding of scientific concepts and the nature of science [1-3]. When research is presented by scientists, students report feeling that the research being studied is more authentic and relevant [4]. Exposure to scientists from diverse backgrounds can also work to dispel misconceptions about who scientists are and who can be a scientist [5]. This is especially important for female and Black, Indigenous, People of Color (BIPOC) students [5]. Yet, many BIOPOC youth in Memphis, TN lack access and opportunity to engage with scientists and high-quality STEM education due to systemic practices of racial segregation and inequitable distribution of resources [6,7] and many scientists lack the skills necessary to effectively communicate science to high school students. To address these gaps, we propose the Memphis STEM-M Ecosystem Scientists Communicate Research to Students (MemSCoReS) Program, a new program that couples science communication professional development with high school outreach in the form of a virtual science journal club. This will include development, implementation, and evaluation of 1) the MemSTEMMbassadors Program, a professional development opportunity to enhance scientists’ science communication skills, 2) the Virtual Science Journal Club, a scientist/classroom partnership to expose high school students to scientists and primary literature, and 3) the Primary Scientific Literature in the Science Classroom Teacher’s Guide, a guide to provide teachers with structures to help integrate primary literature into their science classroom.