Language

English

Publication Date

9-30-2025

Journal

Journal of Biomolecular Techniques

DOI

10.7171/3fc1f5fe.0534d623

PMID

41409387

PMCID

PMC12707487

PubMedCentral® Posted Date

6-24-2025

PubMedCentral® Full Text Version

Post-print

Abstract

Integrating advanced technologies into STEMM (Science, Technology, Engineering, Mathematics, and Medicine) education is essential for preparing a future-ready, diverse scientific workforce capable of addressing complex global challenges. This paper presents three interconnected programs-BRITE (Biotechnology Research Incubator for Teachers), ASPIRATION (AI-guided Scientist-Mentored Primary Literature Adaptation for STEMM Education), and C-REP (Cancer Research Education Program)-developed through collaborations with Advanced Technology Cores and multi-institutional participation, involving mentors ranging from core directors to graduate and medical students. While initially supported by internal funding, two of these initiatives have since secured NIH grant support. These initiatives provide immersive, hands-on training in genomics, proteomics, metabolomics, flow cytometry, and AI, reaching middle and high school teachers, high school students, and college students, respectively. Each program integrates mentorship, advanced seminars, and core facility tours to bridge the gap between research and education. Beyond enhancing STEMM literacy and technical skills, these initiatives also support core facilities through increased visibility, utilization, and staff development. Early outcomes indicate improved confidence and engagement among participants, while ongoing evaluations aim to assess long-term impact and scalability. Together, these programs represent a sustainable, collaborative model for integrating cutting-edge science into education.

Keywords

Humans, Technology, Mentors, Science

Published Open-Access

yes

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