Scrape wikipedia-science: 1046 new, 964 updated, 2063 total (kb-cron)

data/en.wikipedia.org/wiki/El_Sueño_de_Arquímedes-0.md

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data/en.wikipedia.org/wiki/STEAM_education-0.md

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+---
+title: "STEAM education"
+chunk: 1/1
+source: "https://en.wikipedia.org/wiki/STEAM_education"
+category: "reference"
+tags: "science, encyclopedia"
+date_saved: "2026-05-05T04:21:43.348742+00:00"
+instance: "kb-cron"
+---
+
+STEAM (science, technology, engineering, art, and mathematics) education is an expanded approach to teaching science, technology, engineering, and mathematics (STEM), an interdisciplinary and integrated teaching method for those four subjects. STEAM expands on STEM education by including the arts. STEAM programs aim to teach students innovation, to think critically, and to use engineering or technology in imaginative designs or creative approaches to real-world problems while building on students' mathematics and science base.
+
+
+== Program examples ==
+Examples of state-based STEAM programs, guidance or related resources in the United States include:
+
+Ohio's Quality Model for STEM and STEAM Schools. By Ohio statute, a STEAM school is designated as a type of STEM school.
+In May 2014, Rhode Island created the STEAM Now Coalition.
+In 2017, Nevada enacted legislation for the creation of a State Seal of STEM Program and a State Seal of STEAM Program. The STEAM seal is given to students who have "high level of proficiency in science, technology, engineering, the arts and mathematics."
+In South Carolina, the South Carolina State Department of Education created the South Carolina STEAM Implementation Continuum "to provide statewide guidance and consistency with regard to STEAM implementation".
+Georgia Institute of Technology (Georgia Tech) in collaboration with its Center for Education Integrating Science, Mathematics and Computing (CEISMC) created the GoSTEAM program. GoSTEAM is a program that integrates art and music into STEM focused curriculum for students in the K–12 (kindergarten to twelfth grade studies).
+
+
+== J-STEAM ==
+The Journal of STEAM Education (J-STEAM) is a free and open-access journal that is peer-reviewed by an international team of reviewers. It is an online publication and is published by the STEAM Education Research Association. The journal publishes articles from a range of topics in educational research and related disciplines. As J-STEAM, it has an emphasis on the integration of STEAM topics, namely science, technology, engineering, art, and mathematics.
+
+
+== STEAM in children's media ==
+Sesame Street's 43rd season continues to focus on STEM but finds ways to integrate art. They state: "This helps make learning STEM concepts relevant and enticing to young children by highlighting how artists use STEM knowledge to enhance their art or solve problems. It also provides context for the importance of STEM knowledge in careers in the arts (e.g. musician, painter, sculptor, and dancer)."
+MGA Entertainment created a S.T.E.A.M. based franchise Project Mc2.
+
+
+== Criticism of STEAM ==
+STEM subjects can incorporate art to assist teaching STEM, where art is a tool for STEM in the form of STEAM education. However, some criticism holds that art and STEM subjects should be of equal value in the education process.
+
+
+== Other uses of STEAM ==
+Meanings of the "A" that have been promoted include agriculture, architecture, and applied mathematics.
+The Rhode Island School of Design has a STEM to STEAM program and at one point maintained an interactive map that showed global STEAM initiatives.  Relevant organizations were able to add themselves to the map, though it is no longer available at the location stated in press releases. John Maeda, (2008 to 2013 president of Rhode Island School of Design) has been a champion in bringing the initiative to the political forums of educational policy.
+Some programs offer STEAM from a base focus like mathematics and science.
+SteamHead is a non-profit organization that promotes innovation and accessibility in education, focusing on STEAM fields.
+As part of a $1.5 million Department of Education grant, Wolf Trap's Institute of Education trains and places teaching artists in preschool and kindergarten classrooms. The artists collaborate with the teachers to integrate math and science into the arts.
+Nonprofit organizations focused on closing the digital divide have adopted STEAM frameworks to connect underrepresented communities — particularly Black and Latino youth — with technology education, workforce preparation, and creative arts programs.
+
+
+== See also ==
+Arts-based training
+STEM fields
+
+
+== References ==
+
+
+== External links ==
+The STEAM Journal (Academic journal)
+GoSTEAM at Georgia Tech (University based STEAM program)

data/en.wikipedia.org/wiki/STEM_in_30-0.md

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+---
+title: "STEM in 30"
+chunk: 1/1
+source: "https://en.wikipedia.org/wiki/STEM_in_30"
+category: "reference"
+tags: "science, encyclopedia"
+date_saved: "2026-05-05T04:21:46.062437+00:00"
+instance: "kb-cron"
+---
+
+STEM in 30 is a non-commercial online science educational program for middle school students produced by the Smithsonian's National Air and Space Museum in Washington, D.C. The show is hosted by science-educators Marty Kelsey and Beth Wilson. The program is released on a monthly basis throughout the school year free through the museum's website, YouTube and social media as well as broadcast on NASA-TV. Each episode is typically a half hour and features special guests and different science, math, engineering or technology topics.
+Since first broadcasting in 2014, the program has covered dozens of topics including the NASA's Apollo program, Tuskegee Airmen, astronaut training, the Wright brothers and the Orion program. While the program is often based in one of the two locations of the National Air and Space Museum, the show has also been filmed on location in New York City, Seattle, Boston, Detroit, Houston, in Hurricane Florence and on the aircraft carrier USS Dwight D. Eisenhower.
+The first four seasons of the show were broadcast live with a student audience. With its fifth season, STEM in 30 has switched its format to a pre-taped show along with a "Mission Debrief" a week later featuring a topic expert. The "Mission Debrief" is a live question and answer session about that month's topic.
+In 2019, the first episode of season five, "Robotics: FIRST There Were People, Then There Were Machines," was nominated for a National Capital / Chesapeake Bay Emmy Award for Technology Program. The program has since received five regional Emmy nominations in total.
+As of 2025, it was rerun by Nashua ETV, part of Nashua Community Television, in Nashua, New Hampshire.
+
+
+== List of episodes ==
+
+
+== Awards ==
+
+
+== References ==
+
+
+== External links ==
+Official website
+Episode archive

data/en.wikipedia.org/wiki/STEM_pipeline-0.md

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+---
+title: "STEM pipeline"
+chunk: 1/2
+source: "https://en.wikipedia.org/wiki/STEM_pipeline"
+category: "reference"
+tags: "science, encyclopedia"
+date_saved: "2026-05-05T04:21:47.353314+00:00"
+instance: "kb-cron"
+---
+
+The STEM pipeline is the educational pathway for students in the fields of science, technology, engineering, and mathematics (STEM). The start and end of this STEM pipeline are disputed, but it is often considered to begin in early education and extend into graduation or an adult career in STEM.
+Recent research suggests that, rather than a pipeline, students follow a pathway with multiple points of entry and exit throughout their education. 
+
+== Description ==
+The "pipeline" metaphor is based on the idea that having sufficient graduates requires both having sufficient input of students at the beginning of their studies, and retaining these students through completion of their academic program. The STEM pipeline is a key component of workplace diversity and of workforce development that ensures sufficient qualified candidates are available to fill scientific and technical positions.
+The STEM pipeline was promoted in the United States from the 1970s onwards, as “the push for STEM (science, technology, engineering, and mathematics) education appears to have grown from a concern for the low number of future professionals to fill STEM jobs and careers and economic and educational competitiveness.”
+Today, this metaphor is commonly used to describe retention problems in STEM fields, called “leaks” in the pipeline. For example, the White House reported in 2012 that 80% of minority groups and women who enroll in a STEM field switch to a non-STEM field or drop out during their undergraduate education. These leaks often vary by field, gender, ethnic and racial identity, socioeconomic background, and other factors, drawing attention to structural inequities involved in STEM education and careers.
+
+== Current efforts ==
+The STEM pipeline concept is a useful tool for programs aiming at increasing the total number of graduates, and is especially important in efforts to increase the number of underrepresented minorities and women in STEM fields. Using STEM methodology, educational policymakers can examine the quantity and retention of students at all stages of the K–12 educational process and beyond, and devise programs and interventions to improve educational processes and outcomes. STEM programs focus on increasing social and academic supports for students. STEM programs may also focus on bringing students together with professionals in their field, to provide mentoring, role models and learning opportunities in industry.
+Maintaining a healthy and diverse STEM pipeline has been a concern in several developed countries, such as the United Kingdom, the United States, and Germany.
+
+=== United States ===
+In the United States, although efforts to increase the number of women and African Americans in STEM fields have been ongoing, as recently as 2010 the results have been evaluated as "poor". In 2014, one report declared that "traditionally underrepresented groups remain underrepresented", while another article commented, "You can go through your entire scholarly trajectory in computer science without seeing one face of color", where "of color" refers to African Americans.
+STEM pipeline programs in the US have been created at various levels. Examples include: the Technology Leadership Institute at the University of Pittsburgh at the college and university level, the Nevada STEM pipeline at the state level, Stanford University's Women in Data Science Initiative offers workshops and educational resources at the secondary and university level, and the Broadening Participation in Computing Alliances at the national level.
+
+=== United Kingdom ===
+The United Kingdom has created pipeline programs, including an ambassador program. the ambassador program allows teachers to partner with industry professionals to help mentor students and talk about potential career paths. All mentors in the program are volunteers and teachers in the United Kingdom have a portal where they can request aid from a volunteer. The program's origins can be traced back to a letter sent to the prime minister by the Council of Science and Technology in 2012 that covered the core values that should make stem more accessible. This letter outlined the core values as "integrated delivery, governance and accountability across the curriculum, teaching, testing, STEM access, and career advice and guidance".
+
+==== SpLDs ====
+The Council of Science and Technology has also researched education methods that better support students with Specific Learning Difficulties (SpLDs) that go down the STEM pipeline. Research done by the council in 2020 found three areas where the education system can improve with education for students with SpLDs in STEM. The first problem was identification; schools have been looking to see students struggling to diagnose, which causes many students to remain undiagnosed. The next area Identified was changes to the support system. The researchers concluded that the support system can be improved by involving parents. the research concludes that resources like workshops for parents on better supporting their students are a good next step for adding support. Lastly, they also looked into technology-based interventions but concluded that more work needed to be done before they could be effectively used.

data/en.wikipedia.org/wiki/STEM_pipeline-1.md

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+---
+title: "STEM pipeline"
+chunk: 2/2
+source: "https://en.wikipedia.org/wiki/STEM_pipeline"
+category: "reference"
+tags: "science, encyclopedia"
+date_saved: "2026-05-05T04:21:47.353314+00:00"
+instance: "kb-cron"
+---
+
+== Educational attainment factors ==
+High Schools in the United States implement a STEM pipeline program that combines a dual pathway that enhances mathematical, engineering, and scientific skills along with a supportive group that aims to help underrepresented students aspire to become leaders in the STEM field. Students benefit from the moral support and motivational skills that mentors implement for their correct academic preparation. Teachers, and college mentors become in the life of the students in the program a guidance in their path to be the next generation of leaders. Furthermore, staff members aid students to feel integrated and cared for their well-being. In their path to pursue higher education in the STEM fields, underrepresented students are awarded scholarships that aid them throughout their college years. Scholarships are a factor that allows underrepresented to focus on their academic and allows them to be persistent throughout their years in college.
+The STEM pipeline program provides a multitude of workshops, and extracurricular activities to work on social and professional development. Moreover, it arranges networking with minorities that went through the program and now currently work in the science, or health field. In addition, to the benefits as an alumnus of the program, every student is invited to become advocates within their community with the goal of increasing the amount of underrepresented students in STEM fields 
+The support of programs such as the STEM pipeline program aims to increase diversity in the workplace with the ambition to create an inclusive safe area where all the members of the team can contribute to the development of innovative ideas in their respective field. Additionally, the diversity of collaborating with different ideas enhances the outcome of the team's desired goal, and facilitates better planning of the timeline.
+
+== Public reactions ==
+The concept of the STEM pipeline has been met with resistance for its pragmatic overtones. National Science Board Vice Chairman Kelvin Droegemeier calls for a movement away from thinking about the necessary number of STEM workers, in favor of considering the necessary knowledge and skills for the success of all workers.
+The linearity of the STEM pipeline concept has been criticized as neglecting the wide variety of possible career pathways, including interdisciplinary studies, intermittent careers, and STEM-informed work in non-technical fields. A 2015 commentary in Inside Higher Ed suggested that the "leaky pipeline" metaphor may be viewed as pejorative towards individuals who leave the academic track for employment, or use their technical background as the basis for a career in a non-technical field.
+A 2015 commentary in Science observed that Margaret Thatcher and Angela Merkel could be considered two "leaks" in the pipeline.
+Some have said that increasing the STEM pipeline is not enough to promote workplace diversity. Advocates for women and minorities in STEM such as Tracy Chou have argued that STEM companies must also focus on internal reforms, such as reevaluating inequitable hiring practices and unsupportive workplace culture.
+
+== See also ==
+Structural inequality in education
+Women in science
+Women in STEM fields
+Racial diversity and discrimination in STEM fields
+
+== References ==

data/en.wikipedia.org/wiki/STEMulator-0.md

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+---
+title: "STEMulator"
+chunk: 1/1
+source: "https://en.wikipedia.org/wiki/STEMulator"
+category: "reference"
+tags: "science, encyclopedia"
+date_saved: "2026-05-05T04:21:48.689227+00:00"
+instance: "kb-cron"
+---
+
+The STEMulator is an online educational platform developed by the National Science and Technology Forum (NSTF) in South Africa. Launched in July 2020, it provides digital resources to support Science, Technology, Engineering, and Mathematics (STEM) education for students. The platform provides content aligned with the South African school curriculum for STEM subjects.
+
+
+== History ==
+The STEMulator was established under the NSTF’s proSET program, a network focused on advancing STEM education and professional development. It was launched in July 2020, providing interactive digital tools related to STEM subjects.
+The platform was launched during a period of South Africa’s STEM skills shortage, with sources noting that 80% of future jobs may require STEM expertise. In 2022, offline USB distributions were provided to 150 rural schools. A virtual school feature was introduced on 16 June 2024.
+
+
+== Features ==
+The STEMulator offers an interactive interface with content aligned to the South African school curriculum, covering topics such as engineering and technology. The platform’s virtual world includes interactive elements depicting the structures and functions of objects related to STEM concepts.
+The platform includes a virtual world with animated content, such as representations of biological and mechanical systems. In June 2024, modules on science and biology were added, with plans to include mathematics. The platform includes career information and content from Science, Engineering, and Technology (SET) societies related to STEM fields. The platform is accessible online and through offline USB distributions.
+
+
+== Development and partnerships ==
+The platform was developed through the NSTF’s proSET initiative in collaboration with educators, engineers, and software developers, with support from South African technology companies and non-governmental organizations.
+Partnerships with regional organizations have been formed to enhance accessibility, though specific partners are not publicly disclosed.
+
+
+== Reception ==
+South African publications, such as Engineering News and RACA Journal, have reported on the STEMulator’s application in STEM education. According to Engineering News, some educators have incorporated the STEMulator into classroom resources.
+
+
+== Awards and recognition ==
+In 2023, the STEMulator received the national CAETS Communication Prize from the South African Academy of Engineering for its work in presenting STEM concepts to young audiences.
+Additionally, it received an Honourable Mention at the CAETS Communication Prize during the CAETS 2024 symposium in Helsinki, Finland, for a video titled "STEMulator," nominated by the South African Academy of Engineering. The award recognizes audiovisual communication in technological sciences or engineering.
+
+
+== References ==

data/en.wikipedia.org/wiki/Student_Spaceflight_Experiments_Program-0.md

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+---
+title: "Student Spaceflight Experiments Program"
+chunk: 1/1
+source: "https://en.wikipedia.org/wiki/Student_Spaceflight_Experiments_Program"
+category: "reference"
+tags: "science, encyclopedia"
+date_saved: "2026-05-05T04:21:49.947586+00:00"
+instance: "kb-cron"
+---
+
+The Student Spaceflight Experiments Program (SSEP) provides an opportunity for student groups from upper elementary school through university to design and fly microgravity experiments in low Earth orbit (LEO). SSEP is a program of the National Center for Earth and Space Science Education (NCESSE, a project of the Tides Center), the Arthur C. Clarke Institute for Space Education, and the private space hardware company NanoRacks. SSEP operates under a Space Act Agreement between the sponsoring organizations and NASA, allowing the  International Space Station (ISS) to be utilized as a national laboratory.
+
+
+== History ==
+The program was launched in June 2010, by NCESSE in the U.S. and by the Clarke Institute internationally. As of 2018, SSEP has sponsored fourteen missions to LEO – two on board the Space Shuttle, and twelve to the ISS – with a thirteenth mission to the ISS announced in March 2018, and expected to fly in the spring/summer of 2019.
+In the first fourteen SSEP flight opportunities, 86,800 students in grades 5 through 16 (senior undergraduate in the U.S. higher education system) participated in experiment design and proposal writing. Of 18,759 proposals received, a total of 240 experiments were selected for flight, with one from each community participating in each flight opportunity. As of 14 August 2017, 206 of these experiments have been successfully launched. The 18 experiments comprising Mission 6 to the ISS were lost when the Cygnus CRS Orb-3 vehicle exploded shortly after launch on 28 October 2014.
+
+
+=== Key dates ===
+
+
+== Process ==
+The competition to select student projects for flight is designed to resemble a standard research proposal process. Interested groups must submit proposals in response to announced criteria; these proposals are then peer-reviewed against the criteria in a two-stage selection process, with the vast majority of proposals rejected.
+Each selected experiment is provided with one mini-laboratory, which is flown on the ISS and then returned to Earth for analysis. Experiments selected for flight have included research into crystal growth, composting, cell division, seed germination, and calcium metabolism. The cost of each experiment is on the order of US$24,500, which must be raised by the community developing the experiment.
+Students have an opportunity to share their research at a national conference sponsored by the Smithsonian National Air and Space Museum, NCESSE, and the Clarke Institute. Students participating in the program have also been given the chance to participate in a videoconference with space station astronauts.
+
+
+== References ==
+
+
+== External links ==
+SSEP in the News
+SSEP In Our Own Words (Essays from SSEP participants)

data/en.wikipedia.org/wiki/Sur_les_épaules_de_Darwin-0.md

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+---
+title: "Sur les épaules de Darwin"
+chunk: 1/1
+source: "https://en.wikipedia.org/wiki/Sur_les_épaules_de_Darwin"
+category: "reference"
+tags: "science, encyclopedia"
+date_saved: "2026-05-05T04:21:52.347227+00:00"
+instance: "kb-cron"
+---
+
+Sur les épaules de Darwin (in English "on the shoulders of Darwin") is a one-hour science radio program broadcast by France Inter in  France since 2010. it is also distributed globally as a podcast. It is presented and written by Jean-Claude Ameisen.
+
+
+== Bibliography ==
+(in French) Jean Claude Ameisen, Sur les épaules de Darwin. Les battements du temps. France Inter/Les liens qui libèrent, 2012, 444p.
+(in French) Jean Claude Ameisen, Sur les épaules de Darwin. Je t'offrirai des spectacles admirables. France Inter/Les liens qui libèrent, 2013, 448p.
+(in French) Jean Claude Ameisen, Sur les épaules de Darwin : Retrouver l'aube. France Inter/Les liens qui libèrent, 2014, 448p.
+(in French) Jean Claude Ameisen, Nicolas Truong, Les chants mêlés de la Terre et de l’humanité. Editions de l'aube, 2015, 112p.
+
+
+== References ==
+
+
+== External links ==
+Website

data/en.wikipedia.org/wiki/Teacher_Institute_for_Evolutionary_Science-0.md

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+---
+title: "Teacher Institute for Evolutionary Science"
+chunk: 1/1
+source: "https://en.wikipedia.org/wiki/Teacher_Institute_for_Evolutionary_Science"
+category: "reference"
+tags: "science, encyclopedia"
+date_saved: "2026-05-05T04:21:54.801888+00:00"
+instance: "kb-cron"
+---
+
+The Teacher Institute for Evolutionary Science (TIES) is a project of the Richard Dawkins Foundation for Reason and Science and a program of the Center for Inquiry which provides free workshops and materials to elementary,  middle school, and,  more recently, high school science teachers to enable them to effectively teach evolution based on the Next Generation Science Standards.
+
+
+== History ==
+In 2013, Bertha Vazquez, TIES director and middle school science teacher in Miami, met Richard Dawkins at the University of Miami and discussed evolution education with him and a number of science professors. The discussion surrounded the issue of teachers feeling unprepared to teach evolution. This encounter and the understanding that teachers learn the most from each other inspired her to conduct workshops on evolution for her fellow teachers. After hearing about Vazquez's work, Dawkins followed up with a visit to Vazquez's school in 2014 to speak to teachers from the Miami-Dade County school district. Dawkins eventually asked Vazquez if she would be willing to take her workshop project nationwide. With the encouragement of Dawkins and funding from his foundation, and also with encouragement from Robyn Blumner of the Center for Inquiry, the Teacher Institute for Evolutionary Science began offering workshops in 2015. 
+
+
+== Activity ==
+The first TIES workshop was in April 2015 in collaboration with the Miami Science Museum. A total of ten workshops took place in 2015. Since then, the program has expanded, as of 2020, to over 200 workshops in all 50 states. While Bertha Vazquez presented many of the workshops earlier on, over 80 presenters are now active in the nationwide program. Presenters are usually high school or college biology educators in the states in which their workshops take place, and workshops take into account the given state's evolution education standards. Workshops vary in length, and in cases of longer workshops or webinars, scientists and other relevant guests are also invited to present. Some of these have included Nathan Lents and Jonathan Tweet.
+In response to the COVID-19 pandemic, TIES moved its workshops online and produced guided lessons in English and Spanish that students can work through on their own.
+Vazquez sees TIES as not only about evolution education, but also about empowering teachers to be leaders in their educational communities.
+
+
+== See also ==
+Creation and evolution in public education
+Science education
+
+
+== References ==
+
+
+== External links ==
+Official website

data/en.wikipedia.org/wiki/Teacher_in_Space_Project-0.md

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+---
+title: "Teacher in Space Project"
+chunk: 1/2
+source: "https://en.wikipedia.org/wiki/Teacher_in_Space_Project"
+category: "reference"
+tags: "science, encyclopedia"
+date_saved: "2026-05-05T04:21:53.570409+00:00"
+instance: "kb-cron"
+---
+
+The Teacher in Space Project (TISP) was a NASA program announced by U.S. President Ronald Reagan in 1984 designed to inspire students, honor teachers, and spur interest in mathematics, science, and space exploration. The project would carry teachers into space as payload specialists (non-astronaut civilians), who would return to their classrooms to share the experience with their students.
+NASA cancelled the program in 1990, following the death of its first participant, Christa McAuliffe, in the Space Shuttle Challenger disaster (STS-51-L) on January 28, 1986. NASA replaced Teachers in Space in 1998 with the Educator Astronaut Project, which required its participants to become astronaut Mission Specialists. The first Educator Astronauts were selected as part of NASA Astronaut Group 19 in 2004.
+Barbara Morgan, who was selected as a mission specialist as part of NASA Astronaut Group 17 in 1998, has often been incorrectly referred to as an Educator Astronaut. However, she was selected as a mission specialist before the Educator Astronaut Project.
+
+== NASA programs ==
+TISP was announced by President Ronald Reagan on August 27, 1984, during a speech on education policy in Washington, D.C. Rather than being inducted as members of NASA's Astronaut Corps, the teachers would fly as Payload Specialists and return to their classrooms after flight. This was the first time that NASA would send any "citizen passengers" into space, which had been a goal of the Space Shuttle program from the beginning. The program was part of the Reagan administration's response to the education reform movement and to the 1983 A Nation at Risk report which found that public education in the United States was inadequate. While many teachers expressed excitement about the announcement, the National Education Association, the largest teachers' union in the U.S., criticized the program as a gimmick. NEA president Mary Hatwood Futrell said, "We don't need to send a teacher into space. We need to send teachers into well-equipped classrooms."
+More than 40,000 applications were mailed to interested teachers while 11,000 teachers sent completed applications to NASA, including an essay on why they wanted to go to space and a proposal for a lesson that they would teach while on the Space Shuttle. Each of the applications was sent to the public Department of Education of that teacher's state. The state education agencies of each of the 50 states, the District of Columbia, Guam, Puerto Rico, and the U.S. Virgin Islands, as well as three federal agencies – the Department of Defense Dependents Schools, the State Department Office of Overseas Schools, and the Office of Indian Education Programs – were each responsible for selecting two nominees for national consideration before a deadline of May 1, 1985. These 114 nominees were invited to a summit in Washington, D.C., from June 22–27, 1985, where they were further evaluated by a panel of 20 judges, which included university president Richard Berendzen, actress Pam Dawber, athlete Wes Unseld, and artificial heart inventor Dr. Robert Jarvik. William Pierce, president of the Council of Chief State School Officers, who headed the panel, said that the teachers were evaluated based on their essays, their medical fitness, and whether the judges would "like to see this person on the cover of Time and on the Today Show". NASA administrator James M. Beggs announced the selection of 10 finalists on July 1, 1985.
+The finalists were brought to the Johnson Space Center in Houston and Space Camp in Huntsville, Alabama, for further medical examination and preliminary astronaut training. While the teachers were riding Space Camp's "Lunar Odyssey" simulator ride, Space Camp employee Gregory Walker fell into the ride's machinery and was killed, emotionally affecting the candidates who had witnessed the accident. After the two-week session, the judging panel unanimously selected S. Christa McAuliffe, a high school social studies teacher from Concord, New Hampshire, as the first teacher astronaut. She planned to teach two 15-minute lessons from the Space Shuttle, which would have been nationally televised. Barbara Morgan, an elementary school teacher from McCall, Idaho, was selected as her backup. The other eight finalists continued to work for NASA for one year instead of returning to their classrooms.
+McAuliffe died in the Space Shuttle Challenger disaster on January 28, 1986, along with the other six crew members of STS-51-L. After the accident, Reagan spoke on national television and assured the nation that the Teacher in Space program would continue. "We'll continue our quest in space", he said. "There will be more shuttle flights and more shuttle crews and, yes, more volunteers, more civilians, more teachers in space. Nothing ends here; our hopes and our journeys continue." However, NASA decided in 1990 that spaceflight was still too dangerous to risk the lives of civilian teachers, and eliminated the Teacher in Space project. Morgan returned to teaching in Idaho and later became a mission specialist on STS-118.
+
+=== Educator Astronaut Project ===
+
+In January 1998, NASA replaced the Teacher In Space project with the Educator Astronaut Project. Instead of training teachers for five months as Payload Specialists who would return to the classroom, the Educator Astronaut program required selectees to give up their teaching careers, move to Houston, and become Mission Specialists (full-time NASA astronauts).
+The first three Educator Astronauts were selected in October 2004: Joseph Acaba, Richard Arnold and Dorothy Metcalf-Lindenburger. Acaba and Arnold flew aboard STS-119 in March 2009, and Metcalf-Lindenburger on STS-131 in April 2010.
+Although many sources including some NASA ones incorrectly refer to Barbara Morgan (who flew on STS-118 in August 2007) as the first Educator Astronaut, she was actually selected as a standard mission specialist in 1998, before the Educator Astronaut Project was in place.

data/en.wikipedia.org/wiki/Teacher_in_Space_Project-1.md

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+---
+title: "Teacher in Space Project"
+chunk: 2/2
+source: "https://en.wikipedia.org/wiki/Teacher_in_Space_Project"
+category: "reference"
+tags: "science, encyclopedia"
+date_saved: "2026-05-05T04:21:53.570409+00:00"
+instance: "kb-cron"
+---
+
+== Teacher in Space Education Foundation ==
+The Teacher in Space Education Foundation was established by the 114 teacher nominees on January 26, 1986, with the goal of supporting public education, particularly in space-science-related topics. McAuliffe was named the foundation's honorary president, Morgan its vice president, and the other eight finalists its board of directors. After the disaster, the foundation merged with a similar organization founded by the families of the seven astronauts to create the Challenger Center for Space Science Education, which operates dozens of Challenger Learning Centers across America and supports educational programs.
+
+== Private program ==
+In the early 21st century, the Teacher in Space project was revived in the private sector. The development of reusable, suborbital launch vehicles by commercial companies makes it possible for nonprofit groups to contemplate sending large numbers of teachers into space. The new Teachers in Space program began in 2005. In March 2005, Teacher in Space candidate Pam Leestma, a second-grade teacher and cousin of Space Shuttle astronaut David Leestma, completed a training flight aboard a MiG-21 operated by X-Rocket, LLC.
+Armadillo Aerospace, Masten Space Systems, PlanetSpace, Rocketplane Limited, Inc., and XCOR Aerospace pledged flights to the new Teachers in Space project. Advisors to the new Teachers in Space project include SpaceShipOne builder and Ansari X-Prize winner Burt Rutan, X-Prize founder Peter Diamandis, Apollo astronaut Buzz Aldrin, and private astronaut and X-Prize sponsor Anousheh Ansari.
+The United States Rocket Academy partnered with the SFF in 2006, and worked to draft rules for a "pathfinder" competition to select the first Teachers in Space. The rules were announced at the Wirefly X PRIZE Cup Competition held at Holloman Air Force Base near Alamogordo, New Mexico in October 2007. Applications were accepted until November 4, 2008. On July 20, 2009, Teachers in Space announced its first group of "Pathfinders": astronaut teacher candidates.
+On June 11, 2013, Embry–Riddle Aeronautical University's new Commercial Space Operations degree program, the first of its kind in the world, announced they will sponsor the Teachers in Space summer workshops for the next five years, indicating their intent toward a continuing long term relationship as well as their sharing a vision to "...help students, teachers and organizers collaborate in bringing space education to every level, from K-12 to graduate programs."
+In 2014, Program director Elizabeth Kennick incorporated the Teachers in Space project as an educational nonprofit in New York, spinning it off from the Space Frontier Foundation. Five original Pathfinders (James Kuhl, Rachael Manzer, Lanette Oliver, Chantelle Rose, and Michael Schmidt) remain with the program, also Vice President Joe Latrell and several teacher volunteers. Teachers in Space, Inc. has now flown two teacher/student designed experiments to International Space Station (ISS), launched and retrieved several high altitude balloons with data sensors, put teachers through astronaut training experiences including hypobaric chamber and centrifuge, and delivered weeklong professional development workshops for Science, Technology, Engineering and Math (STEM) teachers in California, Florida, Oklahoma, Texas, and Georgia.
+
+== See also ==
+Educator Astronaut Project
+STS-118
+
+== References ==
+
+== External links ==
+Ssep.ncesse.org
+Spacesafetymagazine.com
+Barbara Morgan-Astronaut, Teacher in Space, NEA Member
+President Reagan's Remarks to the Finalists in the Teacher in Space Project (June 26, 1985)
+NASA STI Teacher in Space presentation

data/en.wikipedia.org/wiki/Things_of_Science-0.md

@@ -0,0 +1,23 @@
+---
+title: "Things of Science"
+chunk: 1/1
+source: "https://en.wikipedia.org/wiki/Things_of_Science"
+category: "reference"
+tags: "science, encyclopedia"
+date_saved: "2026-05-05T04:21:55.995602+00:00"
+instance: "kb-cron"
+---
+
+Things of Science was an educational program launched by the nonprofit news syndicate Science Service in November 1940.  The program consisted of a series of kits available by subscription and sent by mail monthly.  The program continued until 1989. As of 2018, there is no mention of the program or its archives on the website of the Society for Science & the Public, which succeeded the old Science Service organization.
+Each month, thousands of subscribers received a small blue box about the size of a videocassette containing some material such as nylon thread or dinosaur bones.  The box contained a yellow booklet explaining the topic for that month, along with the pieces and supplies needed to cover the topic.  Some kits would teach about a specific topic, such as coal, static electricity, mechanical linkages, nonwoven fabrics, electroplating, or optical illusions.  Other kits would provide parts to build items such as a small spectrograph, telescope, or pinhole camera. In addition to the monthly subscription, some kits were available for individual purchase, such as a "soilless gardening" unit which provided seeds, plant food, and instructions in hydroponics. Some kits contained basic materials for simple experiments in psychology.
+The modest annual subscription price ($5 in the 1960s) covered the cost of printing and postage. The instructions were written by Science Service staff, and the kit materials were donated by various companies.
+The Things of Science Club was started by Watson Davis, editor-in-chief of Science Service, because editors served by the service often asked for samples of the things the syndicate wrote about. The initial focus of the program was newspaper editors, but it soon shifted to young people. By 1946 the Science Service estimated that half of its subscribers were school groups and science clubs, and the other half were individuals. Membership in the club was limited to a few thousand because some of the "things", such as dinosaur bones, were hard to come by.
+
+
+== References ==
+
+
+== External links ==
+Rediscovering Things of Science — includes a partial list of the kits
+Things of Science — scans of the instruction booklets for many of the kits
+Things of Science — article in Make magazine