Each year, STEM educators face the challenge of teaching complex, rapidly evolving scientific concepts. However, many of us, myself included before participating in the U.S. National Science Foundation Research Experiences for Teachers (RET) program, have had limited opportunities to engage in authentic research environments. Without firsthand experience in applied research, instruction can become abstract, making it difficult for students to connect science to real-world careers. This disconnect is especially pronounced for students from low-income or underrepresented backgrounds who often lack exposure to STEM professions and role models (National Science Board, 2024).
Teacher immersion in research offers a powerful way to bridge this gap and directly supports the mission of S-STEM to prepare students for high-demand STEM careers. By engaging in lab work, collaborating with scientists, and participating in real investigations, educators deepen their understanding of how scientific knowledge drives innovation and problem-solving. This experience reshapes teaching, enabling us to connect classroom concepts with practical, career-relevant contexts that inspire and motivate students (Hurley et al., 2024).
In this blog, I explore how teacher immersion in research can increase student engagement by linking classroom content to real-world applications, boost career readiness through exposure to practical STEM opportunities, and equip educators to deliver career-aligned instruction that prepares students for today’s STEM workforce.
Immersing Educators in Authentic Research Experiences
STEM classrooms often struggle to connect complex theoretical concepts, such as gene expression or environmental remediation, to tangible, real-world applications. Without this crucial connection, students, especially those without personal or family ties to STEM careers, frequently ask, “When will I ever use this?” (Fairhurst, 2023). This disconnect can be particularly discouraging for many low-income students, whose motivation and persistence in STEM may falter without clear, visible career pathways (Oyelaran, 2023). Without exposure to concrete examples or relatable role models, these students may never fully appreciate the broad range of opportunities available in emerging and impactful fields (Keller et al., 2025).
One powerful way to overcome this challenge is immersive research experiences for educators. During my RET at Arizona State University, I worked with Martian soil simulants and bioreactor systems to explore microbial processes capable of transforming toxic extraterrestrial soils into viable agricultural environments. This firsthand experience transformed abstract concepts into meaningful, real-world learning opportunities that I brought back to my classroom.
I pursued the RET opportunity while teaching non-STEM majors because I wanted to connect research directly to their everyday lives. With a background in medicine, I saw it as a chance to grow my research skills and model for students that meaningful growth comes from stepping outside our comfort zones. I also wanted to emphasize that research literacy is essential for understanding and evaluating the world around them, regardless of their major or career, and that everyone has a place in STEM if they’re curious and willing to engage.
Ashley Burkart’s research poster from her the 2024 Research Experiences for Teachers, Bioweathering of Martian Regolith Simulant.
From Lab to Classroom
Sharing these authentic research experiences allowed me to confidently connect lessons to cutting-edge science. I would say, “These microbial processes are the same ones NASA is testing to make Mars habitable. Imagine the career opportunities in planetary science, microbiology, and biotechnology.” This connection fundamentally shifted classroom dynamics: students who once struggled to see relevance became more engaged, asked thoughtful questions, and began envisioning STEM careers they hadn’t considered before.
Building on my RET experience, I developed a four-week project inspired by NASA’s research. In this project, students investigated how to grow crops in high-salinity conditions, focusing on salt-tolerant quinoa and the model plant Arabidopsis thaliana. Through data collection, analysis of plant physiological responses to saline stress, and evidence-based recommendations, students engaged in authentic scientific inquiry mirroring professional research.
This hands-on project connected theory directly to practice and introduced students to emerging fields such as sustainable agriculture and planetary colonization. Classroom discussions evolved beyond rote memorization, fostering critical thinking and complex problem-solving skills that better prepare students for future STEM careers (Keller et al., 2025).
Sparking Student Interest and Building Confidence
Integrating real research into my teaching boosted student engagement and strengthened my confidence as an instructor. Teaching complex biological concepts to non-biology majors can be challenging, but drawing from my research experience helped me relate science to students’ everyday lives and future career possibilities. Framing lessons around real-world applications sparked curiosity and motivation, especially among students who might otherwise feel disconnected from STEM.
One student shared, “I never thought about how microbes could actually be part of a career. Now I’m interested in environmental science.” Moments like this highlight how authentic, research-based projects inspire students and help them see themselves as capable participants in STEM fields.
Moreover, immersing educators in authentic research experiences fosters a ripple effect beyond individual classrooms. Teachers become advocates and role models who inspire a culture of curiosity and possibility within their schools and communities. This is vital for students from underrepresented backgrounds who often lack access to mentors and visible STEM pathways. By bringing real-world science and professional networks into classrooms, educators help close opportunity gaps and build both student and teacher confidence. This approach promotes educational equity by ensuring all students—not just those with prior exposure—can envision themselves as future scientists, engineers, and innovators (Hurley et al., 2024).
Opportunities Beyond the Classroom
The benefits of teacher research immersion extend beyond lesson plans. Through my RET program, I developed connections with scientists and industry professionals who have since visited my classroom as guest speakers, providing students firsthand insight into current STEM careers and innovations. These visits helped make abstract concepts tangible and inspired students to see themselves in those careers.
Additionally, these professional networks opened doors for students to participate in internships and research projects. One student secured a summer internship through a contact I made during the program, gaining valuable experience and mentorship. Others presented their own research at science fairs, building confidence and a sense of accomplishment.
By connecting students to real-world STEM experiences and professional communities, teacher research immersion bridges the gap between academic learning and career pathways, especially for students who might otherwise lack access to these opportunities.
A Call to Action: Expand Research Immersion Opportunities for Educators
To prepare the next generation of STEM professionals, we must significantly expand immersive research opportunities for educators. When teachers engage directly in scientific research, they gain insights and confidence that transform their teaching, making complex concepts relevant and inspiring for all students.
Programs like NSF’s Research Experiences for Teachers (RET), supported by partnerships among schools, universities, and industry, are essential to bridging the gap between classroom learning and real-world STEM careers. K-14 educators interested in similar opportunities can explore national RET programs such as those at Rice University and HAND-ERC. Additionally, the Council on Undergraduate Research (CUR) offers professional development, networking, and support for educators interested in integrating research into their teaching.
Supporting teacher immersion aligns with S-STEM’s mission: equipping educators with the tools and experiences needed to prepare students for high-demand STEM professions and foster social and economic mobility. By bringing research-based projects, career-relevant examples, and professional networks into the classroom, educators create environments where students feel empowered to envision themselves as future scientists, engineers, and innovators.
If we truly want to expand STEM success, investing in educators’ access to dynamic STEM research is critical. Empowered teachers inspire empowered students, building a stronger, more inclusive STEM workforce for tomorrow.
References
Fairhurst, N., Koul, R. & Sheffield, R. (2023). Students’ perceptions of their STEM learning environment. Learning Environ Res 26, 977–998. https://doi.org/10.1007/s10984-023-09463-z
Hurley, M., Butler, D., & McLoughlin, E. (2024). STEM Teacher Professional Learning Through Immersive STEM Learning Placements in Industry: a Systematic Literature Review. Journal for STEM education research, 7(1), 122–152. https://doi.org/10.1007/s41979-023-00089-7
Keller, J., Buxner, S., Donnelly‐Hermosillo, D., Bailey, E., Citkowicz, M., Horvath, L., Moreno, D., Yisak, M., Zhu, B., Fulbeck, E., Sessoms, D., Vokos, S., Chen, C., & Pardo, M. (2025). Impact of teachers with research experiences: Student gains in STEM career awareness, perception of value of stem learning, and persistence in STEM course tasks. Science Education, 109(3), 769–795. https://doi.org/10.1002/sce.21926
National Science Board, National Science Foundation. (2024). The STEM Labor Force: Scientists, Engineers, and Technical Workers. Science and Engineering Indicators 2024. NSB-2024-5. https://ncses.nsf.gov/pubs/nsb20245/
Oyelaran, O. (2023). Improving persistence of underrepresented racial minority science majors: Where to begin. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1280609
