DC Stem Network

The DC STEM Network unites community partners to help inspire and prepare all DC youth to succeed, lead, and innovate in STEM fields and beyond. The Network connects educators, industry experts, community organizations, and colleges to support STEM learning across the city. The Network was formed in October 2014 through a partnership between Carnegie Science’s Carnegie Academy for Science Education and the DC Office of the State Superintendent of Education.  Over 200 community partners have already engaged in the effort to enhance STEM learning opportunities for DC students and teachers within the classroom, outside of the classroom and in the workplace.

This past year, the Network has:

  • Launched a centralized website to provide community access to STEM resources, events, and learning opportunities in DC as well as to connect educators with STEM professionals as mentors and volunteers.
  • Recruited and sustained 7 working groups that designed and administered 4 landscape surveys to determine the current status of STEM learning opportunities across the city in several priority areas: within schools, out-of-school time, mentoring and volunteering, teacher professional development, and work-based learning.
  •  Convened a STEM Summit for more than 250 STEM educators, professionals, and community partners to explore the results of the landscape surveys and begin to build partnerships for DC's STEM-related priority career sector.
  • Trained a cohort of 11 STEM Teacher Leaders to become STEM Ambassadors. These Ambassadors will provide professional development, cultivate partnerships, and bring STEM resources to their schools and community.

Moving forward, the Network and working groups are creating common measures for high-quality STEM, collaborating with schools to improve STEM offerings, increasing the number and quality of professional development opportunities for educators, and managing the DC STEM Fair.

To get involved, please contact us at info@dcstemnetwork.org or visit www.dcstemnetwork.org.  


Scientific Area: 

Explore Carnegie Science

Carnegie Academy for Science Education students conduct hands-on research.
September 5, 2017

The Amgen Foundation, in partnership with Carnegie Academy for Science Education (CASE),  announced that it brings the Amgen Biotech Experience (ABE) to local classrooms as part of a $10.5 million investment in the longstanding science education program. Globally, ABE is expected to reach nearly 900,000 high school students by 2020 in 18 regions around the world. Building on program’s success, Amgen and Carnegie Academy for Science Education will engage D.C. high school students with proven hands-on science labs

For nearly 30 years, ABE has empowered high school science teachers to implement real-world biotechnology labs in their classrooms, helping their students better

November 10, 2016

Baltimore, MD—A first-of-its-kind study on almost 20,000 K-12 underrepresented public school students shows that Project BioEYES, based at Carnegie’s Department of Embryology, is effective at increasing students’ science knowledge and positive attitudes about science. Younger students had the greatest attitude changes. The study covered five years and tested students before and after the one-week BioEYES program. The research is published in the November 10, 2016, issue of PLOS Biology.

BioEYES (www.bioeyes.org) uses live zebrafish to teach basic scientific principles, animal development, and genetics. The zebrafish embryo is clear, making it ideal for observations. Each BioEYES

June 8, 2016

Baltimore, MD— Tiny transparent zebrafish are changing lives through the BioEYES program. A former BioEYES student in Baltimore, Sih Oka Zeh, shared that BioEYES was the catalyst for following a career path in the sciences:

“I had BioEYES in 7th grade. Before they came I was told we were going to do an experiment with fish and microscopes. I wasn’t interested. But then they showed up with all this equipment I’d never seen before. We got to work with the fish and I was so excited. I was mad at the end of the week when they left. I wanted to do more. I wasn’t interested in science or research until I had BioEYES. They are the reason I went to a magnet science high school, and why I 

May 25, 2016

Washington, D.C.—The STEM Funders Network (SFN) announced last week that the DC STEM Network, a partnership of the Carnegie Academy for Science Education (CASE) and the DC Office of the State Superintendent of  Education, has been selected as one of the 10 STEM Learning Ecosystems to join the STEM Learning Ecosystems Initiative, a national initiative, initially developed in 2015-16 beginning with 27 STEM Learning Ecosystems communities across the United States.

Led by the STEM Funders Network (SFN), the STEM Learning Ecosystems Initiative is built on over a decade of National Academy and related research focused on how to cultivate successful STEM collaborations. The selected

No content in this section.

Carnegie is renowned for its post-doctoral and graduate student fellowship programs, which operate on each of the Carnegie campuses. Our fellows participate fully in the institution’s vigorous intellectual life, and have complete access to the laboratory instruments and facilities at the institution. The fellowships are extremely competitive, and are prized for their independence and for the resources they afford the fellows. The fellowships vary in duration depending on the research area. Each fellow is key to ehnancing the Carnegie mission and expanding Carnegie's influence of unfettered, imaginative scientific research into the next generations.  For information about opportunities in

Fifty years ago, Americans led the world in math and science, claiming some of the most important inventions and technological breakthroughs of the 20th century.  Today, American 15-year-olds rank 25th in math compared to their peers worldwide.  Math ƒor America DC strives to reclaim America’s reputation for scientific greatness by recruiting and supporting the very best secondary education math teachers.

Here in Washington DC, the majority of secondary school students are not math proficient.  Only about two thirds of secondary school math teachers are fully certified.Our goals follow:

Recruit candidates with strong math knowledge and teaching aptitude, which enhances the
Carnegie Academy for Science Education

Scientific literacy is now recognized to be crucial for our nation's progress in the 21st century.

The Carnegie Institution, a pre-eminent basic research organization, has fostered the development of scientific knowledge since the early 20th century. For many years, this meant the training of graduate students and postdoctoral fellows in the Institution's laboratories, located in Washington, DC and around the country.

In 1989, Maxine Singer, then president of Carnegie, founded First Light, a Saturday science school for children. This was the start of the Carnegie Academy for Science Education (CASE) whose goal is to encourage interest in science among school children and

Together with Dr. Jamie Shuda, Steve Farber created a Science Outreach Program, Project BioEYES, that incorporates life science and laboratory education using zebrafish. The outreach program has two main components: educating teachers through hands-on training and tours of our zebrafish facility, and bringing the zebrafish to K-12th grade classrooms for hands-on experiments. The program teaches students about science literacy, genetics, the experimental process, and the cardiovascular system through the use of live zebrafish.

The mission of BioEYES is to foster an enthusiasm for science education, promote interest for future participation in a biology-related field, and allow all

Guillermo Blanc wants to understand the processes by which galaxies form and evolve over the course of the history of the universe. He studies local galaxies in the “present day” universe as well as very distant and therefore older galaxies to observe the early epochs of galaxy evolution. Blanc conducts a series of research projects on the properties of young and distant galaxies, the large-scale structure of the universe, the nature of Dark Energy—the mysterious repulsive force, the process of star formation at galactic scales, and the measurement of chemical abundances in galaxies.

To conduct this work, he takes a multi-wavelength approach including observations in the UV,

Peter van Keken studies the thermal and chemical evolution of the Earth. In particularly he looks at the causes and consequences of plate tectonics; element modeling of mantle convection,  and the dynamics of subduction zones--locations where one tectonic plate slides under another. He also studies mantle plumes; the integration of geodynamics with seismology; geochemistry and mineral physics. He uses parallel computing and scientific visualization in this work.

He received his BS and Ph D from the University of Utrecht in The Netherlands. Prior to joining Carnegie he was on the faculty of the University of Michigan.

Peter Driscoll studies the evolution of Earth’s core and magnetic field including magnetic pole reversal. Over the last 20 million or so years, the north and south magnetic poles on Earth have reversed about every 200,000, to 300,000 years and is now long overdue. He also investigates the Earth’s inner core structure; core-mantle coupling; tectonic-volatile cycling; orbital migration—how Earth’s orbit moves—and tidal dissipation—the dissipation of tidal forces between two closely orbiting bodies. He is also interested in planetary interiors, dynamos, upper planetary atmospheres and exoplanets—planets orbiting other stars. He uses large-scale numerical simulations in much of his research

Andrew Newman works in several areas in extragalactic astronomy, including the distribution of dark matter--the mysterious, invisible  matter that makes up most of the universe--on galaxies, the evolution of the structure and dynamics of massive early galaxies including dwarf galaxies, ellipticals and cluster. He uses tools such as gravitational lensing, stellar dynamics, and stellar population synthesis from data gathered from the Magellan, Keck, Palomar, and Hubble telescopes.

Newman received his AB in physics and mathematics from the Washington University in St. Louis, and his MS and Ph D in astrophysics from Caltech. Before becomming a staff astronomer in 2015, he was a