Our Impact

Teacher-Led Professional Learning

Since 2011, we have conducted over 135+ excellent STEM teacher workshops

Our workshops are developed for and by teachers, and aim to cultivate a community of STEM professionals across disciplines

There are now 750+ STEM teachers in our membership from around the tristate area

In 2017 we expanded further to include the elementary school level with support from 100kin10

Our members' school within the NYC region

Pioneering innovative hands-on approaches to science and math education

Activating Student Learning

Since the summer of 2015 we've organized Leadership Development Workshops in collaboration with American Modeling Teachers Association for 27 hand-picked master-teachers, each year, from across the country to address the national shortage of qualified Modeling Workshop leaders.

In 2015 we started offering professional development opportunities in middle school science to address the needs of teachers who teach this instrumental age group.

Recent studies show teachers who utilize methods learned in our workshops improves student learning


Figure 1. High school student mechanics survey data comparing traditional vs. modeling instructionTM

A study by Richard R. Hake at Indiana University revealed impressive gains in a pre/post survey involving 6,542 students enrolled in high schools and colleges. Looking at active methods versus more traditional strategies (lecture-demonstration), Hake found an average increase of 48% average gain in achievement for students receiving instruction using “interactive engagement methods.”

Source: Hake, R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74.


Figure 2. Pre and posttest student FCI percentages by Master of Natural Science degree program teachers

In a study at Arizona State University, researchers spent 9 years evaluating the professional development of in-service teachers enrolled in science teaching courses that use modeling instructionTM. The study revealed a 36% average gain in achievement amongst the students of teachers “utilizing interactive engagement methods.” 

Source: Hestenes, D., Megowan-Romanowicz, C., Osborn Popp, S., Jackson, J., & Culbertson, R. J. (2011). A graduate program for high school physics and physical science teachers. American Journal of Physics, 79 (9), 971-979.

Research on STEM Education


Since 2015, STEMteachersNYC has worked AMTA fellow Colleen Megowan-Romanowicz on Computational Modeling Physics First (CMPF), a research program exploring how the learning of Bootstrap enhance teachers’ skills and identity as Computer Technology (CT) learners and as integrated CT/physics teachers. To learn more about this ongoing research click here.


STEMteachersNYC is collaborating with teachers in the Montgomery Township (NJ) school district to create a cadre of K-3 elementary school teachers in the New York Metropolitan Area who are competent and confident teaching science. The program draws from the work of Hammer and Goldberg, which posits that, if elementary teachers bring the techniques they use to teach reading and writing to grade-appropriate science discussions, more science teaching and learning will happen in elementary classrooms. To learn more click here.

Inspiring New Organizations

Since our launch, we have fostered development of and continue to guide sibling STEMteacher organizations in Phoenix AZ, Dallas TX, and Bridgeport CT.

Contact us to learn more about setting up a Professional Learning Community in your area!