From student to teacher: A full circle moment for the Society’s Lemelson Invention Fellow

In the last decade, Laurel Bingman has gone from being a curious student and science fair competitor to being a STEM teacher, experiencing the power of science from both sides of the classroom. Today, Laurel serves as the Society’s Lemelson Invention Fellow, which helps with all areas of the organization’s STEM education programs and assesses where they can improve resources for the K-12 educator community. She is passionate about paving the way for others like her who get excited about science.

Laurel’s connection with Society for Science began in her middle and high school years. While competing in a variety of science fairs, Laurel says one of her big dreams was becoming a finalist in the Regeneron International Science and Engineering Fair (ISEF).

“As a student in a science magnet program at my high school, I was surrounded by like-minded people and knew upperclassmen who had been finalists at ISEF,” Laurel said. “I was privileged to have incredible teachers who dedicated much of their time to supporting us with science fairs.”

Laurel earned her bachelor’s degree in biological sciences and Latin American Studies from Rice University in Houston, Texas.

During her undergraduate years, she gained invaluable experiences that ultimately led her to pursue a career in education. She spent spring breaks at an outdoor environmental education camp with students and studied abroad in Argentina through the School of International Training’s Social Movements and Human Rights program.  Through these experiences, Laurel always felt drawn to making a meaningful impact. She wanted her path to, in some way, contribute to creating positive changes in the world. She continued her studies at the University of Toronto and received her master’s in education in curriculum and pedagogy with a specialization in international and comparative education. At YES Prep Northbrook High School in Houston, Laurel was driven to give her students the opportunity to enter science competitions, regardless of their circumstances, knowing full well how much being a part of these programs had helped her. She decided to apply to the Society’s Advocate Program, a year-long professional development program that supports educators in increasing the number of students in STEM competitions. This was the first formal program Laurel participated in as a teacher. Not only did Laurel become an Advocate, but she later became a Lead Advocate, passing on what she learned in the program to other educators.

“I’m grateful to my school district for giving me the space to build up our science fair,” Laurel said. “However, it can feel a bit like you’re out in the middle of the ocean paddling a little boat all by yourself. The Society’s Advocate Program not only provided me with a map and a compass, but with a bunch of other people in similar boats paddling alongside me.”

Laurel has also received a STEM Research Grant and used Science News Learning in her classes. Laurel said that before receiving the STEM Research Grant, students were limited in the types of projects they could work on and pursue. But with the grant and expanded research equipment, students would have more avenues of research and even learn how to create project proposals and budgets. By using Science News Learning’s educator materials, Laurel’s students could dive into scientific journalism and find research topics they may want to focus their work on. “I was able to give my students a break from screens by using Science News as something my students could read in class and after tests,” Laurel said. “What I loved as well were the curricular materials that were provided, which were aligned to the articles.”

“I firmly believe that invention, education and student research are some of the best ways to center student interests and agency, encourage lifelong learning, and build a better future for everyone,” Laurel said. “Getting to be a part of bringing this to teachers and students across the nation is a dream come true for me.”

Though Laurel is currently working at the Society as a Lemelson Fellow to help improve education principles and practices, she shares that her favorite moments so far in education have been seeing how students can grow in ways they have never thought possible. “I’ve seen students develop a positive relationship with school and science that they did not have previously. I’ve witnessed students finding a place of connection and community through science fairs when they hadn’t found it anywhere else. I’ve seen students improve their self-efficacy and feelings of accomplishment.”

Laurel says she feels supporting students in science fairs gives her a renewed sense of purpose.

“Witnessing these stories of growth—that has been my favorite experience because this is why I became an educator.”