Alex Clark is the Digital Video Producer for the NOVA Science Studio. He produces original videos for the program and leads video production training for site coordinators and students. Alex is a video journalist, cinematographer, and instructor of documentary filmmaking and he holds a degree in journalism from Columbia University. He has created TV and digital content for PBS, NBC, and NowThis. A lover of all things science, he produced and co-hosted Vox’s Emmy-nominated YouTube series, Glad You Asked.

Kara is the NOVA Education Digital Editor. Before NOVA, Kara worked as an independent wildlife and environment journalist. She has reported on a range of topics including environmental justice for nail salon workers in New York City, the link between the illegal wildlife trade and COVID-19, the next generation of female ocean explorers, as well as a series of in-depth interviews with the organizers of the viral online movement Black Birders Week. Kara holds degrees in journalism and environmental studies from New York University.

Learn the science behind misinformation–how it’s shared, why it&#x27;s believed, and what we can do to address it.

The spread of misinformation is influencing human behavior.

Why Misinformation Matters

Meet the Site Coordinators of NOVA Science Studio.png

The new national program will be led by five site coordinators and include 30 middle and high-school students grouped into regional cohorts from the Northeast, Southeast, Midwest, Southwest, and West Coast.

Meet the Site Coordinators of NOVA Science Studio

Students Razan Mohammed and Ayan Jama pose for the camera at the NOVA Science Studio event in June. (Photo by: Meredith Nierman)

With a goal to empower youth to tell stories about the world in new ways, NOVA Science Studio was able to give students exposure to a wide range of careers in STEM, journalism, and media production.

Science As Told by Teens: Reflecting on the Pilot of NOVA Science Studio

To diversify the voices we hear in science communication, NOVA has created a program where access meets opportunity for underrepresented youth

To diversify the voices we hear in science communication, NOVA has created a program where access meets opportunity for underrepresented youth.

Introducing: NOVA Science Studio

Biomedical engineer, Khari Johnson, explains how underrepresentation in STEM fields is not due to lack of interest, aptitude or talent, but instead due to a number of systemic barriers.

Finding My Voice

Meet the NOVA Science Studio Team

The NOVA Science Studio is a new program that empowers youth to tell engaging science communication stories about the issues that matter to them.

The NOVA Science Studio is a new program that empowers youth to tell engaging science communication stories about the issues that matter to them.

NOVA Science Studio

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There are various reasons why people believe in misinformation.
NOVA Producer Alex Clark traces misinformation on mask-wearing from internet circles, to social media influencers, and back to the CDC in the NOVA Education video series.
How Mask-Wearing Misinformation Became a RealityPublished: February 23, 2021Voter 1: We live in an era of information at your fingertips that you could just do another search.Voter 2: I&#x27;m sure some misinformation is probably spread on both sides. Voter 3: First things first, see who said it or who published it?Alex Clark: Misinformation is all around us. Let&#x27;s talk about it. February, 2020. The US Surgeon General, government leaders, and science professionals were all giving us the same information. Everyday Americans did not need to wear masks to protect ourselves from the COVID-19 virus.Mike Pence: The average American does not need to go out and buy a mask.Clark: But by the summer, the CDC and federal officials reversed their stance, everybody should wear a mask.Donald Trump: When you are not able to socially distance, wear a mask. Whether you like the masks or not, they have an impact.Clark: The new information seemed to contradict the original message. Were we all are just playing a global game of Telephone? Hey, there, I&#x27;m Alex Clark. I&#x27;m a journalist, instructor of video, and a filmmaker. And with NOVA Science Studio, we&#x27;re going to be breaking down misinformation. Misinformation is shared millions of times a day on Facebook alone. So it&#x27;s easy to get tangled up. So at first, we&#x27;re told that masks are not necessary, and then many areas are requiring people to wear them. By the summer of 2020, people in all 50 states are wearing masks as part of their everyday attire. I got my keys, wallet, mask, I&#x27;m good to go. But thousands of people remained convinced that masks were not effective. And many of the people who did not believe in masks relied on social media as their primary source of science information, and there is a lot of misinformation out there, some of which was very convincing. There were even fake notices from the CDC, advising that people should not wear masks, which is wild. All of this had a very real effect. A model from the Institute of Health Metrics at the University of Washington found that if 95% of Americans had worn masks starting in mid June, there would have been nearly 22,000 fewer deaths by the 1st of October. So yes, the stakes are high when it comes to spotting misinformation. By the way, science misinformation is defined as a statement that contradicts what established science tells us to be true. We&#x27;re all prone to believe many of these messages as part of our human nature. But don&#x27;t take it from me, Dominique Brossard is an expert on science misinformation, and she points out that often people share misinformation only because it aligns with their worldview.Dominique Brossard: We rely on mental shortcuts to help us make sense of the world around us. Relying on those beliefs that are very important to us, religious beliefs, and things that our Church tell us. Environmental worldviews, we think the environment is really something we should protect.Clark: In the case of somebody who doesn&#x27;t believe in climate change, it doesn&#x27;t matter if say, 97% of scientists say it&#x27;s real, because it doesn&#x27;t align with what they&#x27;ve already ingrained in their thinking.Brossard: Exactly, if something really doesn&#x27;t align with your political views, you&#x27;re gonna discard it. Clark: Another reason why people may actually believe information or share information online very quickly is because it&#x27;s information that gives them hope.Brossard: So an example that actually pertain to these is anything related to climate.Clark: I think I know what she means. When you look today on Instagram, there&#x27;s products that boost your metabolism, make you thinner, give you more energy, but the problem is that these facts often aren&#x27;t verified, and we don&#x27;t have the information about who&#x27;s pushing them. But the FTC took on social influencers in 2019. They fined a company called Teami, whose ads said that their products not only promoted weight loss but also fought cancer. Teami, today, the FTC advises users use hashtags like these to let you know that it&#x27;s sponsored information. One last reason people believe false information when it occurs is that the content is just funny or satirical.People may share things because he thinks they&#x27;re funny. And this is something that we&#x27;ve seen with young audience as well with the means and so on.Some users might even use the humor to justify sharing the misinformation.At the end of the day, it was just a joke, and their joke taken out of context can be perceived as reality.What&#x27;s important about all of these cases, whether it&#x27;s funny, whether it aligns with your worldview, is it doesn&#x27;t always matter why somebody shared it. Whether it was intentional or not, it&#x27;s altering our perception of reality. So thinking back to the Coronavirus Task Force recommendation, what to make of it?Pence: The average American does not need to go out and buy a mask.Clark: We were told early on that we shouldn&#x27;t wear masks, and now, we are told that we should wear masks may seem contradictory.The discovery of asymptomatic spread is one of the reasons the scientific advice changed. It&#x27;s defined as the transmission of a disease via individuals who do not exhibit symptoms. This whole concept of asymptomatic spread elevated the need for mask-wearing by the general public. But there&#x27;s more. By the summer, we learned that there was no longer a threat of a widespread shortage of personal protective equipment or PPE, and even some homemade masks could be partly effective in stopping the airborne transmission. Therefore masks became a no-brainer, everybody should wear one. So let&#x27;s recap. These are some of the reasons that people believe in misinformation. First, it could be because our understanding of the science on the topic has changed, or it could be because misinformation has simply affirmed our existing beliefs, and in some cases, it&#x27;s just because it&#x27;s funny, and we wanna share it with other people. So now, how does it spread? That&#x27;s next episode!

How Mask-Wearing Misinformation Became a Reality Hero

There are various reasons why people believe in misinformation.

How Mask-Wearing Misinformation Became a Reality

The spread of misinformation is influencing human behavior.
Learn the science behind misinformation–how it’s shared, why it&#x27;s believed, and what we can do to address it.
Why Misinformation MattersPublished: February 11, 2021Alex Clark: 2020 was a year packed with challenges in the United States as the COVID-19 virus, national uprisings over police brutality, and a presidential election all took over the news cycle. And through all of these events, the spread of misinformation played a role in raising the tensions, from conflicting messages about masks.Louie Gomert: When I have a mask on, I&#x27;m moving it to make it comfortable, I can&#x27;t help but wonder if that puts some germs in the mask.Clark: To fabricated stories on the victims of police brutality, but things came to a head on January 6th, 2021, when supporters of President Trump stormed the Capitol building in an attempt to overthrow the election results, resulting in the deaths of five people. While people across the country have been struggling to understand how something like this happened, a look at the events and rhetoric over the past few months or years reveals that many of the warning signs were right in the open, and I&#x27;m not just talking about the image boards and forums like 4Chan, Reddit, Parler, where plans were being made to assemble and march on the Capitol. I&#x27;m talking about the interviews I had with people on the day of the election.Voter 1: I&#x27;ve heard lots of information about ballots being discarded. Some polling centers are throwing them in the garbage.Voter 2: To the president, fake news is news that he doesn&#x27;t agree with.Clark: You see, there is a science to how we interpret information about the world around us. Our brains try to make things align with our existing reality and basically try to make sense of it all, but this has become more of a problem in the last decade, simply because we have more choices of where to go when we seek information, and all President Trump needed to reach the supporters was a Twitter account. So misinformation, which is a blanket term for inaccurate communication, can take us further from what&#x27;s actually going on in the world.And when misinformation is spread intentionally in order to disrupt political movements, or sow division among groups, that&#x27;s called disinformation and disinformation is not going away, because bad actors can profit from it and push their causes by sharing it with a click. So that&#x27;s why Nova is starting this new series.It&#x27;s called &quot;Misinformation Nation.&quot; We&#x27;ll speak with experts and news-makers and give real-world examples that explain how misinformation spreads, why it&#x27;s believed, and how our brains strive to make sense of it all, as part of the Nova Science Studio program, where dozens of young science communicators across the country learn the basics of science storytelling.I&#x27;m Alex Clark. I invite you to subscribe to NOVA and NOVA Science Studio, and stay tuned for the episodes. Thanks for watching.

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 We are excited to take the <a href="https://www.pbs.org/wgbh/nova/brand/nova-science-studio/">NOVA Science Studio</a> to the national stage with a virtual launch of our program that will engage students from across the country!Not only do we seek to provide youth with the skills to tell engaging digital stories about the science happening in their communities, but also to amplify the voices of young people who have long been underrepresented in science communication.Over the course of six months, students across the United States will learn about video production, identifying misinformation, and a wide range of STEM careers, under the guidance of a site coordinator and the mentorship of a NOVA producer.
 

 
 Each site coordinator leads two hour long sessions a week for a regional cohort of six students. And the students receive regular feedback and instruction on how to develop and refine their science journalism video projects.We’re excited to introduce the first group of NOVA Science Studio site coordinators, which includes science communicators, producers, and teachers who have a strong track record of covering science through multiplatform storytelling.
 

 
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 <h3>Cesar Almeida</h3>
 

 
 Chicago, IL Midwest Region
 

 
 
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 Cesar Almeida is a youth program coordinator at <a href="https://www.faithinplace.org/">Faith in Place</a>. As an artist, educator, and <a href="https://bit.ly/3jEAsXQ">Fulbright Scholar</a>, he designs artistic and educational programs for youth and young adults to conserve and uphold ancestral forms, which include environments, cultures, and languages. He earned his B.S. in education from Northwestern University, and his work challenges Western colonial approaches to education by centering the learner’s identity, embodying youth-led approaches, and validating new media as literacy. Ultimately, Almeida recognizes that the environment is not only about the birds, bees, and trees but is about the places we live, learn, eat, and sleep.
 

 
 “There is not enough representation or access to science and the environment,” Almeida says. “The dominant narrative perpetuates the idea that nature and science originate from foundations of white and eurocentric forms of thought, but this is not the case, and it is my mission to increase representation and access to science and the environment for BIPOC artists, youth, and communities.”
 

 
 <h3>Tazeen Hossain</h3>
 

 
 Charlotte, NC Southeast Region
 

 
 
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 Tazeen Hossain is a process development engineer at Bosch Rexroth where she leads her site’s digital manufacturing transformation. She graduated with a B.S. in mechanical engineering and a minor in Spanish from the Georgia Institute of Technology. She also holds a Women in Leadership certificate from Cornell University. As an alumna of <a href="https://inroads.org/about-inroads/history-mission/">INROADS</a> and the <a href="https://swe.org/">Society of Women Engineers (SWE)</a>, she has served both organizations through STEM advocacy and mentorship for minority students in high school and college. Hossain’s passion for increasing representation in STEM has led to her establishing an employee resource group at Bosch Rexroth focused on highlighting and celebrating the intersectionality of different identities within the workplace. Her love for engineering technology drives her to constantly seek ways to break barriers and provide underrepresented youth with access to careers in STEM.
 

 
 “When you bring more people on stage who can tell different stories, and share perspectives that speak to the other 40% of Americans, suddenly science is relatable,” Hossain says. “More problems get solved within our communities because more people are aware of them.”
 

 
 <h3>Greg Hufford</h3>
 

 
 Boston, MA Northeast Region
 

 
 
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 Greg Hufford is a STEM literacy specialist at 826 Boston who has a fervent passion for the natural sciences and is fascinated by the overlap between scientific and artistic pursuits. Prior to joining <a href="https://826boston.org/">826 Boston</a>, he served with AmeriCorps in New Hampshire, where he taught environmental science to elementary school students. Hufford holds an M.S. in geology from the Colorado School of Mines, and—before a recent career switch—worked as a geologist. In his free time, Hufford loves to wander outdoors, paint, play Dungeons and Dragons, and make music.
 

 
 “Science has had a central role in my life for over two decades,” says Hufford. “Even as an adult, I still crawl in the woods on my hands and knees, and explore the world through a magnifying glass. I see science as an iterative process of discovery that can enrich our lives. I have been and will continue to be a student of science.”
 

 
 <h3>Niba Nirmal</h3>
 

 
 San Francisco, CA West Coast Region
 

 
 
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 Niba Nirmal is a multimedia science communicator based on the traditional land of the Ramaytush Ohlone (San Francisco, CA). She creates scientific content through articles, photos, videos, and social media. Her personal project <a href="https://www.notesbyniba.org/">“Notes By Niba”</a> explores the science of cosmetics, fashion, and skincare through <a href="https://youtube.com/notesbyniba">YouTube</a> and <a href="https://instagram.com/notesbyniba">Instagram</a>. She holds a B.S. in genetics and genomics from UC Davis, where she studied the effects of climate change on crops. She also holds a double-minor in toxicology and diversity studies. She received her M.S. in genetics from Duke University, graduating with the class of 2020. Her graduate research focused on the genetics, form, and function of plant roots.
 

 
 “While researching plant genetics, I discovered a passion for science communication,” Nirmal says. “Lacking scicomm mentorship, I had to teach myself video production and arduously build my brand from the ground up. NOVA’s program gives me the unique opportunity to directly mentor students in my field so they need not undergo the unnecessary struggles I had to.”
 

 
 <h3>Leon Tynes</h3>
 

 
 Phoenix, AZ Southwest Region
 

 
 
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 Leon Tynes is the technology and computer science lead educator at the<a href="https://www.amsschools.org/apps/pages/desertsky"> Academy of Math and Science Desert Sky</a> in Phoenix, Arizona. For the past eleven years, Tynes has used a flipped classroom approach to maximize learning in the realms of 3D modeling, digital media, mobile app development, and computer science courses. Dedicated to immersing his students in all aspects of technology, he has successfully integrated science and engineering concepts, which has led to numerous student awards. He has a passion for habitat and climate issues and wishes to develop authentic projects to broaden students’ global awareness in STEM.
 

 
 “My focus has always been in urban education and equity in computer science and technology,” Tynes says. “I have a significant amount of experience with students creating nonfiction media dealing with contemporary social issues. Imploring students to research contemporary issues that directly affect their communities and their potential to explore college and substantive careers is a priority of my pedagogy.”
 

 
 With a focus on hyperlocal storytelling, the NOVA Science Studio aims to give students the tools to tell their own stories through the science happening right in their own backyard. We will be sharing updates on the program and student projects via the <a href="https://www.pbs.org/wgbh/nova/newsletter/">NOVA Education Spark newsletter</a> and NOVA Science Studio social media accounts. Follow us on<a href="https://twitter.com/novasciencestu?lang=en"> Twitter</a> and <a href="https://www.youtube.com/channel/UCDfDHOA0Wud7sgiwCPBFMBg">YouTube</a> to stay connected!
 

 
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 You’ve heard it before, and you’ll hear it again: These are unprecedented times. As we’ve faced these new challenges across the globe and together as a nation, we’ve had to adjust to a reality that has meant embracing a new normal. From sourdough starter kits and adventures in online learning to finding a love for the great outdoors while social distancing, staying close to home has not curbed the joy of discovery, but has perhaps instigated the rediscovery of what was already within arms’ reach.
 

 
 When exploring our own communities and lives, we begin to uncover how science intersects with society in ways that inform our lived experiences. Like when a childhood love of the natural world, spurred on by adventures on your ancestral land, develops into a <a href="https://www.pbs.org/wgbh/nova/article/blackinnature-tropical-paleontology/">career in tropical paleontology</a> and helps to normalize what it means to be #BlackinNature. Or when honoring your community’s Comanche tradition of caring for eagles turns into <a href="https://www.pbs.org/wgbh/nova/article/eagle-repository-conservation-native-american/">running one of only seven tribal-run eagle repositories</a> in the country, aiding wildlife preservation efforts. With a focus on hyperlocal storytelling, the <a href="https://www.pbs.org/wgbh/nova/article/introducing-nova-science-studio/">NOVA Science Studio</a> (NSS) aims to give students the tools to tell their own stories through the science happening right in their own backyard.
 

 
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 After a <a href="https://www.pbs.org/wgbh/nova/article/science-told-teens-reflecting-pilot-nova-science-studio/">successful pilot run in Boston</a>, the NOVA Science Studio will begin a new cycle, welcoming 30 students to join remotely from across the country. They will be grouped into 5 cohorts, or “sites,” each run virtually by a Site Coordinator. The program uses a hybrid science communication and video production curriculum developed by NOVA staff. This includes a workshop series featuring diverse STEM and SciComm experts and a video tutorial series aimed at increasing tech literacy. The students will work together to produce short science videos on topics of their choosing. Throughout the course of the program, students at the five sites will learn about topics such as scientific misinformation, video production skills, and a wide range of STEM careers, under the guidance of a Site Coordinator and the mentorship of a NOVA producer.
 

 
 Student applications now open. Read below to find out how to apply for the 2020-2021 cycle of the NOVA Science Studio program.
 

 
 <h3>NSS Student Applicant Information:</h3>
 

 
 · The NOVA Science Studio is open to students over the age of 13. Please note that if you are under 18 years of age, permission from a parent or guardian is required to submit your application· You must reside in the United States or a U.S. territory· You must have regular access to technology with the ability to film video (smartphone, DSLR, iPad, etc.) and a computer (laptop, tablet, desktop computer, etc.)· The program will run from December 2020 to May 2021 and you must commit to attending NSS sessions twice a week for an hour each· Student participants will work in groups of three to complete the final project (a video three to five minutes in length about a science story of your choosing)· NOVA producers will guide and mentor students throughout the program
 

 
 To apply to be part of the NOVA Science Studio program, students must download and fill out the <a href="https://drive.google.com/file/d/10fFOZZlik8zb-kIYEzCrPCxSt3lsHyw6/view?usp=sharing">NOVA Science Studio Student Application</a> (with parent/guardian if under 18) and submit it to <a href="mailto:novasciencestudio@wgbh.org">novasciencestudio@wgbh.org</a> no later than December 15, 2020.
 

 
 The application period for students has ended.
 

 
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 <h3>NSS Site Coordinator Applicant Information:</h3>
 

 
 NSS Site Coordinators must be over 18 years old and live in the United States or a U.S. territory and will commit to:
 

 
 • Participate in the program with a cohort of six students from December 2020 through May 2021• Instruct and support six students via sessions that explore video production techniques, science communication, and storytelling• Attend training sessions run by the NOVA staff before the program launch with students• Lead three sessions a week for an hour each with students in the cohort, with a total time commitment of 12-15 hours a month• Attend check-in sessions with the NOVA Science Studio Program Manager• Support students in their cohort with regular feedback and to help them develop and refine their video projects 
 

 
 NSS Site Coordinators will receive a $3,000 stipend for their participation and management of the student cohorts.
 

 
 The application period for the Site Coordinator position has ended.
 

 
 Email us at <a href="mailto:novasciencestudio@wgbh.org">novasciencestudio@wgbh.org</a> with any questions. We look forward to hearing from you!
 

 
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The NOVA Science Studio is a new program aspiring to change the face of STEM by championing young diverse voices in science communication. Credit: Pekic/iStockphoto

This fall, we are excited to take the NOVA Science Studio to the national stage with a virtual launch of our program that will engage students across the country.

The NOVA Science Studio Goes National

Science and I have had a love-hate relationship for as long as I can remember. Both of my parents are electrical engineers by training, so it was pretty much a safe bet that I would follow in their footsteps in some capacity. My earliest signs of problem-solving skills occurred as early as two years old when, based on my parent’s account of the event, I managed to escape my crib one night by unlocking the safety gate. I then proceeded to crawl down a flight of stairs to the kitchen where I gathered a mixing bowl, box of cereal, and a knife to prepare a midnight snack. Of course, I have no recollection of these events as you could imagine, but my parents bring out a baby photo every time they tell this story as evidence of precocious engineering skills.Black ingenuity and imagination have produced some of the world’s finest discoveries across scientific fields, including <a href="https://www.pbs.org/wgbh/nova/julian/lrk-whowasjulian-exp.html">modern medicine</a>, <a href="https://www.history.com/topics/black-history/george-washington-carver">agriculture</a>, <a href="https://www.pbs.org/wgbh/nova/article/the-secret-life-of-scientists-and-engineers-mae-jemison/">aeronautics</a>, and others. Yet, we are still underrepresented in the professional and academic fields of science, technology, engineering, and mathematics (STEM). When I think about my crib escape as a child, I’m reminded that underrepresentation is not due to lack of interest, aptitude or talent, but instead a large number of systemic barriers.
 

 
 
 <figure class="richtext-image full-width"><img alt="Khari2.jpeg" class="richtext-image full-width" height="800" width="800"
 src="https://www.pbs.org/wgbh/nova/media/images/Khari2.width-800.jpg"/><figcaption>Khari Johnson stands proudly with classmates on graduation day from Howard University. Pictured, from left, are Khari Johnson, Nolan English, Alexis Oyetibo, Julian Moorehead, Terqueasha Wooten, and Ola Jide Olagunju. Photo courtesy of Khari Johnson. <div class="credit"></div></figcaption>
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 Growing up as a Black male in Northern Virginia, I was a quiet kid. I did not have many friends and building projects at home tended to fill that void. I was always inquisitive about how things were made, and science class fueled that passion. Once I entered high school, my fascination with science turned into love after I took my first chemistry course. I had the opportunity to apply all the science concepts in the lab section of the class and I was hooked. A few years later, I decided to take an AP chemistry course. I wish I could say my experience with that course was all butterflies and roses, but that is far from the truth. In addition to being exposed to advanced chemistry concepts for the first time, I was also being exposed to the implicit bias of my classmates and teacher. My high school was predominately white and I was the only Black student enrolled in the AP chemistry course. Though my overall experience with the content was positive, I remember constantly feeling like I had to prove my spot in the course and every answer I gave whether on homework or test questions was overly critiqued. It was only after completing the course that my suspicions were validated during an exchange that went on to impact the rest of my life.
 

 
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 During my senior year of high school, it became clear that my passion for chemistry and material science was a natural fit for pursuing a chemical engineering degree in college. I remember approaching my AP chemistry teacher and asking her to write a letter of recommendation for my college applications. She responded by stating that I may want to look into an easier major based on the B letter grade I received in the class. In her eyes, she could not see me succeeding in an Accreditation Board for Engineering and Technology or ABET accredited chemical engineering program. She refused to write the letter and instead recommended that I take pre-engineering courses at my local community college. I remember feeling like my dreams had been crushed as I rode the bus home that day, but this unnerving experience is not singular or unique to me. In fact, former First Lady Michelle Obama often speaks of a similar experience where her guidance counselor advised that her Ivy League dreams were too big for her. Being raised by two Black engineers, I realize now that I had been insulated in an environment where I saw people who looked like me excel in STEM, but that all changed the minute I walked out of my front door. The field was riddled with racial bias and I found there were instances that both explicitly or implicitly discouraged my participation and that of my non-white peers. Now, looking back on the experience with the benefit of hindsight, I am thankful to my AP chemistry teacher for her response and what it revealed to me about the world I was planning to enter. That interaction led me to attend Howard University. This historically Black college and university (HBCU) functioned as a supportive community during my undergraduate career, and was certainly the best choice for me. In addition to providing me with a solid foundation to compete academically at the graduate school level, the faculty at Howard University emphasized the importance of leadership and community service. I earned my BS in chemical engineering from Howard University graduating with Magna Cum Laude honors.
 <figure class="richtext-image full-width"><img alt="Khari3.jpeg" class="richtext-image full-width" height="800" width="800"
 src="https://www.pbs.org/wgbh/nova/media/images/Khari_3.width-800.jpg"/><figcaption>Both of Khari Johnson’s parents are electrical engineers by training. On the day he received his Master of Science degree in biomedical engineering from Duke University, his mother Keturah Johnson was standing right by his side. Photo courtesy of Khari Johnson. <div class="credit"></div></figcaption>
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 After graduating from Howard University, I continued my education, earning a Master of Science degree in biomedical engineering at Duke University. I was attracted to this field by the idea of applying my knowledge of materials science to create medical devices or therapies to help reduce health disparities in the Black community. I enjoyed biomedical engineering so much that I have continued onto the doctoral program where I currently am a rising fourth year student. Having been in school for roughly twenty years now, I have been able to reflect on the things I wish I knew prior to heading off to college. Here are my three takeaways from my personal experience and what I would like to tell the next generation about moving forward with a STEM career:1. Grades Are Like Trading CardsThroughout my childhood, I was an adamant collector of Yu-Gi-oh trading cards. Not only because I thoroughly loved the show, but these cards were better than currency during lunch time for most of my adolescent years. In similar fashion, having good grades should not be taken lightly. Grades in college reflect your acquisition and mastery of content knowledge and skill sets and are viewed as trading goods to a potential employer or graduate school recruiter.2. Hobbies Make the ScientistA common stereotype of a scientist is someone who lacks interpersonal skills and has no hobbies outside of science. Not only is that a misconception of many people in the profession, but I would also argue that having hobbies actually makes you a better scientist. Effective science at the graduate level requires proper work life balance and during my free time, I love to watch Sci-Fi movies, listen to hip hop and R&amp;B music, and play pick-up basketball with friends. There have been countless times where I have used metaphors from sports or lyrics from my favorite songs to illustrate points about challenging science topics or my research area to my peers. I believe a big part of building trust between scientists and the public is relatability and being able to communicate science concepts in everyday life.3. Do Not Wait on ResearchAs I mentioned earlier, some of the most profound educational experiences I have gotten came from applying science in lab settings. For many Black high school students, acquiring college or graduate school-level research experiences can be difficult due to limited access to these institutions, but there are great programs that exist for this purpose. Check out the emerging minority supporting summer programs such as the <a href="http://oeop.mit.edu/programs/mites">MITES/MOSTEC program at MIT</a> and the <a href="https://www.niddk.nih.gov/research-funding/research-programs/diversity-programs/research-training-opportunities-students/short-term-research-experience-underrepresented-persons-step-up)">STEP-UP program at NIH</a> which are geared towards increasing minority representation in STEM through gaining hands-on experience.
 

 
 Having the opportunity to collaborate with the <a href="https://www.pbs.org/wgbh/nova/brand/nova-science-studio/">NOVA Science Studio</a> this summer (through a partnership with Duke University and the nonprofit research institute, RTI International) has been invigorating. Not only were my thoughts and experiences welcomed with open arms, but it gave me a chance to reflect on my personal journey with science. Science communication is one skillset I wish I had more opportunity in my adolescence to develop, so it has been great being a part of a program that fosters an environment for underrepresented students to develop those skills. Here is what I would tell those students specifically: I hope the message you take from this post is that your thoughts and contributions to STEM matter. Good grades, consistent hobbies, and early research experiences are just a few ways to fortify your skills on your STEM journey. Seeking out supportive communities like the one I found at Howard University and the ones being built at the NOVA Science Studio are key to your success and they push us all closer to our ultimate goal of increasing minority representation in STEM. Through opportunities such as these, I believe we get one step closer to a world in which young people no longer settle for anything less than what they are capable of achieving.

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 Ralph Bouquet — Director of Education and Outreach, NOVARalph Bouquet is the Director of Education and Outreach for NOVA, the PBS science documentary series produced by WGBH in Boston. At NOVA, Ralph’s team supports science educators through the creation of free STEM classroom resources distributed through PBS LearningMedia and engages new audiences for NOVA’s broadcast and digital content through science communication events and outreach campaigns across the country. Before NOVA, Ralph taught high school biology and chemistry in Philadelphia and then worked in ed-tech at a Boston-based startup. Ralph received his B.A. in psychology from Harvard University and studied secondary science methods while completing his M.Ed. at UPenn.
 

 
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 Tenijah Hamilton — NOVA Science Studio Program Manager, NOVATenijah Hamilton is the Program Manager for the NOVA Science Studio, the first youth facing program from NOVA, the PBS science documentary series produced by WGBH in Boston. Bringing with her a passion for work at the intersection of media and social impact, Tenijah joined the NOVA Education team in 2018 where she executed the Boston pilot of the NOVA Science Studio. Through her work as Program Manager, she aims to to empower the next generation of science communicators by making STEM more accessible for underrepresented youth. Previously she has worked in the public sector in Wellington, New Zealand as well as in New York City at the nonprofit arm of a major international film festival. She holds a Bachelor&#x27;s Degree in Mass Communications and Film/Media Studies from the University of West Georgia.
 

 
 
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 Alex Clark — Digital Video Producer, NOVAAlex Clark is the Digital Video Producer for the NOVA Science Studio and produces original videos for the program and leads video production training for site coordinators and students. Alex is a video journalist, cinematographer, and instructor of documentary filmmaking and he holds a degree in journalism from Columbia University. He has created TV and digital content for PBS, NBC, and NowThis. A lover of all things science, he produced and co-hosted Vox’s Emmy-nominated YouTube series, Glad You Asked.
 

 
 
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 Kara Norton — NOVA Education Digital EditorKara is the NOVA Education Digital Editor responsible for producing original content for science educators on NOVA Education’s website and social media channels, as well as providing editorial support for the development of curriculum and workshop series for the NOVA Science Studio. Prior to NOVA, Kara worked as an independent wildlife and environment journalist. She has reported on a range of topics at the intersection of science and social issues including environmental justice for nail salon workers in New York City, the link between the illegal wildlife trade and COVID-19, the next generation of female ocean explorers, as well as a series of in-depth interviews with the organizers of the viral online movement Black Birders Week. Kara holds degrees in journalism and environmental studies from New York University.
 

 
 
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 Dr. Brian Southwell — Advisor to the NOVA Science Studio ProgramDr. Brian Southwell is Senior Director of the Science in the Public Sphere Program in the Center for Communication Science at RTI International. He is a social scientist who oversees quantitative and qualitative research to assess risk perceptions, mental models of scientific concepts, and trust in science and scientists. In addition, Dr. Southwell is an Adjunct Professor and Duke-RTI Scholar with Duke University, where he has taught courses in sociology, public policy, and documentary studies. He also is a graduate faculty member (in Media and Journalism) and Adjunct Associate Professor (of Health Behavior) at the University of North Carolina at Chapel Hill. Dr. Southwell’s contributions appear in more than 100 journal articles and chapters and his various books, including Misinformation and Mass Audiences (University of Texas Press) and Social Networks and Popular Understanding of Science and Health (Johns Hopkins University Press), have been focused on public understanding of science. Southwell is host of a public radio show, <a href="http://www.measureradio.net/">The Measure of Everyday Life</a>, for WNCU. He also is an active participant in efforts to address public understanding of science, including frequent talks in venues such as the Aspen Ideas Festival.
 

 
 The NOVA Science Studio empowers students with the skills to tell engaging stories about science through text journalism and short-form video and creates a platform to amplify the voices of young people who have been traditionally underrepresented in science communication.
 

 
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