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¾©¶«Ó°ÒµÓ°ÊÓ´«Ã½ STEM Outreach Programs aim to support educators who support students and mission-driven nonprofit organizations across the country. Through the Advocate Program, teachers and mentors are selected to help increase the number of students who enter STEM research competitions.

For the 2025-2026 school year, 70 educators were selected who represent 34 states and Puerto Rico, guiding middle and high school students.

In addition to being an Advocate, there were few educators who also have double-dipped into other Society programs such as STEM Actions Grants and STEM Research Grants to continue the momentum of motivating students in STEM.

Ronald Brillantes, Pahin Sinte Owayawa, Porcupine, South Dakota
¾©¶«Ó°ÒµÓ°ÊÓ´«Ã½ Advocate and STEM Research Grantee

Ronald Brillantes is a science teacher at the Pahin Sinte Owayawa in Porcupine, South Dakota, where he works closely with Lakota students. With 24 years of experience in science education, Ronald serves as a ¾©¶«Ó°ÒµÓ°ÊÓ´«Ã½ Advocate. In 2026, he guided his students to notable achievements, including participation in the High Plains Regional Science and Engineering Fair and the National Advancing Indigenous Science and Engineering Fair in Oklahoma City. Two students earned first-place honors in chemistry, while four received third-place awards in environmental engineering, plant science and biology.

Question: What do you hope every student takes away from doing research?

Answer: I hope every student walks away believing that their questions matter. Research teaches students how to think critically, solve problems, communicate effectively and persevere through challenges. They learn that failure is part of discovery and that their voices, experiences, and ideas have value. Whether they become scientists, engineers, healthcare professionals, teachers, or community leaders, I want them to know they can make meaningful contributions to the world. If they leave my classroom with confidence in themselves and a lifelong curiosity to keep asking questions, then I know we have succeeded.

Cecelia Gillam, Benjamin Franklin High School, New Orleans, Louisiana
¾©¶«Ó°ÒµÓ°ÊÓ´«Ã½ Advocate  and STEM Research Grantee 

Dr. Cecelia Gillam has taught science for 19 years and holds a doctorate in educational leadership. She is an ISTE Certified Educator, a Pear Deck Learning and Edpuzzle ambassador, a Vernier Trendsetter and a Modern Classroom Expert Mentor.

Question: Can you share a success story or memorable moment with one of your students who you have mentored?

Answer: One of my most memorable moments was working with a student who earned the opportunity to advance to the International Science and Engineering Fair. This achievement did not happen overnight. The student persevered through countless revisions of research paperwork, project updates, and feedback, learning along the way that scientific research requires patience, resilience, and a willingness to keep improving.

Watching the student grow from an initial idea into a confident young researcher was incredibly rewarding. They placed at the school, regional, and state levels, which ultimately led to their qualification for ISEF. What made the experience so meaningful was not just the award or recognition, but seeing the student develop confidence, persistence and a stronger belief in their own abilities. That moment reminded me why mentorship matters: sometimes students simply need someone to guide them, challenge them, and remind them that they are capable of more than they realize.

Alfred Olivas, INSIGHTS Science Discovery, El Paso, Texas
¾©¶«Ó°ÒµÓ°ÊÓ´«Ã½ Advocate and STEM Action Grantee

Alfred is an educator with more than 25 years of experience working in several countries. He has served as a curriculum director, education consultant, teacher trainer and instructional coach. Specializing in science education and instructional coaching, Alfred holds certifications in project-based learning, Understanding by Design and the Next Generation Science Standards. As an Apple Distinguished Educator and ¾©¶«Ó°ÒµÓ°ÊÓ´«Ã½ Advocate, he collaborates with fellow educators to create distinctive learning experiences for students. He has developed curricula for diverse educational settings in the United States, China, Vietnam, Venezuela and Egypt.

Question: How has the Advocate Program changed the way you support students?

Answer: It pushed me from reactive to intentional. Instead of one-off events, I built a real system — a Saturday Mentorship Program pairing students with Ph.D. candidates, tiered recruitment across districts, and clear goals that I track. Along the way, I picked up skills and tools I didn’t have before — grant writing, data tracking, goal-setting frameworks — and I plan to keep using every one of them to continue to support students however I can. I’m deeply grateful to the ¾©¶«Ó°ÒµÓ°ÊÓ´«Ã½ and its extended community, and I look forward to carrying the skills I’ve learned here into my next steps of advocacy for students and their research.

Thank you to this school year’s Advocates and their amazing contributions to students in STEM! We look forward to announcing the Advocates for the 2026-2027 school year next week! Stay tuned.