Sisters Innovating Sciene

Addressing a significant issue within the Gender Equity in STEM Challenge, our focus at Sisters Innovating Science (SIS) is to enhance opportunities and reduce barriers faced by marginalized students, particularly African American women, in science and education in Memphis, Tennessee. Current socio-economic circumstances, lack of time, and inadequate connections often hinder the realization of their scientific ambitions. However, with the support of organizations such as the American Heart Association and business accelerator processes, we aim to uplift these students by enhancing their access to science, technology, engineering, and math (STEM) fields.

The magnitude of this problem is substantial, affecting numerous students within our community. However, with over 33,000 existing bioSTEM-related jobs in Tennessee and an expected addition of over a million jobs in biotechnology by 2030, the opportunity for change is immense. Our work at SIS focuses on promoting these opportunities by bridging the gap between education and the private and research industry. This includes designing project-based learning (PBL) experiences that foster engagement, interest, and provide hands-on experience to these students, thus making these seemingly out-of-reach careers attainable.

Our primary strategy involves training bioSTEM teachers, fostering a social media community for women in STEM, organizing grant-writing sessions, and setting up an industry-to-teacher transition training program. We also provide various resources such as pre-recorded workshops and hands-on learning training series, aiming to equip educators with the skills to inspire students and prepare them for the workforce in bioSTEM fields. Through these initiatives, we hope to create a systemic change by increasing the number of students entering the biotechnology workforce in Tennessee.

We firmly believe in our moonshot statement that "full representation unlocks the power of science." Our aim is to cultivate diverse perspectives within scientific discovery by integrating unique viewpoints into scientific conversations. By creating engaging learning environments that mirror the work of adults, we hope to inspire students who are typically left out of these dialogues. With our initiative, Memphis' diverse community will have the chance to fully engage in the local biotechnology workforce. We intend to bridge this gap and ensure that our community is represented in these critical conversations, ultimately benefiting the broader community. Through our endeavors, we hope to instill in every young black and brown child that their dreams in the STEM fields are attainable and that they too deserve a seat at the table.

Our solution at Sisters Innovating Science (SIS) is a multi-faceted approach that is designed to bridge the gap between marginalized students in Memphis, Tennessee, and opportunities in the science, technology, engineering, and math (STEM) fields. Our solution involves various programs and resources aimed at enhancing participation, engagement, and interest in these fields.

One of our key components is training bioSTEM educators. We prepare teachers to better guide their students towards STEM careers by equipping them with the relevant industry knowledge and skills, which they can then translate into teachable curriculums and educational programs.

We also develop a Social Media Support Community for women in STEM. This digital platform acts as a support network for female students and professionals in STEM, fostering a sense of community and encouraging continued involvement and growth within these fields.

To assist local science educators, we organize Grant Writing Sessions, providing them with the necessary resources to secure additional funding for their initiatives.

Our Industry to Teacher Transition Training Program helps educators better understand the evolving needs of the biotech industry, allowing them to guide students effectively towards future career paths.

Our online resources, such as prerecorded workshops, curriculum designs with problem-based learning (PBL) and design thinking lessons, provide hands-on learning experiences for students. This engagement helps students to grasp complex concepts in a practical way and fosters a more profound interest in these fields.

Moreover, we offer Molecular Biotechnology and General Lab Training for educators to provide real-world, hands-on experiences for students.

In terms of technology, we utilize digital platforms for social media communities, online workshops, and curriculum resources. These resources are made readily accessible and ensure that learning can take place at any time and anywhere.

In essence, our solution is designed to empower teachers and inspire students. By providing educators with the right resources and training, we enable them to inspire students and prepare them for future careers in bioSTEM fields. We believe that by doing so, we are not just solving an immediate problem but also ensuring the systemic change required for lasting solutions.

To fully understand their needs, we utilize a multi-pronged approach that includes surveys, interviews, and participation in community events. We interact directly with these students and their educators to grasp their unique challenges and aspirations better. Through our direct interactions, we can appreciate the obstacles these students face, such as a lack of adequate resources, guidance, and exposure to STEM-related careers.

Furthermore, we're committed to ensuring that these students are actively engaged in the development of our solutions. We invite feedback and suggestions from students and educators, ensuring that our initiatives are not only addressing the right issues but are also relatable, understandable, and relevant to their experiences.

Our solution, a comprehensive program focusing on STEM education, addresses these needs in several ways. By providing training to educators, we ensure that the teachers guiding these students are well-equipped with current knowledge and understand the nuances of the STEM industry.

Our Social Media Support Community creates a platform for these young women to engage with their peers and find mentorship and inspiration. This further bolsters their confidence and motivation to pursue their dreams in STEM.

Our Industry to Teacher Transition Training Program connects classroom education to the evolving real-world industry, allowing educators to guide students towards in-demand career paths more effectively.

Additionally, our curriculum resources, including problem-based learning (PBL) lessons and design thinking education, offer a practical and engaging way to learn complex scientific concepts. These resources directly respond to the need for more tangible, hands-on STEM learning experiences.

Through these multifaceted approaches, we believe we can significantly improve the opportunities available to our target population, equipping them with the knowledge, skills, and confidence required to pursue their ambitions in the STEM fields.

As a native of Memphis, Tennessee, my own life journey has instilled in me an intimate understanding of the challenges faced by marginalized students, particularly African American women, in pursuing STEM education and careers within our city. Growing up in the same socio-economic circumstances that many of these students currently confront, I've faced the same barriers - economic, educational, and cultural. This firsthand experience puts me and my team in a unique position to empathize, connect with, and design solutions for our fellow Memphians.

Our team, deeply embedded within the Memphis community, includes individuals who share similar backgrounds and experiences. This direct connection and proximity to our community are our greatest assets. As educators and community members in Memphis, we consistently interact with the students, parents, and other educators, which allows us to truly understand the unique needs, fears, hopes, and dreams that influence their relationship with STEM education.

We actively engage with our Memphis community, treating their input, ideas, and agendas as crucial aspects of our program's design and implementation. Regularly conducting surveys and community meetings, we collect feedback and innovative ideas. Memphis students, parents, and educators are actively involved in brainstorming sessions and pilot testing of our programs. Regular check-ins after implementation ensure the effectiveness of our solutions and allow for necessary adjustments based on their feedback.

Ultimately, we view the Memphis community we serve not just as the recipients of our programs, but as essential partners in their development. Our solutions are not just for Memphis - they are born from the unique needs, experiences, and aspirations of Memphians and continuously refined to ensure they are always relevant, beneficial, and responsive to their evolving circumstances. Our aim is to empower our Memphis community, to listen to their voices, and to facilitate their active participation in creating the change they wish to see. By doing so, we strive to make a lasting difference in the lives of our fellow Memphis community members by opening doors to opportunities in the STEM fields.

With workshops and conferences, SIS training has touched the lives of about a hundred teachers and indirectly several hundred students as a result.

Additionally, our outreach is large because we are currently teachers, with 40 years of combined experience, who have likely influenced thousands more throughout our careers. This doesn't account for the indirect impact on students' families, peers, and the broader community.

Overall, my solution's reach is expansive and continues to grow in my community.

The solution, Sisters Innovating Science (SIS), aligns closely with the goals of the Gender Equity in STEM Challenge in numerous ways:

1. Support for K-12 educators: SIS focuses on training biology, biotechnology, and STEM educators, empowering them with the knowledge and skills necessary to effectively engage and inspire students, particularly girls, in STEM subjects. This aligns with the challenge's goal of supporting K-12 educators.

2. Continuity in STEM education: By providing real-world, hands-on experiences for students, SIS encourages continuous engagement in STEM from K-12 through undergraduate years, aiming to reduce drop-off rates.

3. Inclusive STEM culture: SIS works to shift the narrative around marginalized students in STEM, advocating for their inclusion and representation. By amplifying the voices of underrepresented groups and providing them with opportunities, SIS contributes to fostering a more inclusive STEM culture.

4. Support for STEM entrepreneurs: Through industry-to-teacher transition training programs and grant writing sessions for local science educators, SIS indirectly supports the development of women STEM entrepreneurs by enhancing their skill sets and facilitating access to funding.

5. Intersectionality: As the solution is rooted in serving the African American community in Memphis, it inherently acknowledges intersectionality, addressing the unique challenges faced by this particular demographic in accessing and thriving in STEM fields.

The major barrier that SIS is facing is understanding the appropriate marketing necessary to achieve our goals. SIS can directly benefit from a needs assessment and coaching on how to structure this venture so that it is sustainable for the partners involved in the work and SIS can achieve the goals it has set.

Nikki Wallace is the founder and major partner for Sisters Innovating Science, Inc. which is a company created to increase STEM participation by historically marginalized groups of people by increasing training for science educators. SIS provides professional development for educators through workshops for problem-based learning, inquiry lab design, and curriculum development. SIS uses the latest biotechnology to teach educators how to conduct research and experimentation to support BioSTEM education. 

Nikki is a science enthusiast, teacher, and former researcher from Memphis. She graduated from the University of Memphis with her Bachelor of Science in Biology and Grand Canyon University with a Masters in Science Education. She has had the honor of being featured by XQ America, PopUp Magazine, and The Daily Memphian for her work with Crosstown High and the STEM in Medicine Ecocsytem in Memphis. Ms. Wallace is also a committee member for the West TN STEM Hub and a member of the Frayser PTSA who recently served on the  Men’s Health Summit committee. Nikki is an award-winning science educator, Biorad Explorer Fellow, and innovator who wants to decrease the barrier to access to marginalized communities who do not see themselves traditionally as scientists. As education and science moves closer towards the bend of social justice and repairing harm from historical wrongs, this work is now more important than ever to ensure equity, diversity, and inclusion of all voices in the STEM fields. Nikki works diligently to create projects that will make meaningful connections for students to their own communities and learn the utility and power of science, hopefully creating a deeper appreciation for the environment. Her greatest measurement of success would be for students to identify themselves as potential leaders in STEM when they had no real intention of doing science as a career.

Sisters Innovating Science (SIS), approaches the gender equity problem in STEM in several innovative ways, which not only address the immediate challenge but also have the potential to catalyze broader impacts and change the market dynamics as listed below:

1. Grassroots Approach: Many initiatives focus on the end result – getting more women into STEM careers. However, SIS targets the root of the issue, focusing on empowering educators and engaging students, especially marginalized ones, from an early age. By addressing the issue at its foundation, my solution has the potential to effect change in a more sustainable and widespread manner.

2. Real-World Experiences: By integrating industry experiences and problem-based learning into the education system, SIS gives students a taste of what working in the STEM field is like. This tangible exposure ignites interest and helps students to see the relevance of their education, making STEM fields more appealing.

3. Community-Centric Model: SIS is embedded in the community it serves. As an African American woman from Memphis, I understand the unique challenges faced by your target demographic, allowing SIS to cater to the specific needs of my community.

4. Amplifying Underrepresented Voices: SIS aims to shift the narrative around marginalized students in STEM, giving them a platform to contribute meaningfully. By creating a company that serves as a bridge to private and research industries, SIS provides a model for how to incorporate diverse perspectives in STEM fields.

5. Professional Development for Educators: SIS focuses not only on students but also on educators, offering unique training and knowledge that will assist them in providing students with the skills needed in the bioSTEM fields. This empowers educators to be better guides and role models, influences their approach and the learning outcomes of their students.

The impacts of these approaches could ripple out to stimulate change across the STEM field. Collectively, these efforts could shift market dynamics, making STEM fields more inclusive and equitable, and fostering a generation of diverse STEM professionals.

For the next year:

1. Increase in Student Participation: One of the primary goals for the coming year would be to significantly boost the participation of marginalized students in bioSTEM subjects within the Memphis community. This can be achieved through a combination of hands-on learning experiences, problem-based learning, and connecting these students with local industry professionals to foster interest and engagement in these fields.

2. Expansion of Teacher Training: A secondary goal is to increase the number of highly qualified bioSTEM educators in Memphis. This will be achieved through the ongoing professional development programs SIS offers, which include molecular biotechnology and lab training, curriculum design with problem-based learning, and design thinking in education training.

For the next five years:

1. Sustainable Increase in STEM Participation: Over the next five years, the aim is to establish a sustainable increase in STEM participation among marginalized students in the Memphis community. The goal is to have more students not only engaging in STEM education but pursuing careers in STEM fields. This can be achieved by continuous engagement with students, supporting their transition from school to higher education or directly into the workforce.

2. Scale Up to Other Communities: Once the model has been successful in Memphis, the goal would be to expand SIS's scope to other communities with similar demographic profiles across the US. This will involve tailoring the program to the needs and circumstances of each community and building partnerships with local industry and educational institutions.

3. Influence Systemic Change in STEM Education: Long-term, SIS aims to effect systemic change in the way STEM education is approached, particularly for marginalized communities. By demonstrating the success of its model, SIS can influence policy and practice in STEM education, promoting a more inclusive and equitable approach on a wider scale.

Achieving these goals will require a commitment to continuous improvement and adaptation, building strong relationships with industry and education partners, and securing the necessary resources and support to scale the initiative effectively.

For data collection and analysis, SIS can use a combination of surveys, academic records, feedback sessions, and qualitative research observations. The following are methods and metrics that we can measure:

1. Increase in Student Participation:

• Number of Students Engaging in STEM subjects: Track the number of students participating in the SIS program and their subsequent engagement in STEM subjects in school.
• Student Performance in STEM subjects: Monitor the academic performance of students involved in the SIS program in their STEM subjects to assess the impact on their learning outcomes.
• Number of Students Pursuing STEM in Higher Education or Careers: Count the number of students who, after participating in the SIS program, choose to pursue further studies or careers in STEM fields.

2. Expansion of Teacher Training:

• Number of Teachers Trained: Keep a record of how many teachers have undergone the SIS professional development program and the feedback received from them.
• Changes in Teaching Practices: Monitor changes in teaching practices among teachers who have taken part in the SIS training program, to assess its impact.
• Improvement in Student's Learning: Evaluate improvements in students' learning outcomes under the guidance of teachers who have participated in the SIS training.

3. Sustainable Increase in STEM Participation & Scale-Up to Other Communities:

• Long-Term Student Engagement: Monitor the long-term engagement of students in STEM subjects and careers, beyond their immediate participation in the SIS program.
• Number of Communities Reached: Count the number of communities outside of Memphis where the SIS program has been implemented.
• Changes in STEM Participation in New Communities: Assess changes in STEM participation among students in these new communities after the introduction of the SIS program.

4. Influence Systemic Change in STEM Education:

• Policy Changes: Document any policy changes at school, local, or national level that reflect the approach promoted by SIS.
• Changes in National STEM Education Practices: Track broader changes in the approach to STEM education nationally, particularly in relation to marginalized students, to see if SIS's influence is having a broader impact.

Our solution, Sisters Innovating Science (SIS), aims to bridge the gap in gender equity in STEM, focusing on the marginalized students of Memphis, Tennessee. Here's the simplified theory of change for SIS:

1. Activities:

We undertake the following activities: training biology, biotechnology, and STEM educators; developing a supportive community for women in STEM; organizing grant writing sessions for science educators; creating an Industry to Teacher transition training program; offering hands-on learning training series, problem-based learning lessons, and other workshops; and designing curriculum with PBLs and Design Thinking.

2. Immediate Outputs:

These activities result in immediate outputs such as:

• A higher number of STEM educators trained in bioSTEM education, empowering them with knowledge and tools to better support and engage their students.
• Creation of a strong, inclusive community that supports women and underrepresented students in STEM.
• Improvement in the capacity of educators to secure grants for science education.
• Creation of a strong link between industry and educators, helping to ensure the relevance of classroom learning to real-world needs.

3. Short and Long-term Outcomes:

These outputs lead to short and long-term outcomes, including:

• Short-term: Improved teacher effectiveness, increased student engagement in STEM subjects, improved academic performance, and increased interest in STEM fields among marginalized students.
• Long-term: An increase in the number of students from marginalized backgrounds pursuing STEM in higher education and careers, leading to increased diversity in STEM fields, and thereby driving innovation and inclusivity.

4. Evidence for Impact:

Our theory of change is supported by various research findings and data. For instance, studies suggest that having a teacher who looks like the student can significantly influence the student's performance and interest in a subject (Egalite, Kisida, & Winters, 2015). Additionally, teacher expectations play a crucial role in student achievement and aspirations, particularly in STEM (Jussim & Harber, 2005).

Moreover, our team, having a combined experience of 40 years in teaching and hailing from similar marginalized backgrounds, is uniquely positioned to empathize with and effectively address the needs of the target population. We also continuously gather feedback from our workshop attendees, teachers, and students to measure our effectiveness and continually refine our approach.

This logical framework ensures that we remain focused on our activities and helps us measure our progress towards achieving gender equity in STEM. Our approach aims to create a systemic change that not only affects the current generation but also sets a solid foundation for future generations

While our solution primarily emphasizes on personalized education, mentorship, and community building, we deploy a range of advanced technological tools, including biotechnology apparatus, drones, robotics, and air pollution labs, to enrich and extend our reach and impact.

1. Biotechnology Lab Equipment: We employ standard and cutting-edge biotechnology lab instruments to facilitate hands-on learning experiences. This includes tools for molecular biology techniques, bioinformatics, and lab safety practices.

2. Drones and Robotics: We incorporate drone and robotics technology into our curriculum. These advanced tools serve to provide educators and students with practical experience in applying STEM concepts and spur interest in emerging technological fields.

3. Air Pollution Labs: Our solution involves the use of air pollution labs to provide real-world context to the application of STEM. These labs allow students to understand the tangible impact of science and technology in addressing critical environmental issues.

4. Digital Education Platforms: We use these platforms to deliver biotechnology, drone, robotics, and environmental science training sessions, workshops, and educational resources. This allows for a flexible, accessible, and inclusive learning environment.

5. Social Media and Collaboration Tools: These platforms are instrumental in building a supportive community, sharing success stories from the field, and promoting the importance of gender equity in STEM.

We have 3 founding members (part-time). 2 Teachers as trainers (part-time). 2 Student Assistants (part-time).

We have been working on this solution for the last 5 years. 

Incorporating diversity, equity, and inclusivity into our work is more than just a core principle for us—it's deeply personal to me as the founder. As an African American woman who grew up in Memphis, Tennessee, I experienced firsthand the challenges of systemic racism and oppression. This journey inspired the development of three key strategies within our work: Representation, Empowerment, and Accessibility.

1. Representation: I strongly believe in the transformative power of seeing oneself represented in the sphere of STEM. To this end, I've prioritized diversity among our instructors and mentors, ensuring they represent a wide spectrum of gender, racial, and socioeconomic backgrounds. By celebrating the achievements of diverse figures in STEM, we provide students with role models they can relate to and aspire to emulate. I share my own journey, from growing up in a marginalized Memphis community to leading a STEM-focused initiative, as a living testament to our students of what they can achieve.

2. Empowerment: My goal is to rewrite the narrative for the marginalized students of Memphis, encouraging them to believe in their potential for success in STEM fields. More than just imparting knowledge, I aim to instill confidence and resilience in our students, empowering them to assert control over their learning paths and career trajectories. My personal experience with systemic barriers provides a unique lens to understand and respond effectively to our students' challenges and aspirations.

3. Accessibility: I'm committed to breaking down barriers that prevent participation in STEM fields by making our programs and resources as accessible as possible. We provide scholarships for our workshops and forge local partnerships with universities and museums to widen the scope of our programming. Utilizing digital platforms, we ensure no student is left behind due to geographic or financial constraints.

In all aspects of our work, the experiences, difficulties, and strengths of our students are taken into account. By actively engaging the community in the development and implementation of our programs, we ensure cultural relevance and sensitivity. As someone who has navigated the path from systemic barriers to a career in STEM, I am committed to creating a learning environment that celebrates diversity, promotes equity, and fosters inclusivity. By doing this, we assure all students feel valued, heard, and importantly, capable of succeeding in the world of STEM.

At Sisters Innovating Science (SIS), we operate on a hybrid business model, which blends revenue from different sources to support our mission of empowering marginalized students and educators in Memphis with biotech skills and knowledge.

Revenue Sources:

1. Grants and Donations: As a social enterprise, we rely significantly on grants from various foundations and corporations committed to advancing STEM education, particularly for underrepresented groups. We also welcome donations from individuals and businesses who align with our mission. Past granting organizations have been the American Heart Association, St. Jude's Children's Research Hospital, the Univerity of Memphis, and the Univerity of Tennessee Health Sciences.

2. Workshops and Training Programs: We conduct a series of training programs for educators and workshops for students. The revenue from these programs contributes to our operational costs.

3. Partnerships: We establish partnerships with local universities, hospitals, museums, and corporations. These partners provide both financial support and resources that we can leverage in our programming. Currently, we are partnering with the Memphis Museum of Science and History.

Value Proposition:

Our primary value proposition is providing educators with the resources, training, and tools to teach biotech effectively. We offer hands-on experience in cutting-edge biotech, ensuring our students are not just passively learning but actively engaging with the technology. We also help educators transition their expertise to the classroom, creating a bridge between the biotech industry and education.

For students, we create an inclusive environment where they can explore and gain confidence in STEM fields. We aim to unlock their potential and pave the way for successful careers in biotechnology.

Ultimately, our model is designed to make STEM education accessible and meaningful for marginalized communities. Through our initiatives, we aim to build a sustainable foundation for a future where Memphis's diversity is fully represented in the biotech industry.

In the long term, Sisters Innovating Science (SIS) is aiming to achieve financial sustainability through a diverse set of revenue streams, combined with effective cost management strategies.

1. Fee-for-service model: Our hands-on workshops and training programs for educators and students form a significant part of our revenue. We will continue to improve and expand these offerings, reaching more educators and students and thereby increasing revenue.

2. Partnerships: We will continue to foster partnerships with universities, hospitals, museums, and corporate entities. Not only do these partnerships bring financial support, but they also offer resources and opportunities for collaboration that could lead to new revenue-generating ventures.

3. Grants and Donations: While we aim to reduce our dependence on external funding, we recognize the importance of grants and donations in our financial landscape. We will maintain our efforts to secure funds from foundations and corporations that support STEM education and inclusivity. Additionally, individual donations from supporters of our cause will be continually encouraged.

4. Diversifying our offerings: To ensure a steady stream of income, we plan to diversify our offerings. This could include creating online courses, developing educational materials and kits for sale, offering consulting services for schools wanting to integrate biotechnology into their curriculum, and more.

5. Cost Management: Alongside revenue generation, we will keep a close eye on our expenses, continually looking for efficiencies and cost-saving measures. This might involve volunteering efforts, in-kind donations, or using technology to streamline operations.

With these strategies, we are confident that SIS will achieve financial sustainability, allowing us to keep inspiring and equipping educators and students in Memphis for years to come

Our plan to achieve financial sustainability has shown promising results thus far, as demonstrated by the following achievements:

1. Grants: We were awarded a grant of $15,000 by the American Heart Association in 2023, which has been instrumental in supporting our BioSTEM teacher workshops.

2. Workshop Revenue: Our partnership with BioRad provides consistent revenue. For each workshop, I receive $75 per hour, which includes preparation time. This consistent income aids our financial stability.

3. Partnership Programs: Our partnership with St. Jude Children's Research Hospital yielded a payout of $8,000 for the execution of a cancer control program, which expanded our funding sources and enriched our programming offerings.

4. Grant Collaborations: We have initiated collaborations with local researchers to apply for grants. While the financial outcomes are yet to be realized, this avenue presents the potential for significant additional funding.

5. Membership Networks: As a member of both the West Tennessee STEM Hub and the Memphis STEM in Medicine Ecosystem, we have strategic connections that provide opportunities for collaboration, resource sharing, and potential financial backing.

These diverse and evolving revenue streams reflect our commitment to financial sustainability. Through strategic partnerships, grant collaborations, and membership networks, we've begun to build a financial foundation that supports our mission and ensures our continued operation and growth.