Abstract Research shows that teaching primary literature in the classroom can increase students’ inquiry and critical thinking skills and promote a deeper understanding of scientific concepts and the nature of science [1-3]. When research is presented by scientists, students report feeling that the research being studied is more authentic and relevant [4]. Exposure to scientists from diverse backgrounds can also work to dispel misconceptions about who scientists are and who can be a scientist [5]. This is especially important for female and Black, Indigenous, People of Color (BIPOC) students [5]. Yet, many BIOPOC youth in Memphis, TN lack access and opportunity to engage with scientists and high-quality STEM education due to systemic practices of racial segregation and inequitable distribution of resources [6,7] and many scientists lack the skills necessary to effectively communicate science to high school students. To address these gaps, we propose the Memphis STEM-M Ecosystem Scientists Communicate Research to Students (MemSCoReS) Program, a new program that couples science communication professional development with high school outreach in the form of a virtual science journal club. This will include development, implementation, and evaluation of 1) the MemSTEMMbassadors Program, a professional development opportunity to enhance scientists’ science communication skills, 2) the Virtual Science Journal Club, a scientist/classroom partnership to expose high school students to scientists and primary literature, and 3) the Primary Scientific Literature in the Science Classroom Teacher’s Guide, a guide to provide teachers with structures to help integrate primary literature into their science classroom.

Program Narrative The Memphis STEM-M Ecosystem Scientists Communicate Research to Students (MemSCoReS) Program couples science communication professional development with high school outreach in the form of a virtual science journal club. The MemSCoReS program aligns well with the aim of the NIGMS Science Education Partnership Award (SEPA) program to “enhance the training of a workforce to meet the nation’s biomedical, behavioral and clinical research needs and especially of students from underserved communities” as it will work to enhance the science communication skills of the current workforce while also increasing STEM interest and identity development in the workforce of tomorrow. To do this, the program will develop, implement, and evaluate 1) the MemSTEMMbassadors Program, a professional development opportunity to enhance scientists’ science communication skills, 2) the Virtual Science Journal Club, a scientist/classroom partnership to expose high school students to scientists and primary literature, and 3) the Primary Scientific Literature in the Science Classroom Teacher’s Guide, a guide to provide teachers with structures to help integrate primary literature into their science classroom.