Shaun Galvan : Temescal Canyon High School
Building Scientific Understanding Through Hands-On Learning for High School and Community College Chemistry Students
Project will modernize more than 10 interactive chemistry labs, from atomic theory to gas laws, and introduces portable lab kits for use across four campuses. By blending technology with hands-on exploration, this project will engage 300 students annually, turning abstract concepts into real-world experiences. It deepens comprehension, strengthens critical thinking, and boosts STEM readiness while sparking curiosity and confidence in science to prepare students for advanced coursework and future careers.
Philip Gerlach: Alexander Fleming Middle School
Designing the Future
Project gives middle school students the chance to bring their ideas to life using 3D printing technology. Through the M.E.S.A. (Mathematics, Engineering, Science, Achievement) program, students will design and build various devices for competition at UC Irvine. Serving 80 Title I students, this project introduces advanced engineering tools and CAD design, helping students develop creativity, precision, and problem-solving skills while inspiring them to explore STEM careers and envision a future in college.
Tina Morrison: Theodore Roosevelt Elementary School
Voices Unmuted: Headphones for Access, Engagement & Opportunity
Project gives every student the chance to fully participate in classroom learning. This project will provide 100 second graders at Roosevelt Elementary with high-quality headphones and headsets with microphones, essential for language development, reading programs, and personalized learning activities. Serving a community where more than 60% are English Language Learners, this initiative removes barriers to engagement, supports equity, and empowers students to build confidence and skills for lifelong learning.
Jordan Scott Stenzel: Monroe Community College
College Success Starter Kits & Weekend of Service
Many community college students struggle with retention due to limited access to basic academic tools and support systems. This project aims to reduce these barriers to success and create a sense of community for incoming students through College Success Starter Kits and a volunteer-driven Tutoring Blitz Weekend. Kits will include planners, study guides and other resources and the weekend connects students to peers, mentors and workshops to aid in their long-term success.
Jae Lim: El Camino College
Adapted Sports Curriculum
Students with disabilities want to play sports, but many encounter barriers in traditional sports due to a lack of adaptive equipment, staff training time and ready-to-use lesson tools. Jae’s project equips classes with basic adaptive sports equipment and easy toolkits that any instructor can follow, along with teacher training. With these pieces in place, more students can participate safely, build skills and confidence and form friendships through sports, benefiting up to 1,000 students with disabilities the school serves each semester.
Sean Hiller: Leuzinger High School
Dressed for Success
Students at Leuzinger High School through their career pathway programs focus on strong academics with real-world experience in fields like Biomedical Health, Advanced Manufacturing, ICT, Digital Media, and Culinary Arts. These student-run enterprises prepare students for college and careers. However, some students may lack professional attire beyond basic polos, limiting their confidence and presentation at high-profile jobs. Sean’s project will provide students with professional clothing they can keep for future opportunities, boosting self-esteem and professionalism. With this support, students can represent Leuzinger and themselves with pride while building skills that prepare them for careers after graduation.
Shalini Ramachandran: El Camino College
Community College Perspectives on Virtual Chemistry Labs
Project expands a National Science Foundation (NSF) funded study on virtual chemistry labs by including community college perspectives. This funding enables structured interviews with El Camino College students about their experiences and attitudes toward VR-based lab training. Findings will reveal equity challenges and compare insights with four-year institutions, informing curriculum design and technology adoption. By centering community college voices, this research strengthens NSF outcomes and advances strategies to close equity gaps in STEM education.
Scot Butwell: Lloyd High School
Student Literary Podcast Project
At Lloyd High School, continuation students can face barriers expressing themselves about literature. Scot’s teaching grant will support a literary student-run podcast that connects literature to their own lives. Through recording and producing episodes about the stories and themes they study, students will build confidence, strengthen their communication skills and develop digital literacy. By year’s end, every student will have contributed to an archive that amplifies the creativity and voices of continuation learners offering families and the community a window to their growth
Jennifer Morris Barbee: Narbonne High School
Credit Recovery & Graduation Motivation Program for the Class of 2026
teaching grant project targets students who have fallen behind in credits or have struggled academically due to personal, social, or systemic challenges. The goal is twofold:
1.Credit Recovery: Provide personalized pathways for students to regain lost credits through structured teacher-led instruction and digital coursework.
2.Motivation & Milestone Rewards: Create a school culture that acknowledges perseverance by rewarding students for reaching key graduation milestones, despite past setbacks.
Through individualized support from a dedicated teacher and a small team of counselors, this program will help students set obtainable academic goals, monitor their progress, and remain focused on graduation. This program directly serves the Narbonne High School Class of 2026, which includes 353 seniors.
Darcie McClelland: El Camino College
Project-Based Learning modules for Cell and Molecular Biology Students
During the Spring 2026 semester, cell and molecular biology students will be engaged in project-based learning modules utilizing molecular biology techniques. This teaching grant will allow students to gain valuable laboratory skills, making them more competitive applicants for admission into University of California institutions or for placement in high-paying jobs in molecular biology and biotechnology fields. These activities will also deepen students’ understanding of molecular genetics, strengthen their experimental and analytical skills, gain valuable experience in communicating scientific data, and build confidence in their identities as emerging scientists.
Jonathan Perez: Davis Middle School
Building Strong Writers, Strong Readers: Writing Stations for Resource Specialist Program (RSP)Learning Centers
Davis Middle School’s RSP Learning Centers serve students in grades 6th through 8th with diverse learning needs, including dyslexia, autism, auditory processing challenges, and emotional disturbances. This program includes creating dedicated writing stations with laptops so students can practice the RACE writing method (Restate, Answer, Cite, Explain). This method not only prepares them for the rigor of California state testing but also builds a foundation of literacy that supports long-term academic success.
By equipping students with laptops, they will gain daily opportunities to strengthen typing fluency, practice structured writing, and access assistive technology tools such as text-to-speech and speech-to-text.
Kana Thomason and Teachers: Franklin Children's Center Santa Barbara Unified
Inclusive Outdoor Learning Environment for Preschool Students with Special Needs
Franklin Children’s Center teaches preschool students with moderate to severe disabilities, including autism, seizure disorders, sensory impairments, and significant mobility challenges. Many of the students use walkers or wheelchairs and require specialized support to develop their movement, sensory, and social-emotional skills. The school shares a large playground with general education preschool classes, which can feel too overwhelming for the students. This grant funds a smaller, well-designed outdoor area that allows outdoor learning such as gardening, sensory exploration, and movement-based play, without worrying about uneven ground or mud. This will allow the students to practice these skills in a calmer, more predictable environment before joining their peers on the main playground.
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