Powering the Future of Stem Education

Ben Esner, Director, Center for K-12 Stem Education, NYU Tandon School of Engineering

Ben Esner began his public service career as an environmental advisor in Brooklyn before serving as Chief of Staff at New York City’s Department of Environmental Protection (DEP). In this role, he collaborated with engineers and policymakers on large-scale infrastructure projects, developing a strong interest in the intersection of STEM and public policy.

Transitioning to the nonprofit sector, he focused on education and community development, supporting initiatives that address systemic inequities. At NYU Tandon, he launched and expanded K-12 STEM programs, forging strategic partnerships to create meaningful learning opportunities. His work continues to bridge program design, education, and technology, fostering a more inclusive and accessible STEM education ecosystem.

Building a Foundation in Public Service and Policy

My career began as an environmental advisor in Brooklyn, where I gained firsthand experience in New York City’s government operations. This role led me to the Department of Environmental Protection (DEP), where I served as Chief of Staff. I collaborated with senior officials, engineers, and policymakers to oversee large-scale water and sewer infrastructure projects. Though my academic background was in history and political science, working closely with engineers sparked my interest in STEM and its role in shaping public policy. I sincerely appreciated how technical expertise and government initiatives intersect to address critical urban challenges.

Transitioning to Nonprofit Leadership and Community Development

After my tenure at DEP, I moved into the nonprofit sector, focusing on education, anti-poverty programs, and community development. As a program officer and later a vice president at various foundations, I worked closely with nonprofit leaders to develop grant strategies and support community-based initiatives. Serving on the boards of Bedford Stuyvesant Restoration Corporation and Uncommon Schools deepened my understanding of nonprofit governance, financial management, and program execution. These experiences reinforced my commitment to creating impactful programs that address systemic inequities.

Advancing STEM Education at NYU Tandon

Fourteen years ago, I joined what is now NYU Tandon to expand its K-12 STEM education programs. Several faculty members led individual STEM initiatives at the time, but unifying and scaling them presented an opportunity. I launched Science of Smart Cities for middle schoolers with just 18 students, and today, the Center has grown into a network of 15 programs serving over 700 students annually. My work at NYU Tandon bridges my policy, nonprofit, and education background, allowing me to develop strategic partnerships that provide meaningful STEM opportunities for diverse student populations. By fostering collaborations between academia, industry, and community organizations, I continue working toward a more inclusive and accessible STEM education ecosystem.

Shaping the Future of STEM Education

At NYU Tandon, we are committed to creating high-quality STEM education experiences that connect students with real-world applications. Through innovative programming, hands-on learning, and a strong focus on inclusivity, we ensure that young people—regardless of background—have access to the tools and knowledge necessary to explore careers in science, technology, engineering, and mathematics.

One of the greatest resources at an institution like NYU Tandon is human capital. Our faculty, graduate students, and undergraduates—all of whom are deeply passionate about STEM—play a crucial role in our outreach efforts. We mobilize this expertise to work with teachers, schools, and community organizations to create engaging programs that extend STEM education beyond traditional classroom settings.

“STEM education must evolve to meet the needs of today’s students. By leveraging human capital, designing inclusive programs, and advocating for systemic improvements, we can ensure that young people—regardless of their background—have access to transformative STEM learning experiences”

Through initiatives like our high school research program, Applied Research Innovations in Science and Engineering (ARISE), students gain hands-on experience in faculty labs across various disciplines, from chemical engineering to bioengineering. ARISE has grown exponentially, with over 1,400 applicants competing for about 60 spots in the most recent cycle. This overwhelming demand highlights the need for more programs that provide young people with direct exposure to STEM fields.

Similarly, programs like Science of Smart Cities (SoSC) and Innovation, Entrepreneurship, and the Science of Smart Cities (ieSoSC) introduce middle and high school students to engineering concepts through urban challenges they encounter in daily life. Whether addressing subway inefficiencies, flooding streets, or cybersecurity risks, these programs connect students with meaningful applications of STEM, making learning both relevant and engaging.

Breaking Barriers to STEM Access

The reality is that many schools lack the resources to provide students with a strong foundation in engineering and technology. Not every high school has a robotics team, advanced math courses, or experienced STEM educators. At NYU Tandon, we aim to bridge this gap by offering a range of programs tailored to different levels of STEM exposure.

• For the STEM curious: Introductory programs allow students to explore STEM fields without prior experience.

• For the STEM-inclined: More rigorous programs help students deepen their knowledge and skills.

• For the STEM-committed: Research-based opportunities like ARISE cater to students who have already decided on a STEM career path.

We also work diligently to ensure that our programs are inclusive. Our Dean’s Outreach Influencers (DOIs)—a team of undergraduate students, many of whom attended NYC public schools—help us reach communities that might not otherwise consider STEM as a viable path. They visit schools, attend fairs, and share their experiences, reinforcing the message that STEM is for everyone.

The Role of Policy and Innovation in STEM Education

Beyond institutional efforts, addressing STEM education barriers requires systemic change. Public school priorities, funding allocations, and curriculum design all influence the accessibility of STEM learning. While initiatives to integrate computational thinking and computer science into school curricula are gaining traction, there is still a need to expand engineering and technology education.

Rather than treating STEM as an extracurricular pursuit, we believe it should be integrated into standard curricula. Encouraging hands-on, project-based learning—whether through microcontrollers, robotics, or real-world problem-solving—can help students see the value of STEM in everyday life.

At NYU Tandon, we are not only teaching STEM concepts but also preparing students to communicate their ideas effectively. Through partnerships with a local theater group, we incorporate public speaking and presentation skills into our programs, ensuring that students can confidently share their innovations.

STEM education must evolve to meet the needs of today’s students. By leveraging human capital, designing inclusive programs, and advocating for systemic improvements, we can ensure that young people—regardless of their background—have access to transformative STEM learning experiences. At NYU Tandon, we remain committed to this mission, helping students discover their potential and preparing them to become the next generation of innovators.

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