On January 31st, the Chelsea Public Library convened a NASA@ My Library Community Dialogue to explore how residents view science, technology, engineering, and mathematics (STEM). The gathering brought together school officials, municipal leaders, library staff, parents, and high school students in an informal setting aimed at developing programs with citywide reach and fostering deeper engagement with STEM among all age groups.
Lisa Santagate, who serves as a Chelsea Public Schools/Chelsea Public Library trustee, remarked that “We should try to build bridges between what’s happening in schools and formal education, and what’s happening in the community as we develop and grow,” “Science pervades our lives. STEM is everywhere and all connected.”
The Chelsea Public Library ranks among 75 libraries nationwide selected to receive the NASA@ My Library Grant, a partnership initiative between NASA and the American Library Association designed to build and strengthen STEM learning options for library patrons and communities.
Martha Boksenbaum, the CPL children’s librarian, noted “The main focus of this grant is to help underserved groups — especially youth – find more resources within STEM, and have more models for STEM careers,” and added “Often, women and people of color are underrepresented.”
Beginning in May 2017, the library has organized a solar eclipse viewing on City Hall lawn, launched a science café targeting adult learners, and run multiple Tinker Time Workshops where children examine scientific equipment including green screens and infrared thermometers.
During discussion, panelists highlighted a significant gap: while younger children benefit from school events and numerous library offerings, teenagers lack comparable programming. Community input emphasized the need to strengthen ties between schools and the library while cultivating spaces where young adults feel genuinely welcome.
Stephanie Alvarado, a Chelsea High School senior, shared “In school there are a lot of classes in biology, chemistry, physics, and engineering, but it’s usually announced to the younger kids, and I think that’s great. The younger you are when you learn about science, the more you love it,” “We do tree mapping and water quality testing. That’s how I’m able to connect with STEM, but not the community as a whole.”
A recurring theme centered on reaching local professionals working in STEM fields—individuals from Chelsea whom residents might find more relatable and approachable.
Boksenbaum elaborated further, explaining “A struggle I am experiencing in implementing this grant is showing examples of role models. I would like to represent people of color and women, but when I reach out, they are overwhelmingly not a representation of the majority of people here in the community,” “If the kids are learning that somebody next door is in a STEM field and looks like them, then they’re going to feel like that’s something they can do as well.”