ETS Global Philanthropy’s Robert “Bob” Moses Scholarship honors a visionary leader who believed math literacy was not just an academic skill, but a pathway to equity, empowerment, and civic participation. Each year, the scholarship recognizes emerging leaders who are carrying that legacy forward, expanding access to STEM education, strengthening community engagement, and helping more students see themselves as problem-solvers and changemakers. In 2025, that honor was awarded to Naja Murphy, a PhD candidate in Chemical Oceanography and a passionate advocate for hands-on, inclusive science education. In this Q&A, Naja reflects on how the Bob Moses Scholarship has shaped her mission to bridge STEM literacy, civic engagement, and environmental stewardship. She shares how mentoring programs, science festivals, and community outreach have transformed students’ confidence and curiosity, why math and scientific literacy must be developed together, and how emerging technologies like AI can either widen or close opportunity gaps depending on how they’re taught. Her insights offer a powerful look at what it means to carry Bob Moses’s legacy into the future, by meeting communities where they are and building pathways to participation, understanding, and impact.

MURPHY: The legacy of Bob Moses has deepened my commitment to STEM outreach, as I recognize that math and STEM literacy are powerful means to provide economic access for younger generations, especially as the technology literacy gap grows with the rise of artificial intelligence (AI). Attending the 2025 ETS Leadership Retreat this past summer provided a great platform for me to meet other scholars and learn about some of the revolutionary ways ETS is addressing AI literacy and creating standards to measure it among students. Receiving the Bob Moses Scholarship strengthens my mission by connecting me to a network of like-minded individuals and resources dedicated to advancing math literacy and civic engagement. For example, through this scholarship, I now have the platform to collaborate on outreach initiatives, such as community workshops or pilot programs, to address math and technology gaps in underserved communities directly. This recognition has also reinvigorated my advocacy for integrating STEM and civic engagement, ensuring that students see themselves as both scientists and active citizens.

I routinely incorporate the principles Bob Moses championed in Radical Equations into my interactions with the Junior Scientist Program, encouraging students to critically examine how math and science intersect with their daily lives and the decisions that shape their communities. Every year, I work with the Junior Scientist Program to match middle and high school students with local STEM exhibitors at the St. Petersburg Science Festival. During the festival, junior scientists volunteer with exhibitors such as NOAA, NASA, the University of South Florida’s (USF) College of Marine Science, and local engineering companies, where they engage with these exhibitors by helping lead demonstrations and presentations, not only strengthening their STEM literacy and access, but also teaching the public about local STEM research and conservation efforts.

MURPHY: Hands-on exposure to science transforms students' understanding and confidence. I've seen students shift from passive learners to active explorers, discovering that science is inherently interdisciplinary and creative. For example, in 2021, I participated in the Oceanography Camp for Girls, a program within USF’s College of Marine Science that focuses on providing access to field and laboratory work for 8th-grade girls to get involved in ocean science. During this period, I saw students who initially hesitated soon took ownership of experiments and demonstrations, measuring seawater pH themselves, designing research projects, and presenting their findings. These experiences are essential for demystifying science and empowering students, especially those who might not see themselves reflected in STEM careers. Witnessing this growth has shaped my vision for future outreach: I want to create more opportunities for students to lead research projects, collaborate across disciplines, and connect what they learn to real-world issues. My goal is to make STEM approachable and relevant, emphasizing that scientific thinking, curiosity, analysis, and problem-solving are skills that everyone can develop, regardless of background. Ultimately, effective STEM outreach should inspire lifelong engagement with science, both as a possible career and as a critical lens for understanding the world.

MURPHY: To make complex marine and chemical concepts accessible, I focus on connecting them to everyday experiences and local environments. I avoid jargon and instead use relatable analogies, such as comparing the need for metals in marine life to the need for vitamins and minerals for human health. When discussing my research on metal distributions in the West Florida Shelf, I highlight how these elements impact the seafood people eat and overall water quality. I often incorporate storytelling, sharing scuba-diving experiences, or showing underwater photos to illustrate abstract ideas, such as changes in ocean pH and its effects on coral bleaching. By grounding scientific concepts in familiar or tangible examples, I aim to empower non-scientists to see their relevance and importance. I also encourage questions and dialogue, inviting community members to share their own observations, which helps make science a shared and empowering journey rather than a distant or intimidating subject.

MURPHY: The STEM knowledge gap in our society is particularly pronounced among young students. Technology, such as AI, coding, and robotics, is an under-taught skill that is not always embedded in the academic curriculum, with students often having to seek these skills outside of the classroom, sometimes through special programs. As a science fair judge, I have seen a disconnect between STEM taught in local high schools and at the college level. There is a lack of emphasis in schools on using scientific instruments and software, which are often expensive and not available to students. Providing technical skills to young students is something I am very passionate about. Part of my role in the Junior Scientist Program is to introduce students to topics such as coding, robotics, engineering, geochemistry, and oceanography. As a future STEM professional, I want to incorporate lab field trips where students periodically visit nearby research labs and receive training from scientists. They would be introduced to the concepts at their school and then visit the lab for practical training, very similar to a lab-based portion of a college science class.

MURPHY: Math and scientific literacy are inseparable, as math is the foundation upon which scientific discovery is built. To honor Bob Moses's legacy, I aim to create learning environments where students develop both skills together. I plan to design mentorship programs and research opportunities that start with real-world questions, guiding students to collect, analyze, and interpret data using math-based tools and statistics. This hands-on approach helps demystify math and shows its power in problem solving and innovation. By focusing on critical thinking, data literacy, and the use of emerging technologies such as AI, I hope to empower students not just to succeed academically but also to apply their knowledge to the challenges facing their communities. Ultimately, my goal is to inspire young learners to see themselves as both mathematicians and scientists capable of shaping the future through their curiosity and skills.

MURPHY: As I complete my PhD in Chemical Oceanography, I see my role as a connector, bridging the gap between cutting-edge environmental research and public understanding. I am committed to translating scientific findings into clear, actionable information that empowers people to make informed decisions about their environment. Through public talks, visual storytelling (such as underwater photography), and community events like science festivals, I aim to demystify science and invite broader participation. I also want to develop outreach programs that foster ongoing dialogue between researchers and local communities, ensuring that research addresses real-world concerns and that scientific advancements are accessible to everyone. Ultimately, I hope my work will inspire greater environmental stewardship and help build a more scientifically engaged society.

MURPHY: I aspire to leave a legacy that unites innovation in marine conservation research with transformative STEM education. Over the next decade, I hope to lead efforts to integrate AI into conservation science, not just as a research tool, but also as an educational platform accessible to students and communities. My vision is to mentor the next generation of scientists and citizens, empowering them to use technology thoughtfully and become advocates for the ocean. The Bob Moses Scholarship has provided vital resources, mentorship, and visibility, empowering me to start planning programs that will introduce AI and STEM concepts early, to make conservation science more inclusive and impactful. Ultimately, I want my legacy to be one of empowerment, innovation, and a more sustainable future for our oceans and our communities.