Mission Statement

OUR MISSION

To provide an accessible pathway of STEM opportunities
to attract, develop, and mentor the next generation of our nation’s talent.

About

Army STEM is the U.S. Army’s investment in the nation’s future, delivered through the Army STEM Education Consortium.

From early STEM exploration to advanced research, Army STEM creates opportunities for students at every stage of their educational journey and the educators who inspire them. Through hands-on experiences, national competitions, internships, and fellowships, participants develop technical skills, build meaningful connections, and gain firsthand experience tackling real-world challenges. Many work alongside Army scientists and engineers, contributing to cutting-edge research and exploring technologies that address some of the nation’s most pressing needs.

Together, these experiences cultivate the talent, curiosity, and commitment to service needed to advance innovation, strengthen national security, and make a lasting difference in the world.

Our Vision

A nation of STEM-inspired changemakers, problem solvers, and innovators prepared to solve the country’s biggest challenges.

Army STEM is...

Our History

The U.S. military has a long history of scientific research, and of research whose consequences reached far beyond it.

Disease killed more American soldiers during the Spanish-American War than combat did, and when yellow fever continued to spread through the Army’s occupation forces in Cuba, the Surgeon General appointed a board to determine how to prevent the disease’s spread. Major Walter Reed led that board, known as the U.S. Army Yellow Fever Commission, from 1900. Its experiments confirmed the theory of Cuban physician Carlos Finlay, who had argued since 1881 that mosquitoes carried the disease, and disproved the prevailing belief that it spread through contaminated clothing and bedding. The commission’s findings made possible the mosquito control programs that ended yellow fever epidemics in Cuba, in the United States, and along the route of the Panama Canal.

Four decades later, during the Second World War, the Army Ordnance Corps funded the construction of ENIAC, the first general-purpose electronic computer, built to calculate artillery firing tables and now recognized as a foundation of modern computing.

Neither was an isolated case. Both belong to a longer history of collaboration between military and civilian researchers, demonstrating how Army investments in science and technology have produced advances with benefits far beyond their original military-related purpose. They also underscore the importance of sustained investment in research, where discoveries cannot always be anticipated and practical applications may emerge in unexpected ways. By supporting scientific exploration over time, the Army helps lay the groundwork for breakthroughs that strengthen national security, advance innovation, and benefit society as a whole.

Spectators watch a Wright aircraft in flight at Fort Myer, Virginia, 1909
The Wright brothers testing their aircraft at Fort Myer, Virginia, in 1909. Powered flight was six years old and its uses were still a matter of speculation when the Army began funding and testing the brothers’ work. The Army bought it in August 1909, the first military airplane in the world. National Archives.
Norris Bradbury beside the partially assembled atomic device atop the Trinity test tower
Physicist Norris Bradbury, group leader for bomb assembly, beside the partially assembled atomic device atop the Trinity test tower on July 15, 1945, the day before the first nuclear detonation. The device was built as part of the Manhattan Project, a research effort administered by the Army Corps of Engineers that drew scientists and engineers from universities across the country and from among those who had fled Europe. U.S. Department of Energy.
Two women programming the ENIAC by plugging cables into its panels
Marlyn Wescoff (left) and Ruth Lichterman programming the ENIAC, circa 1946. National Archives.

Following the Second World War, the United States stood as an undisputed international superpower. The nation’s scientific community, including within the military, was nonetheless concerned that it was not producing enough emerging scientific talent to sustain that position. In July 1945, the Office of Scientific Research and Development published the landmark report, Science: The Endless Frontier, which argued that a shortage of trained researchers would consign the country to an inferior position in international science. A decade later, a 1955 National Science Foundation study found that more than half of the companies surveyed were “unable to hire enough research scientists to meet their needs.”

In June 1951, the Army established the Office of Ordnance Research (OOR) on the campus of Duke University. Its charter was to institute and administer contracts for basic research. The Army chose Duke University because it wanted its research office among university scientists rather than apart from them. When Colonel George F. Leist assumed command of OOR in 1956, he broadened its mandate. Funding new research was necessary, he argued, but insufficient on its own — the Army should also fund programs that developed research scientists. He received neither significant funding nor institutional support until the following year.

On October 4, 1957, the Soviet Union launched Sputnik, the first artificial satellite to orbit the Earth. The achievement opened the Cold War space race, and it convinced the American public of what the scientific community had been arguing for years: the nation faced a manpower shortage in the sciences and needed to invest in scientific talent.

Leist now had his support. He proposed sponsoring a symposium at which high school students would present original scientific research to practicing scientists. A scientific research symposium was not a new concept, but one aimed at high school students was.

On Wednesday, May 7, 1958, the first Junior Symposium in Humanities and Sciences (JSHS) symposium took place in North Carolina, co-hosted by Duke University, the University of North Carolina, and North Carolina State University. 431 students from across the state participated; twelve students presented their original research, and every student attended talks with STEM professionals and toured the local research facilities and university labs.

Science today is a major weapon in our conflict with communism.... Our achievement and maintenance of a technological superiority over those who wish to destroy us is contingent upon impressing young potential scientists with the importance of careers in science, and of motivating greater numbers of these young people to undertake science courses and to understand the relationship of science to the humanities.... The JS[H]S is an effective means.
Colonel George F. Leist

The Army’s commitment did not end with the first symposium. In January 1961, OOR was redesignated the Army Research Office, which continues today as a directorate of the DEVCOM Army Research Laboratory and continues to sponsor Junior Science and Humanities Symposium (JSHS). The symposium itself expanded well beyond North Carolina: the Navy and later the Air Force joined as sponsors, administration of the national event passed to the National Science Teaching Association, and regional symposia now run across the United States, Puerto Rico, and the Department of War schools of Europe and the Pacific.

The Army STEM portfolio grew alongside it. 1995 brought the GEMS program, placing middle and high school students in Army laboratories for summer research. In 2002, eCYBERMISSION launched as a national competition in which students investigate problems in their own communities. Internships and Fellowships opened Army research to undergraduate and graduate students, and Teacher Fellowships began sending educators into active research centers and returning them to their classrooms in 2016. Each addition extended the same commitment to a new audience.

Seven decades after the first JSHS symposium, the importance of investing in the nation’s scientific and technical talent remains as critical as ever. As technologies advance and national security challenges evolve, the Army’s commitment to developing future generations of scientists, engineers, and innovators remains constant. What began with 431 students at Duke University in the spring of 1958 has grown into Army STEM—a nationwide continuum of opportunities connecting emerging talent with the knowledge, experience, and expertise to help meet the challenges ahead.

Work at the Edge of What Is Known

Army STEM connects students with research at the forefront of science and engineering.

It is current work on open questions: autonomous systems that can navigate terrain no one has mapped, materials that protect more while weighing less, networks that hold under attack, biotechnology that produces materials rather than assembling them, and sensors that reveal what the human body is doing under strain.

These are the problems the Army needs solved, and they are among the hardest problems in science and engineering anywhere. A student in an Army laboratory is not watching this work happen. They helping solve the problem.

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