IntroductionHow can we get the public to appreciate the way scientific understanding advances via iterative research? How can we provide females and underrepresented minorities an opportunity to be involved in science early enough in their schooling to make a difference in career motivation? How can research laboratories help improve science education in our schools and prepare students with skills that they will need in the workforce? We do not have the answers to these questions. Indeed, we are only beginning to work together, as researchers and educators, on these topics. However, the Editor, upon seeing the large number of student and educator coauthors on our paper in this issue of Journal of Geophysical Research, invited us to describe our fledgling program, with the hope of stimulating dialogue on a topic of increasing interest.