Surfacing Brilliance Through Meaningful Science Assessment

Shifting Practice to Reflect Today's Students and Today's Standards
Aneesha Badrinarayan - Learning Policy Institute
Surfacing Brilliance Through Meaningful Science Assessment
August 2025 | 280 pages | Corwin
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ISBN: 9781071919583
Available from January 0001
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ISBN: 9781071968086
Available from September 2025

Description

Science education is evolving–and our assessments should, too.

The Next Generation Science Standards and similar standards based on A Framework for K-12 Science Education ushered in a bold vision focused on figuring out phenomena and problems, sensemaking that mirrors how scientists work, and real-world relevance. Although instruction has started to shift, assessment has too often lagged behind—failing to capture or support the depth, complexity, and creativity of meaningful science learning.

Surfacing Brilliance Through Meaningful Science Assessment: Shifting Practice to Reflect Today’s Students and Today’s Standards is the essential guide for educators and leaders ready to rethink how we understand, evaluate, and support K-12 science learning. Written by Aneesha Badrinarayan, a leading voice in science education and assessment, this book offers a clear road map for designing assessments that surface the brilliance of young people in ways that are meaningful, equitable, and grounded in the lived realities of today’s classrooms.

Drawing on four core priorities—sensemaking, relevance, assets, and opportunity—this book empowers educators to move beyond traditional tests to create assessments that reveal what students truly understand and can do.

Bridging cutting-edge research and practical implementation, this book offers:

  • Concrete strategies for using phenomena, problematizing strategies, and purposeful prompts to drive authentic sensemaking
  • Frameworks and tools to develop relevant, asset-based assessments that reflect students’ strengths and experiences and that are specific to a given classroom context
  • Approaches to using data for targeted feedback and deeper learning
  • A forward-looking chapter on how to meaningfully integrate AI into science assessment in an age of rapidly evolving technology

Whether you’re a K–12 teacher, instructional leader, or assessment designer, Surfacing Brilliance Through Meaningful Science Assessment will transform how you think about using assessment to understand, evaluate, and support student learning. This guide ensures that educators and leaders assess students in ways that center student brilliance, embrace innovation, and inspire learners to achieve ambitious learning goals in science.

Contents

Acknowledgments

Acknowledgments

About the Author

About the Author

Author’s Note

Author’s Note

PART 1: UNDERSTANDING SCIENCE STANDARDS IN FUTURE-FOCUSED WAYS

  • Introduction: Setting the Stage
  • A Quick Primer on the Next Generation Science Standards
  • Grounding Principles and Needed Shifts in Science Assessment
  • This Is Not Your Typical Science Assessment Book
  • Overview of This Book
  • Language Use in This Book
  • CHAPTER 1: Future-Focused Science Assessments: Interpreting the NGSS and Similar Standards for Meaningful Assessments in a Rapidly Evolving World
  • Understanding Our Foundation: Current Features of High-Quality Science Assessments
  • Landscape Shift 1: Local and Cultural Relevance and Personalization
  • Landscape Shift 2: Competencies and Durable Skills
  • Landscape Shift 3: Technology and Its Impact on Teaching, Learning, and Assessment in Science
  • Future-Focused Science Assessment: Evolution
  • Chapter Summary
  • Reflection Questions

PART 2: FOUR PRIORITIES FOR SURFACING SCIENCE THINKING IN TRUSTWORTHY AND USEFUL WAYS

  • CHAPTER 2: Priority 1: Sensemaking
  • Defining Sensemaking in Assessment
  • Why Is Sensemaking So Important?
  • What Leads to Sensemaking in Assessment Tasks
  • Pathways to Sensemaking: Phenomena, Problematizing, and Prompts
  • Choosing a Phenomenon to Drive Sensemaking
  • Problematizing a Phenomenon to Surface Sensemaking
  • Crafting Prompts to Elicit Sensemaking
  • Scaffolding Sensemaking in Assessment Tasks
  • Deep Dive Into Choosing Meaningful Phenomena: Right-Sizing Phenomena and Problems to a Given Assessment Task
  • Using Phenomena to Understand Transfer and Generalizability of Science Learning
  • Caution: Ensuring Transfer Doesn’t Become a Pass for Discrimination and Inequity
  • Chapter Summary
  • Reflection Questions
  • CHAPTER 3: Priority 2: Relevance
  • Making Assessment Tasks Relevant—Not Just Interesting—to Learners and Their Communities
  • Using Culture as a Concrete Path to Relevance in Science Assessments
  • Understanding Our Students: An Example
  • Attending to Culture and Relevance at the Scale of Many Students
  • Windows and Mirrors: A Strategy for Approaching Relevance at Scale
  • Features of Culturally Conscious Assessments
  • Motivation and Affect: Reimagining One of Assessment’s Cardinal Rules
  • Chapter Summary
  • Reflection Questions
  • CHAPTER 4: Priority 3: Assets
  • Looking for Assets in Student Sensemaking
  • Key Features of Asset-Based Assessment Practices in Science
  • Moving Beyond Misconceptions: Reframing Our Orientation to Wrong and Incomplete Answers
  • Implications of Asset-Based Approaches for Assessment Tasks and Data Dashboards
  • Habits and Beliefs of Asset-Based Assessors
  • Celebrating Assets of Students Who Think Differently Than We Do
  • Chapter Summary
  • Reflection Questions
  • CHAPTER 5: Priority 4: Opportunity and Experience
  • The Relationship Between Opportunity, Experience, and Performance
  • Making the Right Information Available
  • Impact on Students
  • A Window Into Practices and Durable Skills
  • What Experiences Should We Measure?
  • Turning Experience Information Into Insights About Opportunity to Learn That Influence Our Interpretations of Student Performance and Next Steps in Instruction
  • Using Opportunity and Experience Data to Foster New Conversations With Parents
  • Chapter Summary
  • Reflection Questions

PART 3: PUTTING THE PRIORITIES TO WORK

  • CHAPTER 6: Choosing and Designing Assessments That Center the Four Priorities
  • Reviewing Tasks: Criteria
  • Reviewing Tasks: Process
  • Some Tips to Help Quick Task Evaluation
  • Developing Assessments That Are Designed for the Science Standards in Ways That Center the Four Priorities
  • Step 1: Understand and Define Your Assessment Targets Within a Future-Focused Framework
  • Step 2: Unpack Standards and Other Learning Goals With Learners’ Culture, Interests, and Identities in Mind
  • Step 3: Write Claims for Your Assessment That Synthesize Your Focal DCIs, SEPs, CCCs, and Durable Skills Into a Statement About Student Learning
  • Step 4: Choose a Phenomenon or Problem That Centers Specific Communities, Interests, and Reasons for Engaging
  • Step 5: Create a Problematized Scenario Based on the Phenomenon
  • Step 6: Develop Complete Student Explanations or Models That Specifically Account for How Different Perspectives and Ideas Can Be Valued in Complete Responses
  • Step 7: Develop Prompts That Elicit Sensemaking With Multiple Dimensions and Lived Experiences
  • Step 8: Develop Asset-Oriented Interpretation Guidance for Student Responses
  • Step 9: Invite Feedback and Review From Those Closest to Students You Are Least Connected To
  • Step 10: Pilot and Revise, Focusing on Learners at the Margins
  • Chapter Summary
  • Reflection Questions
  • CHAPTER 7: Using Generative AI in Responsible Ways to Support Science Assessment Design and Use
  • Defining Terms
  • Understanding the Current State of Generative AI in Science Assessment
  • Ways Generative AI Might Support Science Assessment
  • Approaching AI as a “Collaborator” in Science Assessment Activities
  • A Use-Case: AI in Science Assessment Review
  • Guiding Principles for Using Generative AI in Science Assessment Processes (AKA Aneesha's Laws of Assessment Machines)
  • Supporting Social Sensemaking
  • Some Final Caveats
  • Chapter Summary
  • Reflection Questions
  • CHAPTER 8: Epilogue: An Invitation to Imagine
  • References
  • Index

Description

Science education is evolving–and our assessments should, too.

The Next Generation Science Standards and similar standards based on A Framework for K-12 Science Education ushered in a bold vision focused on figuring out phenomena and problems, sensemaking that mirrors how scientists work, and real-world relevance. Although instruction has started to shift, assessment has too often lagged behind—failing to capture or support the depth, complexity, and creativity of meaningful science learning.

Surfacing Brilliance Through Meaningful Science Assessment: Shifting Practice to Reflect Today’s Students and Today’s Standards is the essential guide for educators and leaders ready to rethink how we understand, evaluate, and support K-12 science learning. Written by Aneesha Badrinarayan, a leading voice in science education and assessment, this book offers a clear road map for designing assessments that surface the brilliance of young people in ways that are meaningful, equitable, and grounded in the lived realities of today’s classrooms.

Drawing on four core priorities—sensemaking, relevance, assets, and opportunity—this book empowers educators to move beyond traditional tests to create assessments that reveal what students truly understand and can do.

Bridging cutting-edge research and practical implementation, this book offers:

  • Concrete strategies for using phenomena, problematizing strategies, and purposeful prompts to drive authentic sensemaking
  • Frameworks and tools to develop relevant, asset-based assessments that reflect students’ strengths and experiences and that are specific to a given classroom context
  • Approaches to using data for targeted feedback and deeper learning
  • A forward-looking chapter on how to meaningfully integrate AI into science assessment in an age of rapidly evolving technology

Whether you’re a K–12 teacher, instructional leader, or assessment designer, Surfacing Brilliance Through Meaningful Science Assessment will transform how you think about using assessment to understand, evaluate, and support student learning. This guide ensures that educators and leaders assess students in ways that center student brilliance, embrace innovation, and inspire learners to achieve ambitious learning goals in science.

Contents

Acknowledgments

Acknowledgments

About the Author

About the Author

Author’s Note

Author’s Note

PART 1: UNDERSTANDING SCIENCE STANDARDS IN FUTURE-FOCUSED WAYS

  • Introduction: Setting the Stage
  • A Quick Primer on the Next Generation Science Standards
  • Grounding Principles and Needed Shifts in Science Assessment
  • This Is Not Your Typical Science Assessment Book
  • Overview of This Book
  • Language Use in This Book
  • CHAPTER 1: Future-Focused Science Assessments: Interpreting the NGSS and Similar Standards for Meaningful Assessments in a Rapidly Evolving World
  • Understanding Our Foundation: Current Features of High-Quality Science Assessments
  • Landscape Shift 1: Local and Cultural Relevance and Personalization
  • Landscape Shift 2: Competencies and Durable Skills
  • Landscape Shift 3: Technology and Its Impact on Teaching, Learning, and Assessment in Science
  • Future-Focused Science Assessment: Evolution
  • Chapter Summary
  • Reflection Questions

PART 2: FOUR PRIORITIES FOR SURFACING SCIENCE THINKING IN TRUSTWORTHY AND USEFUL WAYS

  • CHAPTER 2: Priority 1: Sensemaking
  • Defining Sensemaking in Assessment
  • Why Is Sensemaking So Important?
  • What Leads to Sensemaking in Assessment Tasks
  • Pathways to Sensemaking: Phenomena, Problematizing, and Prompts
  • Choosing a Phenomenon to Drive Sensemaking
  • Problematizing a Phenomenon to Surface Sensemaking
  • Crafting Prompts to Elicit Sensemaking
  • Scaffolding Sensemaking in Assessment Tasks
  • Deep Dive Into Choosing Meaningful Phenomena: Right-Sizing Phenomena and Problems to a Given Assessment Task
  • Using Phenomena to Understand Transfer and Generalizability of Science Learning
  • Caution: Ensuring Transfer Doesn’t Become a Pass for Discrimination and Inequity
  • Chapter Summary
  • Reflection Questions
  • CHAPTER 3: Priority 2: Relevance
  • Making Assessment Tasks Relevant—Not Just Interesting—to Learners and Their Communities
  • Using Culture as a Concrete Path to Relevance in Science Assessments
  • Understanding Our Students: An Example
  • Attending to Culture and Relevance at the Scale of Many Students
  • Windows and Mirrors: A Strategy for Approaching Relevance at Scale
  • Features of Culturally Conscious Assessments
  • Motivation and Affect: Reimagining One of Assessment’s Cardinal Rules
  • Chapter Summary
  • Reflection Questions
  • CHAPTER 4: Priority 3: Assets
  • Looking for Assets in Student Sensemaking
  • Key Features of Asset-Based Assessment Practices in Science
  • Moving Beyond Misconceptions: Reframing Our Orientation to Wrong and Incomplete Answers
  • Implications of Asset-Based Approaches for Assessment Tasks and Data Dashboards
  • Habits and Beliefs of Asset-Based Assessors
  • Celebrating Assets of Students Who Think Differently Than We Do
  • Chapter Summary
  • Reflection Questions
  • CHAPTER 5: Priority 4: Opportunity and Experience
  • The Relationship Between Opportunity, Experience, and Performance
  • Making the Right Information Available
  • Impact on Students
  • A Window Into Practices and Durable Skills
  • What Experiences Should We Measure?
  • Turning Experience Information Into Insights About Opportunity to Learn That Influence Our Interpretations of Student Performance and Next Steps in Instruction
  • Using Opportunity and Experience Data to Foster New Conversations With Parents
  • Chapter Summary
  • Reflection Questions

PART 3: PUTTING THE PRIORITIES TO WORK

  • CHAPTER 6: Choosing and Designing Assessments That Center the Four Priorities
  • Reviewing Tasks: Criteria
  • Reviewing Tasks: Process
  • Some Tips to Help Quick Task Evaluation
  • Developing Assessments That Are Designed for the Science Standards in Ways That Center the Four Priorities
  • Step 1: Understand and Define Your Assessment Targets Within a Future-Focused Framework
  • Step 2: Unpack Standards and Other Learning Goals With Learners’ Culture, Interests, and Identities in Mind
  • Step 3: Write Claims for Your Assessment That Synthesize Your Focal DCIs, SEPs, CCCs, and Durable Skills Into a Statement About Student Learning
  • Step 4: Choose a Phenomenon or Problem That Centers Specific Communities, Interests, and Reasons for Engaging
  • Step 5: Create a Problematized Scenario Based on the Phenomenon
  • Step 6: Develop Complete Student Explanations or Models That Specifically Account for How Different Perspectives and Ideas Can Be Valued in Complete Responses
  • Step 7: Develop Prompts That Elicit Sensemaking With Multiple Dimensions and Lived Experiences
  • Step 8: Develop Asset-Oriented Interpretation Guidance for Student Responses
  • Step 9: Invite Feedback and Review From Those Closest to Students You Are Least Connected To
  • Step 10: Pilot and Revise, Focusing on Learners at the Margins
  • Chapter Summary
  • Reflection Questions
  • CHAPTER 7: Using Generative AI in Responsible Ways to Support Science Assessment Design and Use
  • Defining Terms
  • Understanding the Current State of Generative AI in Science Assessment
  • Ways Generative AI Might Support Science Assessment
  • Approaching AI as a “Collaborator” in Science Assessment Activities
  • A Use-Case: AI in Science Assessment Review
  • Guiding Principles for Using Generative AI in Science Assessment Processes (AKA Aneesha's Laws of Assessment Machines)
  • Supporting Social Sensemaking
  • Some Final Caveats
  • Chapter Summary
  • Reflection Questions
  • CHAPTER 8: Epilogue: An Invitation to Imagine
  • References
  • Index
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Surfacing Brilliance Through Meaningful Science Assessment

Shifting Practice to Reflect Today's Students and Today's Standards

Aneesha Badrinarayan
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August 2025 | 280 pages | Corwin

Format Published Date ISBN Price
Paperback 01/02/2026 9781071968086 $40.95
Lifetime 01/02/2026 9781071919583 $37.00

Science education is evolving–and our assessments should, too.

The Next Generation Science Standards and similar standards based on A Framework for K-12 Science Education ushered in a bold vision focused on figuring out phenomena and problems, sensemaking that mirrors how scientists work, and real-world relevance. Although instruction has started to shift, assessment has too often lagged behind—failing to capture or support the depth, complexity, and creativity of meaningful science learning.

Surfacing Brilliance Through Meaningful Science Assessment: Shifting Practice to Reflect Today’s Students and Today’s Standards is the essential guide for educators and leaders ready to rethink how we understand, evaluate, and support K-12 science learning. Written by Aneesha Badrinarayan, a leading voice in science education and assessment, this book offers a clear road map for designing assessments that surface the brilliance of young people in ways that are meaningful, equitable, and grounded in the lived realities of today’s classrooms.

Drawing on four core priorities—sensemaking, relevance, assets, and opportunity—this book empowers educators to move beyond traditional tests to create assessments that reveal what students truly understand and can do.

Bridging cutting-edge research and practical implementation, this book offers:

  • Concrete strategies for using phenomena, problematizing strategies, and purposeful prompts to drive authentic sensemaking
  • Frameworks and tools to develop relevant, asset-based assessments that reflect students’ strengths and experiences and that are specific to a given classroom context
  • Approaches to using data for targeted feedback and deeper learning
  • A forward-looking chapter on how to meaningfully integrate AI into science assessment in an age of rapidly evolving technology

Whether you’re a K–12 teacher, instructional leader, or assessment designer, Surfacing Brilliance Through Meaningful Science Assessment will transform how you think about using assessment to understand, evaluate, and support student learning. This guide ensures that educators and leaders assess students in ways that center student brilliance, embrace innovation, and inspire learners to achieve ambitious learning goals in science.


Table Of Contents:

  • Acknowledgments
  • About the Author
  • Author’s Note
  • PART 1: UNDERSTANDING SCIENCE STANDARDS IN FUTURE-FOCUSED WAYS
  • Introduction: Setting the Stage
  • A Quick Primer on the Next Generation Science Standards
  • Grounding Principles and Needed Shifts in Science Assessment
  • This Is Not Your Typical Science Assessment Book
  • Overview of This Book
  • Language Use in This Book
  • CHAPTER 1: Future-Focused Science Assessments: Interpreting the NGSS and Similar Standards for Meaningful Assessments in a Rapidly Evolving World
  • Understanding Our Foundation: Current Features of High-Quality Science Assessments
  • Landscape Shift 1: Local and Cultural Relevance and Personalization
  • Landscape Shift 2: Competencies and Durable Skills
  • Landscape Shift 3: Technology and Its Impact on Teaching, Learning, and Assessment in Science
  • Future-Focused Science Assessment: Evolution
  • Chapter Summary
  • Reflection Questions
  • PART 2: FOUR PRIORITIES FOR SURFACING SCIENCE THINKING IN TRUSTWORTHY AND USEFUL WAYS
  • CHAPTER 2: Priority 1: Sensemaking
  • Defining Sensemaking in Assessment
  • Why Is Sensemaking So Important?
  • What Leads to Sensemaking in Assessment Tasks
  • Pathways to Sensemaking: Phenomena, Problematizing, and Prompts
  • Choosing a Phenomenon to Drive Sensemaking
  • Problematizing a Phenomenon to Surface Sensemaking
  • Crafting Prompts to Elicit Sensemaking
  • Scaffolding Sensemaking in Assessment Tasks
  • Deep Dive Into Choosing Meaningful Phenomena: Right-Sizing Phenomena and Problems to a Given Assessment Task
  • Using Phenomena to Understand Transfer and Generalizability of Science Learning
  • Caution: Ensuring Transfer Doesn’t Become a Pass for Discrimination and Inequity
  • Chapter Summary
  • Reflection Questions
  • CHAPTER 3: Priority 2: Relevance
  • Making Assessment Tasks Relevant—Not Just Interesting—to Learners and Their Communities
  • Using Culture as a Concrete Path to Relevance in Science Assessments
  • Understanding Our Students: An Example
  • Attending to Culture and Relevance at the Scale of Many Students
  • Windows and Mirrors: A Strategy for Approaching Relevance at Scale
  • Features of Culturally Conscious Assessments
  • Motivation and Affect: Reimagining One of Assessment’s Cardinal Rules
  • Chapter Summary
  • Reflection Questions
  • CHAPTER 4: Priority 3: Assets
  • Looking for Assets in Student Sensemaking
  • Key Features of Asset-Based Assessment Practices in Science
  • Moving Beyond Misconceptions: Reframing Our Orientation to Wrong and Incomplete Answers
  • Implications of Asset-Based Approaches for Assessment Tasks and Data Dashboards
  • Habits and Beliefs of Asset-Based Assessors
  • Celebrating Assets of Students Who Think Differently Than We Do
  • Chapter Summary
  • Reflection Questions
  • CHAPTER 5: Priority 4: Opportunity and Experience
  • The Relationship Between Opportunity, Experience, and Performance
  • Making the Right Information Available
  • Impact on Students
  • A Window Into Practices and Durable Skills
  • What Experiences Should We Measure?
  • Turning Experience Information Into Insights About Opportunity to Learn That Influence Our Interpretations of Student Performance and Next Steps in Instruction
  • Using Opportunity and Experience Data to Foster New Conversations With Parents
  • Chapter Summary
  • Reflection Questions
  • PART 3: PUTTING THE PRIORITIES TO WORK
  • CHAPTER 6: Choosing and Designing Assessments That Center the Four Priorities
  • Reviewing Tasks: Criteria
  • Reviewing Tasks: Process
  • Some Tips to Help Quick Task Evaluation
  • Developing Assessments That Are Designed for the Science Standards in Ways That Center the Four Priorities
  • Step 1: Understand and Define Your Assessment Targets Within a Future-Focused Framework
  • Step 2: Unpack Standards and Other Learning Goals With Learners’ Culture, Interests, and Identities in Mind
  • Step 3: Write Claims for Your Assessment That Synthesize Your Focal DCIs, SEPs, CCCs, and Durable Skills Into a Statement About Student Learning
  • Step 4: Choose a Phenomenon or Problem That Centers Specific Communities, Interests, and Reasons for Engaging
  • Step 5: Create a Problematized Scenario Based on the Phenomenon
  • Step 6: Develop Complete Student Explanations or Models That Specifically Account for How Different Perspectives and Ideas Can Be Valued in Complete Responses
  • Step 7: Develop Prompts That Elicit Sensemaking With Multiple Dimensions and Lived Experiences
  • Step 8: Develop Asset-Oriented Interpretation Guidance for Student Responses
  • Step 9: Invite Feedback and Review From Those Closest to Students You Are Least Connected To
  • Step 10: Pilot and Revise, Focusing on Learners at the Margins
  • Chapter Summary
  • Reflection Questions
  • CHAPTER 7: Using Generative AI in Responsible Ways to Support Science Assessment Design and Use
  • Defining Terms
  • Understanding the Current State of Generative AI in Science Assessment
  • Ways Generative AI Might Support Science Assessment
  • Approaching AI as a “Collaborator” in Science Assessment Activities
  • A Use-Case: AI in Science Assessment Review
  • Guiding Principles for Using Generative AI in Science Assessment Processes (AKA Aneesha's Laws of Assessment Machines)
  • Supporting Social Sensemaking
  • Some Final Caveats
  • Chapter Summary
  • Reflection Questions
  • CHAPTER 8: Epilogue: An Invitation to Imagine
  • References
  • Index

Recent Product Reviews:

Surfacing Brilliance Through Meaningful Science Assessment is the assessment guide we’ve been waiting for. Aneesha Badrinarayan offers a clear, compassionate, and visionary roadmap for designing assessments that affirm student brilliance, honor cultural assets, and spark real sensemaking. Grounded in both research and practice, this book translates equity into action—making it an essential companion for educators, leaders, and developers who believe science learning should be rigorous, relevant, and relentlessly student-centered.
Linda Darling-Hammond, Stanford Graduate School of Education
This book is grounded in 'the fierce belief that all students are capable of brilliance.' Badrinarayan’s passion, expertise, and humility shine through her writing. She expertly balances providing practical strategies for assessment design and carefully crafted opportunities for deep personal reflection. Her thoughtful approach to assessment inspires educators to see and nurture the potential in every learner.
Tricia Shelton, NSTA
This book is an essential resource for anyone involved in designing science assessments. It presents a clear, accessible approach that makes complex concepts easy to understand and apply. Unlike other resources, it bridges the gap between theory and practice, offering valuable insights and practical strategies for realizing a better future for students through improved assessment practices. A must-read for science educators and designers.
Daniel Alcazar-Roman, University of California Berkeley
Rooted in how we learn, Badrinarayan masterfully weaves together research, practical tips, classroom scenarios, design examples and non-examples in a book that is sure to become a foundational text for assessment developers, teachers, and anyone interested in creating meaningful learning experiences. Anchored in science, Badrinarayan's advice will engage, push, and excite anyone working to understand and build upon student's brilliance.
Sasha Klyachkina, Chicago Public Schools
After years of wrestling with science assessments, this book is the one-stop shop we’ve all been waiting for. Whether you’re designing tests, analyzing data, or looking to make assessments more equitable and engaging, this book covers it all. Packed with actionable insights, real-world examples, and practical tools, it’s the ultimate guide to transforming every aspect of classroom science assessments. If you’re serious about improving science education, start here!
TJ Heck, Science Cognia, INC

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