Stephanie Lammlein is the founder and Chief Administrative Officer/Superintendent of Bio-Med Science Academy STEM School—a free public STEM school that serves 950 K–12 students in northeast Ohio. Among her staff and students, Lammlein is known for her “big ideas.” In fact, Bio-Med Science Academy was one of those big ideas. What began as an idea notebook—informed and propelled by her experiences as a high school biology teacher—became a reality when Bio-Med Science Academy inaugurated its first class of ninth graders in August of 2012.
Lammlein’s ability to turn dreams into reality, along with her willingness to advocate for her staff, students, and the independent STEM school community, earned her the Ohio STEM Learning Network’s 2024 Excellence in STEM Leadership Award.
“No idea is impossible in her eyes,” a teacher at Bio-Med Science Academy wrote when nominating Lammlein for this award. “She’s a remarkable leader.”
To find out more about her approach to STEM leadership and her vision for STEM education, we asked Lammlein the following questions.
Q: For readers who aren’t familiar with Bio-Med Science Academy, can you describe what it is, the students it serves, and the community in which it’s located?
A: Bio-Med strives to be a model for educational change—what education could be to help learners be more active and engaged in their own learning while preparing them for the future workforce. Students are the true stakeholders we need to keep in mind!
Our location was the first rural STEM school in the state of Ohio. While we have students enrolled from 46 districts in nine counties, the majority of them (approximately 75%) come to us from districts within Portage County. We serve a significant number of students from low-income households, which we know because more than a quarter of our student body qualifies for free or reduced-cost lunch.
OSLN Excellence Awards accepting nominations until March 4, 2025
Q: Your vision for this school began with a notebook. Can you tell us about that notebook—and what ultimately motivated you to act?
A: I still wish I had that notebook! It was a simple spiral-bound notebook where I started brainstorming—a method I often use when working through big ideas. I love writing things out in different colors to organize my thoughts, especially when they feel jumbled in my head. The process helps me make sense of my ideas and communicate them more clearly to others.
In that original notebook, I began planning when STEM schools were still relatively new in Ohio. At the time, I was teaching biology, which I loved, but I also felt stifled. I knew education could be better—not just for my students that year, but as a whole. Researching STEM schools became an inspiration. I visited Metro and MC², had conversations with incredible people like Jeff McClellan, and grew more excited with each interaction.
I wanted to be part of this new movement. It was a deeper, more meaningful way to approach education, aligning with my vision of what it could and should be. However, with young kids at home and the long drive to Cleveland, making a career move at that time wasn’t feasible. So, I poured my ideas into that notebook, capturing insights from the schools I visited and the people who inspired me.
Over time, my urge to create something different grew stronger. Frustration fueled my determination. I wanted to bring real, meaningful change to all students. That’s when I decided to take action. With my notebook in hand, I pitched my idea over a lunch meeting with John Wray, who worked at Northeastern Ohio Medical University (NEOMED), which was just across the street from my school. I shared my vision, hoping for guidance on where to begin. John listened, asked thoughtful questions, and then surprised me by saying, “Why don’t we try it here? Let’s create this on the NEOMED footprint as a partnership.” His suggestion aligned perfectly with NEOMED’s past mission and vision, recognizing that K–12 education is the foundation for everything beyond. And that’s where it all began.
Q: In your transition from science teacher to school administrator, what new skills did you have to develop? And what skills that you developed in the classroom have come in handy in this new role?
A: When I first started working on the Bio-Med Science Academy concept, my only goal was to teach there. Leadership wasn’t even on my radar. But as the school began to take shape and become a reality, so did the realization that I would be leading it.
The skills that helped me grow as a leader include my determination, work ethic, creativity, empathy, organizational skills, perseverance, ability to connect with students, and firsthand knowledge of the current K–12 educational system.
Q: In your conversation with Natalie Vardabasso on the #EduCrush podcast, you said that Bio-Med Science Academy feels like a larger version of your classroom. Tell us more about that.
A: Over the years, I worked hard to hone my craft as a biology teacher. Teaching became an opportunity to present science more authentically, as discovery-based and rooted in inquiry. Transforming my classroom into a true lab space—one that moved beyond traditional, cookie-cutter activities—took years to figure out. The guiding question that shaped my approach was always: How do you present learning content to students in a way that feels authentic to them?
I took a summer graduate class at Hiram College with Dr. Brad Goodner to deepen my understanding of current advancements in genetics, bioinformatics, gene mutations, and gene alterations. I wanted to grasp where the science was headed, and the course was exactly the spark I needed to transform my classroom.
That inspiration led me to redesign my course through the lens of genetics, allowing students to learn foundational biology in a more engaging and applied way. For example, students explored plant morphology and ecology while studying the tomato plant gene markers they had inoculated a few weeks prior.
Q: Your nomination for the Excellence in Stem Leadership Award said that you’ve created “A culture that recognizes that learning is messy, it never happens in a straight line, and if failure isn’t part of the process, you aren’t doing it right.” Can you give an example of a “failure” that happened at Bio-Med Science Academy and how you, your students, and staff navigated it?
A: I’m incredibly proud of the staff at the Academy and how they embrace our mission and vision. It is hard to pick a single example, but one that comes to mind involves our kindergarteners partnering with Herps Alive, a reptile and amphibian rescue organization.
Herps Alive faced supply chain issues and struggled to get enough vegetation to feed their animals. Since we collaborate with them—housing some of their animals at our school and working on various projects—our kindergarteners decided to help. They came up with the idea to grow lettuces using an indoor and outdoor system.
Despite their enthusiasm, the project hit many roadblocks. The kids struggled to germinate seeds and to keep the plants alive—and ultimately, the project didn’t yield any produce. I remember talking with the staff, who were frustrated by the failure. I reminded them that failure is one of the best ways to learn (and hardest). Those kindergarteners will always remember their attempts to grow lettuces, and they’ve gained valuable lessons from the experience.
This year, they’re determined to try again, applying what they learned from last year’s setbacks. It’s a perfect example of authentic, inquiry-based learning—embracing mistakes, persevering, and growing stronger. After all, isn’t that what life is all about? Why not let our kindergarteners start practicing these lessons early in a safe, supportive environment?
Q: Although almost a quarter of Ohioans live in rural areas—and the vast majority of Ohio counties are at least 50% rural—these regions have historically had very limited access to STEM Schools. Your school was actually the first Ohio Independent STEM School to be located in a rural area. What does that accomplishment mean to you? And why is it important for Ohio educators and administrators to keep working to expand access to STEM education in rural areas?
A: To drive meaningful educational change and advance communities, we must recognize the diversity of demographics and geographies and ensure all populations are included in this mission. I am proud that the academy is part of the narrative to support change in Ohio’s rural communities.
Q: Your leadership extends beyond Bio-Med Science Academy. You also helped form the Ohio Alliance of Independent STEM Schools, and you’ve assisted other schools in secure funding. What motivates you to do this work, and why do you think it’s important for Independent STEM Schools to work together to support each other?
A: Community is everything. Strong communities can tackle the toughest challenges together. Over the years, independent STEM school leaders have built a close-knit network, supporting and encouraging one another in this important work. We’ve learned that we are undoubtedly stronger together.
Independent STEM schools are typically small and few in number, which can sometimes leave us overlooked. The formation of the Ohio Alliance of Independent STEM Schools has given us a more formal platform to amplify our presence at the state level.
Why do I do this work? I often reflect on that question. My answer lies in the belief that, regardless of your field or role in life, there must be people willing to take on the hard tasks, be the voice, persevere, and celebrate the wins. My motivation is that, one day, our message will resonate with a larger audience and help drive the transformation toward a more dynamic and inclusive educational approach for future generations.
About this piece: This interview was edited by Lucy Bryan for the Ohio STEM Learning Network. Read more about the author and her work at: https://www.lucybryan.com/