Translating Critical Zone Science Into Broader Societal Impacts: Case Studies of STEM Education and Community Engagement

Abstract Broader societal impacts (BSI) have become a key criterion in federally funded scientific research projects. However, challenges persist in designing, implementing, and evaluating initiatives that meaningfully link scientific discovery with education and community benefit. This study examines how the National Science Foundation (NSF) Critical Zone (CZ) Big Data Cluster integrates education, outreach, and stakeholder engagement to advance BSI. Utilizing the Center for Advancing Research Impact in Society (ARIS) Broader Impacts Rubric as an analytical framework, we developed two case studies: (a) the CZ Champlain Research Experience for Secondary Teachers (CZ‐CREST), a professional learning program that engages middle and high school educators in place‐based environmental research and curriculum design, and (b) the Community Voices for Water Education Program, a collaborative initiative responding to the Jackson, Mississippi water crisis through community‐informed science education and course redesign. Results indicate that embedding education and outreach within the scientific mission, rather than treating them as ancillary goals, enhances societal relevance, strengthens teacher practice, and amplifies community voices in addressing environmental justice and water security. Both cases highlight the transformative potential of transdisciplinary science in fostering STEM literacy, advancing equity, and building community resilience. Simultaneously, they highlight the need for sustained partnerships, adequate resources, and robust evaluation tools to assess long‐term outcomes. This study contributes to ongoing efforts to translate complex environmental research into broader societal impact and offers a pragmatic model for researchers, educators, and funders committed to bridging science and society.