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Age of stratospheric air is a well established metric for the stratospheric transport circulation. Rooted in a robust theoretical framework, this approach offers the benefit of being deducible from observations of trace gases. Given potential climate‐induced changes, observational constraints on stratospheric circulation are crucial. In the past two decades, scientific progress has been made in three main areas: (a) Enhanced process understanding and the development of process diagnostics led to better quantification of individual transport processes from observations and to a better understanding of model deficits. (b) The global age of air climatology is now well constrained by observations thanks to improved quality and quantity of data, including global satellite data, and through improved and consistent age calculation methods. (c) It is well established and understood that global models predict a decrease in age, that is, an accelerating stratospheric circulation, in response to forcing by greenhouse gases and ozone depleting substances. Observational records now confirm long‐term forced trends in mean age in the lower stratosphere. However, in the mid‐stratosphere, uncertainties in observational records are too large to confirm or disprove the model predictions. Continuous monitoring of stratospheric trace gases and further improved methods to derive age from those tracers will be crucial to better constrain variability and long‐term trends from observations. Future work on mean age as a metric for stratospheric transport will be important due to its potential to enhance the understanding of stratospheric composition changes, address climate model biases, and assess the impacts of proposed climate geoengineering methods. 

For students with visual impairments (VI), the possibility of a future in astronomy, or any science, technology, engineering, and mathematics (STEM) field, seems daunting. In order to bolster astronomy and STEM opportunities for high school students with VI in the United States, we developed the STEM Career Exploration Lab (CEL). Our STEM CEL methodology employs tactile astronomy instruction via 3D printing technologies and unique 3D-printed models, professionals with VI acting as role models, and partnerships with local STEM industries that provide insights into possible career paths. In partnership with the South Carolina Commission for the Blind (SCCB) and the Michigan Bureau of Services for Blind Persons (MBSBP), to date we have held four weeklong CELs (June 2017, June & July 2018, August 2019) and a 3D printer build workshop (September 2018), thus far serving about fifty students with VI. We have also held one professional development workshop for teachers of the visually impaired at the Maryland School for the Blind in October 2021. We gathered pre- and post-intervention data via student surveys, assessments of students' astronomy knowledge, and video recordings of the CEL activities in order to study to what extent the CEL model can enhance the students' attitudes towards, interests in, and capacities to participate in astronomy and STEM careers. Once fully tested and refined, we will make our 3D model files and activities freely available for further use and study. This work serves as a testbed for an expanded CEL program aimed at helping increase the representation of persons with VI in astronomy and STEM fields. This work is supported by a generous Innovative Technology Experiences for Students and Teachers (ITEST) grant from the National Science Foundation.