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Astronomy combines the richness and complexity of science and mathematics and captivates the public imagination, stimulating meaningful questions about the cosmos and our own origin. It also integrates engineering and technologies to actively probe the universe. Astronomical concepts and data are often described verbally, in writing, as well as translated into visual representations for analysis, education, and general public communication. Many individuals can benefit from alternative methods of presentation such as tactile resources, especially those with blindness or visual impairment (B/VI) for which visual resources can be problematic. We have explored the utility of 3D printing to translate astronomical research data and models into 3D prints, extensively tested the designs, and subsequently incorporated these materials into publicly accessible programs and more formally into summer camps specifically for students including those with B/VI and their educators. This paper discusses the importance of testing that the materials we produced are robust, understandable, and represent the scientific research data and models with integrity. Our program also included a STEM camp pilot project. We assessed students' interactions with the materials and observed that they are helpful in stimulating interest in science and 3D printing technology. In developing 3D prints, we honed their design, and tested them in various environments, resulting in verification that 3D printing is useful in representing scientific environments, resulting in verification that 3D printing is useful in representing scientific data to the general public for improved appreciation of astronomy. The experience of holding a planet, the Sun, a star cluster, or a model of a galaxy resonates well with even the most casual interest in astronomy. The success of our development and pilot testing project was input for our more ambitious program, the Career Exploration Lab. 

hree-dimensional (3D) printing holds promise for students with blindness/visual impairments (B/VI) in addressing astronomy content, concept development, and providing access to information normally displayed visually. To help bolster astronomy and STEM opportunities for students with B/VI, we developed the STEM Career Exploration Lab (CEL), which employs tactile astronomy instruction via 3D printing and specially designed 3D-printed models. Our project centerpiece is the 3D printer build, where students with B/VI assemble and use a desktop 3D printer. To date, we have held sixteen week-long STEM CEL astronomy and 3D printing summer camps in twelve states (three states in each of the four main US census regions), serving a total of over 120 high school students with B/VI. We collaborated with Teachers of the Visually Impaired and general education STEM teachers via annual Educator Partner Institutes (EPIs) to develop our astronomy lessons and 3D models. These educators also assist with the STEM CEL summer camps. To date, thirty-seven teachers from twelve states have participated. We gathered pre- and post-intervention data via surveys, astronomy assessments, and student interviews, resulting in what is likely the largest research study on astronomy and 3D printing instruction for students with B/VI. We present our CEL approach, a short description of our lessons, initial project results, and some best practices. Once fully evaluated and refined, we will make our 3D models and astronomy activities freely available online. We find that with appropriate context and guidance, 3D printing is effective in increasing scientific understanding and showcasing scientific data for appreciation of astronomy.