STEM Crew Magazine Fall 2024 Issue

STEMCREW Anniversary Issue

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MAGAZINE

22

STEM Trailblazers You Should Know?

Gummy Bear STEM Challenges FUN STEM FACTS

Exploring STEM Through Global Educational Tours

Maynard Okereke

Fall 2024 STEM Crew Magazine Issue

CREDITS Photo

Photo Credits: Anthony Rose, Media Expertzy, Bob Mackey Photography, Kevin Goolsby Photography, Dr. DJ Kast, Ryan Miller, Kathrin Rising

Contributor Writers Carly and Adam

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Susan McBride Dr. Dieuwertje Kast Sofia D. Boscio-Lopez Leithea Williams

Writer

Tiffani Teachey

Editor Tiffani Teachey Crystal Jordan Jazmine Hawkins

Creative Directors Tiffani Teachey Crystal Jordan Jazmine Hawkins

11

Cover Features Maynard Okereke

Graphic Designer Crystal Jordan

STAPLES

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05

Meet the Founder Note

06

Tiffani’s Editor Note

11

Interview with Maynard Okereke

WHAT IS

STEM?

STEM transforms challenges into solutions, driving innovation, career opportunities, and a better world!

Science

Technology

Engineering

Math

Undersatanding the natural world

Developing tools and innovations

Designing and building solutions

Analyzing and solving using data and logics

Biology

Coding Robotics AI

Civil

Mechanical

Algebra Geometry

Software Development

Engineering

Chemistry Physics Earth Sciences

Electrical

Calculus Statistics

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Did You Know?

Fun STEM Facts explore learn

Internet invented in 1983

S T E M jo b s g ro w s i l ig h t n in g 2x fa ster STEM is n a t han hotter th everywhere the sun! TVs, cars, even food! others lo v e ST EM !

CONTENTS IGNITE CURIOSITY + SPARK INNOVATION + SHAPE TOMORROW

05 MEET THE FOUNDER Find out what inspired her to launch the magazine and her vision for its future.

09 STEM IN EVERYDAY LIFE:

DISCOVERING THE WONDERS AROUND US

Discover how STEM shapes our daily lives and inspires learning through everyday wonders.

19 BALLOONS OVER BROADWAY

THANKSGIVING STEM CHALLENGE Design, code, and create your own Thanksgiving parade with the Balloons Over Broadway STEM challenge!

23 BUILDING BRIDGES GIRLS IN CIVIL Explore the journey of UPRM Steel Bridge Team as they empower women in civil engineering through Girls in Civil, Inc.

27 FUTURE-FORWARD: STUDENTS

DESIGN THE CARS OF TOMORROW WITH UPCYCLED MATERIALS WITHIN STEM WORKFORCE Students creatively design mobility vehicles from upcycled materials, shaping the cars of tomorrow within the STEM workforce.

31 EXPLORING STEM THROUGH

11 MAYNARD OKEREKE 75 5 GUMMY BEAR STEM CHALLENGES 76 Gummy Bear Balance 77 Gummy Bear Lift Up 78 Gummy Bear Catapult

GLOBAL EDUCATIONAL TOURS

79 Gummy Bear Structure

Learn how to make STEM education accessible with DIY projects using everyday materials that inspire curiosity and creativity.

80 Gummy Bear Rescue

36 TURN YOUR HOME INTO A SCIENCE LAB: FUN & EASY DIY STEM PROJECTS WITH EVERYDAY MATERIALS Provides creative, hands-on activities using household items to make STEM learning accessible, affordable, and engaging for all ages

39 EXCLUSIVE!

22 AMAZING STEM TRAILBLAZERS FEATURES

75 INFO@STEMCREWMAGAZINE.COM WWW.STEMCREWMAGAZINE.COM @STEMCREWMAG @STEMCREWMAG @STEMCREWMAG @STEMCREWMAG

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FALL 2024 EDITION

MEET STEM CREW MAGAZINE FOUNDER Tiffani Teachey

Here is a little about our founder, Tiffani Teachey.

A magazine featuring science, technology, engineering, and math (STEM) trailblazers who are unveiling the brilliance of STEM Minds through inspiring, creating, and transforming our kids has been a goal of Tiffani. As a result, the STEM Crew Magazine was created..

This is a magazine written by STEM advocates and educators. The goal of STEM Crew Magazine is to strive to empower the STEM leaders of tomorrow and bridge the gap between expertise and inspiration.

At STEM Crew Magazine, we believe that the fascinating realms of Science, Technology, Engineering, and Mathematics come alive through captivating stories and through the voices of remarkable individuals shaping these fields.

MESSAGE FROM TIFFANI TEACHEY

Do you want to be featured in our magazine?

Email us at info@stemcrewmagazine.com

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Tiffani’s Editor Note

This issue will inspire curiosity and ignite passion for STEM innovation.

As we celebrate the 1st anniversary year of the STEM Crew Magazine, we reflect on a remarkable journey that began with our inaugural issue released on National STEM/STEAM Day, November 8th, 2023. A heartfelt thank you goes out to all our STEM Trailblazers, contributing writers, and businesses who have made this possible. Your passion and dedication to inspiring the next generation of STEM leaders drive us forward. Over the past year, we've featured incredible individuals, including cover features such as former NASA Astronaut Joan Higginbotham, former NASA Rocket Scientist Kevin J. Bruin, Cybersecurity Girl Caitlin Sarian, and Science Communicator Maynard Okereke who have all made significant contributions to the STEM field.

We’ve featured nearly 100 STEM trailblazers and 17 contributing writers within one year.

Meet the founder Tiffani Teachey

This Fall 2024 issue showcases Maynard Okereke, better known as the Hip Hop M.D., on our cover. An award-winning Science Communicator and Civil Engineering graduate from the University of Washington, Maynard is dedicated to encouraging minorities and youth to pursue advanced career paths in STEM through his initiative, Hip Hop Science.

In this issue, we proudly highlight 22 STEM Trailblazers who are transforming their fields and inspiring the next generation. Alongside their stories, our 6 contributing writers provide valuable insights into various topics related to STEM education and engagement. There are also 5 STEM Gunmy Bear Challenges provided to engage the kids.

As we embark on this new season, we invite you to explore the stories and resources within these pages, igniting curiosity and empowering the next generation of innovators in STEM. Together, let us continue to cultivate an inclusive environment that encourages young minds to pursue their passions and challenge the status quo.

Thank you for being a part of our journey, and we hope this issue inspires you to take bold steps in your STEM pathway!

Tiffani Teachey Founder

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1

ST

YEAR

ANNIVERSARY

FEATURED STEM TRAILBLAIZERS STEM ACTIVITIES CONTRIBUTING WRITERS

MEET OUR TEAM FALL 2024

CONTRIBUTING WRITERS Carly & Adam

Sofia D. BoscioLopez

Founders of Carly and Adam STEM

Co-Founder & Public Relations Coordinator of Girls in Civil, Civil Engineer

Dr. Dieuwertje "DJ" Kast

Tracey Graham Founder of Smart Chick

Director of STEM Education Programs

Susan McBride Marketing Manager of Latitude Group Travel

Dr. Leithea Williams Owner/Principal of Emergent Life Skills and Education Consulting

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STEM IN EVERYDAY LIFE: DISCOVERING THE WONDERS AROUND US

BY TIFFANI TEACHEY

STEM is not just confined to the classroom— it’s all around us, influencing every aspect of our daily lives. By exploring STEM concepts through everyday experiences, we can develop a deeper understanding of the world and our place in it. Let’s explore how STEM is integrated into our everyday activities and how we can leverage these opportunities to learn and grow.

1. SCIENCE IN ACTION: EXPLORING NATURE Nature offers a rich laboratory for scientific exploration.

From observing weather patterns to understanding plant growth, everyday experiences can turn into fascinating science lessons. Simple activities like starting a garden, collecting rocks, or watching the stars can introduce scientific concepts in a tangible way, making science an integral part of daily life.

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2. TECHNOLOGY AT YOUR FINGERTIPS: NAVIGATING THE DIGITAL WORLD

We interact with technology every day, often without even thinking about it. Whether it’s using a smartphone, navigating a GPS system, or interacting with a smart home device, technology is woven into the fabric of our lives. Understanding how these devices work and how to use them effectively is crucial for navigating the modern world. By exploring technology through coding apps, digital tools, or even simple do-it-yourself (DIY) tech projects, we can better understand and harness the power of the digital age.

3. ENGINEERING MARVELS: BUILDING SOLUTIONS AROUND US Engineering isn’t just for professionals—it’s a part of our everyday problem-solving. From fixing a leaky faucet to designing a new storage system, we often use engineering principles without even realizing it. Engaging in DIY projects, tinkering with gadgets, or participating in building challenges can help us appreciate the role of engineering in shaping our environment. By exploring engineering in this way, we can develop practical skills and a mindset geared toward innovation and improvement.

4. MATHEMATICAL THINKING: APPLYING LOGIC AND REASONING Math is not just about numbers on a page; it’s a way of thinking that helps us make sense of the world. Whether budgeting for groceries, planning a road trip, or figuring out how to split a bill, mathematical thinking is a critical part of everyday decision-making. By engaging with math through puzzles, games, or real-world problem-solving, we can develop logical reasoning and analytical skills that are valuable in all areas of life.

STEM is all around us, influencing the way we live, work, and play. By recognizing and exploring STEM in our everyday experiences, we can develop a deeper appreciation for these fields and their impact on our lives. So the next time you fix a gadget, plan a project, or solve a problem, remember that you’re engaging with STEM—and there’s always more to discover! Check out the free STEM gift — 10 STEM Scholarships & Organizations e-book at www.stemistheway.com.

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WHO IS MAYNARD OKEREKE?

M

aynard Okereke, better known as the Hip Hop M.D., graduated from the University of Washington with a degree in

Civil Engineering. He is an award-winning Science Communicator, receiving the Asteroid Award for "Best Streaming Content" and the National Society of Black Engineers (NSBE)'s "Entrepreneur of the Year." His passion for science and entertainment and his curiosity for innovations have taken him through an incredible life journey. Noticing a lack of

minority involvement in STEM, he created Hip Hop Science to encourage minorities and youth to pursue more advanced career paths.

His background in engineering, acting, music, business, and credible work in STEM make him uniquely qualified to engage on various topics from an entertaining perspective. This is highly reflected in his speaking engagements and daily social media posts, which provide both humorous and informative SciComm content.

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INTERVIEW WITH MAYNARD OKEREKE Q. Can you talk about your journey into STEM and how you got started in this field?

A. My path to becoming a science communicator has been quite unconventional. With a background in civil environmental engineering from the University of Washington, I always balanced multiple passions – engineering, music, and entertainment. While working as an engineer, I continued pursuing music as a hobby, which eventually led to an opportunity to move to Los Angeles to explore entertainment full-time.

During my time in LA, I developed a character called "Hip Hop MD" for what was initially meant to be a sketch comedy bit. This character embodied who I truly was: a science nerd who loved music and entertainment. What started as a comedy skit evolved into an educational platform when I realized people were actually learning from my content. It became a way to address something I'd noticed throughout my career – the lack of representation of people who looked like me in science fields.

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Today, Hip Hop Science has grown into a comprehensive science communication platform where I use music, entertainment, and comedy as educational tools, with the primary goal of encouraging more minority and youth involvement in STEM fields. The platform has exceeded my expectations, allowing me to deliver keynote presentations, host science events and space conferences worldwide, and bring a unique energy to the STEM field. It's become a way to show people that you can be both an entertainer and a scientist, proving that science is cool and accessible to everyone.

Interview with Maynard Okereke Q. Who do you help in your business now and how?

A. My reach extends across a diverse audience spectrum, from K-12 students to corporate professionals. Through speaking engagements, I engage with elementary and high school students, college learners, and young professionals, while also collaborating with tech and space companies for corporate initiatives. This broad scope allows me to foster curiosity at every level—a quality I believe is essential regardless of age.

My true passion lies in working with young people, particularly Black and Brown students. By connecting with them early, I strive to keep their natural curiosity alive and demonstrate the vast opportunities available in STEM fields.

It's deeply rewarding to show them firsthand what's possible in a STEM career and serve as a living example of where this path can lead.

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INTERVIEW WITH MAYNARD OKEREKE Q. What motivated you to merge hip hop with science education?

A. I wanted to challenge the notion that we have to choose between being a scientist or an artist. Growing up, I felt pressured to pick one path – either focus solely on engineering or pursue entertainment. This limitation feels especially real for students from diverse and underserved communities, who rarely see people who look like them in prominent STEM positions.

Our communities often gravitate toward hip hop artists, athletes, and celebrities because these figures represent visible success stories.

Scientists, despite their groundbreaking achievements, rarely receive the same spotlight. By merging hip hop with

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science education, I'm showing that a career in science can be just as exciting and impactful as being an entertainer – you can literally be working on innovations that could transform the world.

This fusion also creates a space where people can be their authentic selves. It demonstrates that you can be multifaceted and successful without compromising any part of your identity. By bringing these seemingly contrasting worlds together, I'm helping to build a more inclusive STEM community where diverse voices and perspectives are not just welcomed, but celebrated.

Interview with Maynard Okereke Q. What are those barriers that exist in STEM education for these undeserved communities?

A. Two critical barriers stand in the way of STEM education for underserved communities. First, there's a stark disparity in resources and funding between inner-city schools and wellfunded districts—while some schools lack basic science labs, others offer robotics programs, STEM festivals, and regular visits from scientists. Second, there's a significant representation gap in STEM fields. When Black and brown students don't see people who look like them succeeding in these careers, it becomes harder to envision themselves in these roles, especially given the historical portrayal of scientists as men in lab coats.

Q. What key science effective?

elements make communication

A. Science communication bridges the gap between complex technical knowledge and public understanding. While scientists excel at explaining their work to peers, effective science communicators can translate that information for general audiences through engaging platforms like social media, making complex topics accessible and inspiring curiosity in STEM fields.

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INTERVIEW WITH MAYNARD OKEREKE Q. Give one thing that people could do to start right away with what you are doing?

A. The most important first step is to identify where your passions intersect with STEM. Whether it's art, music, entertainment, or fashion, there's always a connection to science that you can explore. Don't be afraid to showcase what makes you unique and bring your authentic self to your STEM journey.

Building community is crucial for success. Start by reaching out to others in your field of interest, following their work, and engaging with facilities and organizations that align with your goals. When you share your knowledge and put yourself out there, you'll naturally find others who share your interests and can help guide your path forward.

Q. Why are you excited to represent as the STEM Crew Magazine cover feature?

A. Being featured on the cover is an honor and validates my mission of merging entertainment with science education, much like seeing my favorite artists on hip-hop magazines growing up. Most importantly, I hope that having someone who looks like me on the cover will inspire others to pursue their STEM passions and show that scientists can be celebrated just like celebrities. @hiphopscienceshow @hiphopscienceshow @thehiphopmd

Balloons Over Broadway Thanksgiving STEM Challenge

By Carly & Adam

The Macy’s Parade is one of the most iconic Thanksgiving celebrations. Start a new tradition this year by hosting your own classroom parade and having your students put their creativity to the test by designing a parade balloon. Here is what you will need:

Can your students create a balloon for the Thanksgiving parade? Can they code it to follow the parade route? Can they use a green screen to transport their Thanksgiving parade to New York? These are just a few of the questions students explore with Carly and Adam’s Balloons Over Broadway STEM challenge.

Material List: • Balloons (alternative options – brown bag, plastic cup, shoe box, paper plate) • tape • straws • popsicle sticks • scissors • construction paper • markers • other decorations (ribbon, string, etc.) pencils and STEM journals Balloons Over Broadway by Melissa Sweet

The Balloons Over Broadway STEM Challenge is one of our favorite ways to increase student engagement with STEM during the holiday season. Follow these stepby-step instructions to engage your students in this real-world STEM challenge!

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Setting Up the Challenge Before beginning the challenge, read Balloons Over Broadway by Melissa Sweet to give students background knowledge.

The book introduces students to Tony Sarg, the puppeteer and inventor behind the Macy’s Thanksgiving Day Parade.

You can also have students watch some clips of the parade for inspiration. Here are some additional resources to share with students.

Macy’s Thanksgiving Day ParadeMaking of the Giant Balloons Macy’s Thanksgiving Day Parade Website Resources After reading the book and building students’ background knowledge, challenge them to create their own balloon design for the classroom parade.

The balloon can be a representation of a character from their favorite movie, TV show, book, or even their own unique design.

Once students complete their balloon designs, it’s time for the STEM component! Give students the additional challenge of making their balloon suspend in the air. Students will have to use their critical thinking and engineering skills to design a device that keeps the ballon suspended in the air as if it was inflated with helium just like the balloons in the Thanksgiving parade.

Take Your Parade to New York with Green Screen Once students have designed their balloons and their devices to keep their balloons afloat, it is time for the classroom parade!

Take your classroom parade to the next level by adding green screen.

Take a photo of each students’ balloon in front of a green screen. If you don’t have a green screen you can also use a green table cloth from the dollar store or a large sheet or green paper.

Use the Do Ink green screen app to transport your parade balloons to New York city! If you are a member of our Facebook group (Elementary STEM Teachers Club) you can watch the full video tutorial HERE.

Code Your Parade Balloons Another extension for this STEM challenge is to create a parade route with tape lines on the floor and challenge students to code their balloon to follow the parade route.

This challenge can work with any robot. For younger students we recommend Bee-Bot or a similar directional coding robot. If you are using Sphero you will need to place a cup on top of Sphero and attach the balloon to the cup. You can also use Ozobots for this challenge if the balloons are inflated with helium.

Latex-Free Option Unfortunately, not all students will be able to enjoy this challenge as is due to latex allergies. Make sure that you check in with your students and families before proceeding with this challenge.

Thankfully the creative educators in our Facebook group have shared some great ideas to modify this project so that it is accessible to all students.

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One idea in particular was swapping out the balloons for a green cup and a green popsicle stick. Students designed their “balloons” out of paper and attached them to the green cup.

We’ve also seen this challenge done with paper plates, brown paper bags, and shoe boxes. Get creative!

Keep the Creativity Going Add some additional creativity to the activity by incorporating creativity challenges. The goal of a creativity challenge is to help students think outside the box. In a creativity challenge, students are presented with a problem that they have to solve using their creativity. Typically these challenges are short lasting anywhere from 3-10 minutes. By implementing these challenges on a regular basis students are able to exercise their creativity muscles.

Before having students build get their creativity muscles going by having them brainstorm as many different balloon designs as possible in 3 minutes. Use the November Creativity Challenges templates.

No matter how you choose to structure this activity it is sure to be a big hit with students! For more information, in depth teacher instructions, student handouts, a STEM journal, and student planning and reflection pages, view the full resource HERE. What are your tips and tricks for the Balloons over Broadway STEM Challenge? Come share your ideas and collaborate with us in our FREE Facebook group!

About the Authors We are Carly and Adam! We are a husband and wife team that has been creating STEM curriculum for elementary students since 2015.

In June of 2020 we launched the STEM Teacher Summit online conference and the STEM Teachers Club Membership. The STEM Teachers Club is an elementary teacher professional organization boasting over 3,600 educators dedicated to advancing STEM education. The club's commitment to professional development is highlighted by its biannual STEM Teacher Summits, which feature leading voices in STEM education and provide invaluable learning and networking opportunities for teachers. @carlyandadam @carlyandadam carly-and-adam-stem-activitiesand-challenges

www.carlyandadam.com

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BUILDING BRIDGES GIRLS IN CIVIL

By Sofia D. Boscio-Lopez Note: Sofía D. Boscio-Lopez authors this article and includes shared experiences from her and fellow UPRM Steel Bridge Team members Gilmarie O’Neill, Gabriela Yañez, and Charmelis Reyes, who participated from 2017 to 2020. We aim to share the lessons we learned and support students interested in the Steel Bridge Competitions. We are now all proud team members of Girls in Civil, Inc., a nonprofit organization focused on empowering women in civil engineering through mentorship, resources, and community engagement.

Well, to be specific… building small bridges! Let’s talk about building a 20-foot-long, 5-foot-tall, and 3foot-wide steel bridge for university competitions.

Sounds peculiar, right?

Did you know four of our team members were part of the Steel Bridge Team? Fun fact: that’s how we met!

We built bridges for two years. This blog article shares our journey into the steel bridge world. Our goal is simple: to share our experiences and hopefully help you find undergraduate opportunities that develop soft and technical skills and foster a love for civil engineering.

Today, we’re starting with our Steel Bridge Team experiences, but if you want to learn about other undergrad experiences in Civil Engineering, check out our website..

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What is the AISC Student Steel Bridge Competition?

The American Institute of Steel Construction (AISC) Student Steel Bridge Competition (SSBC) aims to supplement civil engineering education with a student-driven project experience. From conception and design through manufacturing, construction, and testing, students create a steel structure that meets client specifications and optimizes performance and economy. The SSBC increases awareness of realworld issues like spatial constraints, material properties, strength, serviceability, fabrication, and cost. Success requires effective teamwork and project management. Future engineers are encouraged to innovate, practice professionalism, and use structural steel efficiently.

The bridge is evaluated in seven categories: lightness, stiffness, structural efficiency, construction speed, economy, cost estimate, and aesthetics. The goal is for the structure to be as light as possible, assembled quickly, and capable of supporting 2,600 pounds with minimal deflection. Each category’s results are translated into a cost, and the bridge with the lowest total cost wins the competition. Special awards recognize teams for team engagement, spirit, and ingenuity.

Behind the Scenes: How Does It Get Built?

The entire process, from design to construction, is student-driven. Team members learn structural analysis, design programs like SolidWorks, SAP 2000, and AutoCAD, and welding. They also develop skills in time management, large-team collaboration, and professional communication to secure funding and materials.

The process is broken into several phases: Training (Summer): Older members teach new members to use tools and programs.

Design: After the rules are released, the design phase begins. Many meetings and trials refine ideas into the final design.

Pre-construction: Team members handle budgeting, cost estimates, and securing materials.

For our Puerto Rican team, materials often took 1-2 months to arrive.

Construction: Once the materials arrive, the team cuts, welds, and fabricates the bridge. Depending on its complexity, this can take two months.

Assembly: By February, we will have a complete bridge, and the "dance" of refining the assembly process begins to maximize efficiency.

Competition: The competition starts with regional qualifiers and progresses to nationals.

Teams often tweak their designs or assembly between rounds.

Lessons Learned Joining a competition team is an excellent way to practically apply classroom concepts. Some of the key takeaways we learned include: Trust your team. Everyone shares the same goal.

Leadership and teamwork are essential. With 20+ ideas converging, supporting each other is key.

Expect real-world challenges. Accounting for human errors, material issues, and budget constraints is crucial.

Competitions are networking opportunities.

Meeting students from other universities gave us new perspectives.

Resiliency is key. Despite having fewer resources, creativity and hard work helped us succeed.

Returning as Judges Gabriela, one of our team members, had the idea to volunteer at the National Finals SSBC. What started as a crazy idea turned into reality, and we returned as judges. This experience was surreal, seeing things from the other side and realizing how much we had learned through our participation. The experience brought nostalgia and closure to an important chapter of our university journey. We connected with other judges, shared our experiences, and even inspired young women who wanted to know how we got to where we are now.

If bridges are meant to connect us from one point to another, we can say we’ve built big bridges—opportunities and connections that have helped us grow as engineers and members of the civil engineering community.

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Quick Facts The project spans a year, with new rules annually.

Open to all undergrads and grads, regardless of major.

No special skills are required to join; learning is hands-on throughout the project.

The project covers research, design, fabrication, and sponsorship outreach.

Students machine, weld, and fabricate steel components, gaining an appreciation for steel as a bridge material.

Competitions provide realworld experience and foster relationships with industry professionals.

The AISC Steel Bridge Competition allows students to extend classroom learning into a practical, hands-on project that prepares future engineers for real-world challenges.

So, with all this being said, we encourage all engineering students—and any student, really—to join competition teams, as these experiences sharpen your engineering skills while also developing essential abilities in presenting and solving engineering challenges. Additionally, you'll gain valuable insights into creative skills, like branding and marketing, which are crucial for effectively sharing your work and making an impact in your field.

About the Author Sofía grew up in Guayama, Puerto Rico, surrounded by the construction industry thanks to her family's deep involvement in it. Her mother owns a construction equipment rental company, and her uncles run both a design firm and a concrete company. This environment sparked her interest in civil engineering from an early age. Currently, she resides in Huntington, West Virginia, where she works as a Geotechnical Engineer, drawn to the complexities of soil behavior and natural phenomena like earthquakes and landslides. Her career interests blend fieldwork, lab research, and office tasks, making her passionate about hands-on experiences in geotechnical engineering. The idea for Girls in Civil (GIC) was born while dining at Romano’s Macaroni Grill during her university days. As she approached graduation, Sofía noticed a lack of guidance and clear policies in the companies offering her jobs, especially related to gender issues like women in the field, mentorship, and parental leave. This led her to co-found GIC, a support system aimed at addressing these challenges for women in civil engineering, providing a platform to foster mentorship and dialogue among female students. This balance of her engineering work and her drive to create inclusive spaces in the industry reflects her dedication to both her technical skills and community-building efforts.

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@girlsincivil

Turn your career into a children’s book!

WANT TO PUBLISH A CHILDREN’S BOOK? CONTACT US: WWW.PUBLISHTHERIGHTBOOK.COM

FUTURE-FORWARD: STUDENTS DESIGN THE CARS OF TOMORROW WITH UPCYCLED MATERIALS

By Dr. Dieuwertje Kast Whirrs, snaps, and sizzles filled the air as glue guns buzzed and materials clicked together, creating a lively atmosphere of innovation.

Students eagerly worked on designing and building their own future mobility vehicles, which transformed upcycled items into prototypes for the cars of tomorrow.

Attendees in front of the Genesis GV60. Photo by DJ Kast

The event–hosted on the University of Southern California's campus by USC Joint Educational Project’s STEM Education Programs and in partnership with Genesis Motor America–focused on engineering and car design using upcycled materials, providing students with the opportunity to design and create their own upcycled cars. Upcycling refers to the process of transforming discarded or unused materials into new products of higher quality or value than their original form.

Candice and Derrick show off their car creations. Photos by DJ Kast

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Sophia Plancarte in front of and inside the Genesis GV60. Her mom, Pat Perez, is inside the car with her in the second photo.

Photo by DJ Kast and Kathrin Rising

In the context of the cars the kids made at the workshop, this involved taking everyday items like cardboard, bottle caps, and scrap materials and creatively repurposing them into functioning car models.

The upcycled materials not only reduced waste but also allowed the kids to build unique, personalized cars that were more valuable and meaningful than the original items they started with. Participants had the unique experience of meeting real-life car designers and engineers, while also seeing a lifesize version of an upcycled electric car–the Genesis GV60 from Genesis Motor America.

Participants included elementary students and their families from the USC Family of Schools, as well as visiting secondary students from the University of Hawaii-Manoa’s Na Pua Noeau program for Native Hawaiian children. One student designed a hovercraft, while another created an army transport vehicle, showcasing their creativity and problem-solving skills. The event perfectly aligned with the workshop's "See a Need, Fill a Need" theme for product development, encouraging innovative thinking in addressing real-world challenges.

Examples of the future mobility vehicles that the 5th graders and their families created during the event. Photo by DJ Kast.

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Brandon Ramirez with Kenzo Green exploring the inside of the Genesis GV60.

Photo by Ryan Miller

The workshop was led by Brandon Ramirez, who serves as the Director of Corporate Social Responsibility and External Relations for Genesis Motor America and was the recipient of the 2024 USC Dornsife Award for Exceptional Service. Brandon is motivated to use his platform to build pathways for future scientists and engineers: The event–hosted on the University of Southern California's campus by USC Joint Educational Project’s STEM Education Programs and in partnership with Genesis Motor America–focused on engineering and car design using upcycled materials, providing students with the opportunity to design and create their own upcycled cars. Upcycling refers to the process of transforming discarded or unused materials into new products of higher quality or value than their original form.

About the Author Dieuwertje “DJ” Kast, Ed.D., is the Director of STEM (Science, Technology, Engineering, and Math) Education Programs for the University of Southern California’s (USC) Joint Educational Project, which includes managing the Young Scientists Program. She has provided STEM instruction to over 31,000 underserved students, 900 educators, 20 school principals, and countless community members. She holds a doctorate in education, focusing on Teacher Education in Multicultural Societies in STEM at USC. She received her master’s degree in education and biology teaching credential from the USC Rossier School of Education and she received her bachelor’s degree in Biology and a Master of Science in Marine Environmental Biology in 2011 from USC. Her mission is to level the playing field for underserved students in STEM. Her education philosophy is focused on hands-on, inquiry-based and authentic STEM learning experiences. As the broader impacts coordinator for eight current NSF grants, she ensures that scientific research benefits diverse communities by translating cutting-edge findings into hands-on, accessible learning experiences for underrepresented groups. She has coordinated the creation and publication of a STEAM Powered Career children's book series that features main characters of color and scientists of color for elementary school students. The publisher printed 90,000 free copies to distribute to low-income families in book desert areas in Los Angeles, and she spearheaded that distribution. She has published in dozens of journals on culturally relevant STEM curriculum and instructional activities. Her work makes an impactful difference by leveling the playing field in STEM for low-income students of color in the Los Angeles area.

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@djscience7

@jepstem @uscjep

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Exploring STEM Through Global Educational Tours

By Susan McBride Exploring STEM Through Global Educational Tours In an increasingly interconnected world, the importance of Science, Technology, Engineering, and Mathematics (STEM) education cannot be overstated. These fields are the bedrock of innovation and progress, driving advancements that shape our future. One of the most effective ways to inspire and engage students in STEM is through global educational tours.

These immersive experiences offer students a unique opportunity to explore STEM concepts in real-world settings, fostering a deeper understanding and appreciation for these critical disciplines.

The Power of Experiential Learning

Experiential learning is a powerful educational approach that emphasizes learning through direct experience. Unlike traditional classroom settings, where students often passively receive information, experiential learning encourages active participation and hands-on engagement.

Global educational tours epitomize this approach, providing students with the chance to see, touch, and interact with STEM concepts in dynamic and diverse environments. For instance, visiting a cutting-edge research facility or a renowned science museum allows students to witness scientific principles in action. They can observe experiments, interact with scientists, and even participate in hands-on activities that bring abstract concepts to life. This type of learning not only enhances comprehension but also ignites curiosity and passion for STEM subjects.

Bridging the Gap Between Theory and Practice

One of the significant challenges in STEM education is bridging the gap between theoretical knowledge and practical application. Students often struggle to see the relevance of abstract concepts to real-world scenarios. Global educational tours address this challenge by providing concrete examples of how STEM principles are applied in various industries and fields. Consider a tour of a renewable energy plant.

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Students can learn about the science behind solar panels and wind turbines in the classroom, but seeing these technologies in action and understanding their impact on sustainable energy production offers a much richer learning experience. Similarly, a visit to a tech company can demonstrate how coding and engineering skills are used to develop innovative products and solutions, making the connection between classroom learning and real-world applications more tangible.

Cultivating Global Perspectives

In addition to enhancing STEM knowledge, global educational tours also cultivate global perspectives. Exposure to different cultures, environments, and ways of thinking broadens students’ horizons and fosters a more inclusive and empathetic worldview. This is particularly important in STEM fields, where collaboration and cross-cultural understanding are essential for addressing global challenges. For example, a tour that includes visits to international research institutions can highlight the collaborative nature of scientific discovery. Students can see firsthand how scientists from different countries work together to tackle complex problems, such as climate change or disease outbreaks. This exposure not only enriches their understanding of STEM but also underscores the importance of global cooperation and the value of diverse perspectives in driving innovation.

Inspiring Future Innovators One of the most significant benefits of global educational tours is their potential to inspire the next generation of innovators. By exposing students to cutting-edge technologies, groundbreaking research, and inspiring role models, these tours can ignite a lifelong passion for STEM. Meeting scientists, engineers, and technologists who are at the forefront of their fields can be incredibly motivating for students.

Hearing about their career paths, challenges, and successes provides valuable insights and encouragement. Moreover, seeing the realworld impact of STEM innovations can inspire students to pursue careers in these fields and contribute to solving some of the world’s most pressing problems.

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Practical Considerations and Planning

While the benefits of global educational tours are clear, planning and executing these trips require careful consideration. Safety, logistics, and educational value are paramount. Schools and educators must work with reputable tour providers who specialize in educational travel and can ensure a safe and enriching experience for students. It’s also essential to align the tour itinerary with the curriculum and learning objectives. Pre-trip preparation and post-trip reflection activities can help maximize the educational impact. For example, students can conduct research on the destinations and topics they will explore, and after the tour, they can present their findings and reflections to their peers.

Conclusion Global educational tours offer a transformative approach to STEM education, combining experiential learning with real-world applications and global perspectives. By immersing students in diverse environments and exposing them to cutting-edge innovations, these tours can bridge the gap between theory and practice, cultivate a global mindset, and inspire the next generation of STEM leaders. As we look to the future, investing in such enriching educational experiences is crucial for fostering a passion for STEM and equipping students with the skills and knowledge they need to thrive in an ever-evolving world.

About the Author Susan is a dedicated marketing professional with a passion for travel and family. She works with the Latitude Group Travel team to craft and execute strategic marketing initiatives, most importantly ensuring their alignment with the company’s goals and ethics. Working in the travel industry allows Susan to blend her career with her love for exploring new destinations, always seeking out educational travel experiences for her children. Susan believes in the power of travel to broaden horizons, foster a love for learning, and create lasting memories. Whether she’s developing marketing strategies for Latitude Group Travel, or planning the next family adventure, Susan’s commitment and enthusiasm are evident in all she does. @latitudegrouptravel https://www.linkedin.com/company/latitude-group-travel

LatitudeGroupTravel

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Turn Your Home into a Science Lab: Fun & Easy DIY STEM Projects with Everyday Materials

By Dr. Leithea Williams STEM (Science, Technology, Engineering, and Math) education has become an essential part of preparing the next generation for a world that increasingly relies on these skills. However, many parents and educators may feel that STEM learning requires expensive tools or specialized knowledge. The good news? You don’t need a fully stocked science lab to spark curiosity and build foundational skills. With a little creativity and common household items, you can make STEM learning both accessible and enjoyable. Let’s explore a variety of DIY STEM projects that you can do at home or in the classroom using everyday materials. These activities are not only affordable but also encourage hands-on experimentation, critical thinking, and creativity. Plus, they offer a wonderful opportunity for bonding while learning together.

1. Balloon-Powered Car: Exploring Physics with Air and Motion Have you ever wondered how a rocket launches into space or how a car’s engine works?

The physics behind propulsion can be demonstrated with something as simple as a balloon and a few household materials.

Materials Needed: Balloon Plastic straws Tape  Four bottle caps (for wheels) A piece of cardboard (for the body of the car) Skewers or chopsticks (for axles) Instructions: 1Cut the cardboard into a small rectangle to form the body of the car.

Tape two straws parallel to each other across the cardboard. These will hold the axles in place.

Attach the bottle caps to the ends of two skewers or chopsticks to act as the car’s wheels and axles.

Insert the axles through the straws, allowing the wheels to rotate freely.

Inflate a balloon without tying it, and tape it to the top of the car so that the opening faces backward.

Let go of the balloon and watch the car zoom forward!

STEM Principle: This simple project teaches the basics of Newton’s Third Law of Motion— every action has an equal and opposite reaction. As the air rushes out of the balloon, it propels the car forward. Kids can experiment with different balloon sizes or car designs to observe how they impact the car’s speed and distance.

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2. DIY Water Filtration System: Environmental Science In this activity, kids learn how engineers and scientists create systems to clean water—a crucial skill for many communities around the world. By constructing a simple water filtration system, they’ll see firsthand how materials can be used to purify water.

Materials Needed: A plastic bottle (cut in half)  Coffee filters or paper towels Sand  Gravel  Cotton balls Dirty water (you can mix soil with water) Instructions: Invert the top half of the bottle and place it into the bottom half, so it acts as a funnel.

Layer the bottle with cotton balls at the neck, followed by coffee filters, then gravel, and finally a layer of sand.

Slowly pour dirty water through the filter and observe how the materials help to clean the water.

STEM Principle: This experiment highlights the importance of filtration and environmental science. It teaches children about the water cycle, pollution, and how engineers design systems to provide clean drinking water in various contexts.

3. Homemade Lava Lamp: Density and Chemical Reactions Remember those lava lamps from the ‘70s? You can make your own version with a few simple items from the kitchen, while learning about density and chemical reactions along the way.

Materials Needed: A clear plastic bottle or glass jar Water Vegetable oil Food coloring Alka-Seltzer tablets Instructions: Fill about a quarter of the bottle with water.

Add a few drops of food coloring to the water.

Pour vegetable oil into the bottle, filling it almost to the top. You’ll notice the oil floats on top of the water—this demonstrates the concept of density.

Break an Alka-Seltzer tablet into pieces and drop one piece into the bottle.

Watch as bubbles form and colored blobs rise and fall within the oil, creating a lava lamp effect.

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STEM Principle: This experiment highlights two key STEM concepts: density and chemical reactions. Water is denser than oil, which is why it sinks to the bottom. When the Alka-Seltzer reacts with water, it produces carbon dioxide gas, which forms bubbles that rise to the top, taking some of the colored water with them. As the bubbles pop, the water sinks back down.

Why DIY STEM Projects Matter DIY STEM projects are more than just fun activities—they offer a hands-on way for kids to explore scientific principles and develop key skills like problem-solving, critical thinking, and creativity. The best part? They are accessible to everyone. You don’t need expensive kits or high-tech tools to inspire a love of STEM. By using materials already in your home, these projects make STEM learning affordable and easy to integrate into everyday life. For parents and educators, these activities provide an opportunity to engage kids in learning outside the traditional classroom. They can also help bridge the gap between theoretical knowledge and practical application, showing children how STEM principles are at work all around them. Plus, working on these projects together can lead to memorable, rewarding experiences that encourage a lifelong curiosity about the world.

Tips for Success: Encourage Curiosity: Let kids ask questions and think about why things happen the way they do. Guide them through the process rather than giving them all the answers.

Promote Experimentation: Trial and error are huge parts of STEM learning. Encourage children to test different ideas, make predictions, and adjust their designs based on the results.

Keep it Fun: While the educational value is important, remember that the goal is also to have fun. Let kids enjoy the process of creating and discovering.

With these DIY STEM projects, you can transform everyday materials into exciting learning opportunities. Whether you’re a parent, teacher, or curious learner, these simple, costeffective activities are a great way to make STEM learning fun, accessible, and feasible for everyone!

About the Author Dr. Leithea Williams is a 16-year veteran of the United States Air Force; her distinguished career as an enlisted member and a military officer took her around the world where she worked in various capacities. During her Air Force career, she worked as a budget analyst, a financial manager, a comptroller, a leadership and development instructor, an Air Advisor, and a curriculum designer. Dr. Williams was a vital liaison between the United States military and international troops while assigned to Oman, Iraq, Afghanistan, and Germany. She also worked vigorously with NATO Forces to author job descriptions for the Iraqi Air Force Academy. While in the military, Dr. Williams received a Bachelor of Arts in Criminal Justice, a Master of Science in Human Relations, and a Doctorate in Public Administration. She is now the owner of Emergent Life Skills and Education Consulting a life and soft skills success accelerator that encourages clients to move from the life they have to the life they desire through proactive living. At Emergent Life Skills, Dr. Williams focuses on helping to improve the lives of teens and young adults especially those aging out of foster care, neurodivergent teens and young adults, and juvenile offenders. Dr. Williams is the curator and Program Director of the Empowerment Zone, a no-cost afterschool program for 12-17 year-old students in the City of College Park, GA.

@emergentlifeskills @emergentlifeskills

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22 AMAZING STEM TRAILBLAZERS

Joshua Allen Founded by New Orleans native and former Southeastern Louisiana University graduate Joshua Allen, the Protégé Project provides equitable access to quality STEM education for students in underserved communities, addressing disparities and creating opportunities for all.

By partnering with local schools and community centers, the program offers engaging and hands-on learning experiences that inspire K–12 students to explore science, technology, engineering, and mathematics. In doing so, The Protégé Project prepares students for high-demand STEM careers by focusing on practical skills, mentorship opportunities, and exposure to industry professionals.

@tppnola https://www.protegeproject.us

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Simone Ammons Simone has 15+ years of experience as a Process Engineer in the oil & gas, chemicals and pharmaceutical industries.

Having worked for multiple companies in various industries has allowed Simone to accumulate unique insights into each of her roles. Simone leverages her deep engineering expertise to help come to a quick resolution on particularly challenging and complex issues on the production floor. In her most recent role as a Process Engineer at GSK, Simone led the site through complex deviations in the Upstream Production Process. Due to her attention to detail and collaborative nature, Simone was able to save multiple batches for release, worth $7 million on the market.

Simone thrives in a cross functional work environment to reach a common goal getting the drug therapies to the patients that need them the most. Simone currently offers technical writing services to software development and manufacturing companies with her company, Words by Simone. She is also in the process of launching her tech startup, QuneUp, a SaaS platform that helps biopharm companies reduce equipment downtime and boost productivity. Simone holds a B.Sc. in Chemical Engineering from Texas Tech University and a M.Sc. in Biomedical Engineering from University of Texas - Arlington.

Q. Can you briefly share your journey into STEM and what led you to pursue it?

A. As a child, I always had a love for Math and Biology. My parents were my biggest fans. I first wanted to pursue a degree in medicine. However, after working at a brewery on my home island of Dominica, I changed gears a bit and settled on Chemical Engineering. At Texas Tech where I enrolled, the Chemical Engineering Dept offered a minor in Bioengineering, which allowed me to return to my first loves of both Math and Biology. I first worked in the chemicals industry as a Process Engineer after earning my Bachelors in Chemical Engineering. I then had the opportunity to pursue a Master’s in Biomedical Engineering. This switch then allowed me to enter the pharmaceutical manufacturing industry as a Process Engineer. Whereas before, the decisions I made as an engineer impacted the quality of everyday products, in pharma, the decisions I made FASHION MAGAZINE | JUNE, 2024 impacted people’s lives.

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Q. Can you describe a project or accomplishment in your STEM career that you are particularly proud of, and explain why it stands out to you?

A. In my first few years as a Process Engineer, I was responsible for the design, installation, and operation of a new fuel gas scrubber system and the associated storage tanks and sump pumps. There were various trades I needed to connect with on a daily basis, from the guys pouring the concrete on the new foundation, to the instrumentation techs wiring up the new pressure and temperature transmitters. That project touched many different trades and disciplines and allowed me to grow my interpersonal skills. I came to realize early on in my STEM career that earning the degree was only half the battle. Leveraging that knowledge effectively with others from much different academic and experience level backgrounds, was just as important.

Q. What role does mentorship and networking play in your career, and how have they impacted your professional development?

A. I was fortunate to have had a co-op experience while at college. I completed 3 terms at a large chemical company and had the opportunity to be mentored by engineers in their first year as well as veteran engineers who were now managers. I was able to see several different pathways of success by interacting with as many different people as possible. Being exposed to these mentors so early on helped me pave my own path, based on what I saw possible. I saw it, so I believed I could do it too. That exposure continues to impact my career to this day.

Q. What advice would you give to young people who are considering a career in STEM? A. I’m not going to sugarcoat it for you, but STEM is hard. After the fun little science projects you do in middle and high school are over, here comes Calculus, Chemistry, and Physics. And that’s before you even get to the core courses within your engineering major. It’s hard, but not impossible. Reach out to the resources in your community such as NSBE, SWE, and SHPE. Develop great note taking skills and even greater study habits. Once you’ve overcome the hard part of earning that college degree, on the other side is just application. That’s where the reward lies as you will get to use your engineering degree and skills gained to build products that impact the lives of others. https://www.linkedin.com/in/simone-george-ammons-engineer/ https://quneup.com/

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Louise Barbatiello Q. Can you briefly share your journey into STEM and what led you to pursue it?

A

s an experienced STEM educator at a primary school in Melbourne, Australia, Louise Barbatiello is dedicated to fostering a passion

for science, technology, engineering, and mathematics among students from Prep to Year 6.

Beyond her teaching responsibilities, she also leads the school's LEGO club, further promoting hands-on learning and creativity. Her unwavering commitment to STEM education stems from its profound impact on preparing students for future careers, nurturing their curiosity, exploration, and imagination, and providing tangible, practical experiences that enhance their understanding of the world around them. Louise is passionate about promoting positive forms of education and constantly seeks out new, engaging activities and lessons to ignite a passion for learning..

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A. As an experienced educator with a passion for fostering student engagement, I have consistently sought out innovative teaching methodologies throughout my career. During my time as a graduate teacher in the Northern suburbs of Melbourne, Australia, I observed a strong correlation between student engagement and academic performance, particularly in senior-level classes. This realization prompted me to delve into the realm of ICT tools, attending computer lessons with my children during my planning periods to gain knowledge in cutting-edge ICT programs. Subsequently, I integrated these programs into my classroom, participating in an exciting film competition with my year 5 students involving ACMI Melbourne and the Catholic education department. This project seamlessly blended literacy and ICT, resulting in a thrilling experience for the students. We became apart of a Framing Asia film documentary. My contributions extended beyond the classroom, as I actively participated in school-wide nitiatives aimed at supporting teachers in adopting

ieducational technology. I became an integral member of the esmart team and played a pivotal role in establishing Edu Blogs within the school. As my expertise evolved, my focus shifted from ICT lessons to STEM education. Recognizing my passion and proficiency in this field, I eagerly seized the opportunity to assume the STEM role at my current school, viewing it as a natural progression in my career.

Q. What role does mentorship and networking play in your career, and how have they impacted your professional development?

A. Networking and mentorship have been instrumental in my professional growth. They have facilitated connections with accomplished and experienced STEM educators globally. These connections have led to invitations to exclusive events and professional development opportunities, enhancing my expertise in STEM education. The online STEM community has proven to be an exceptionally supportive environment.

Q. Can you describe a project or accomplishment in your STEM career that you are particularly proud of, and explain why it stands out to you?

A. I am particularly pleased with the STEM challenges that have engaged my students in STEM. Observing the students' enthusiastic participation in these STEM challenges has been a gratifying experience. Additionally, I am proud of the students' development in their ICT skills, especially in coding. Students begin coding at a young age, which has enabled students in the senior levels to progress to more complex tasks. I have also ventured into 3D printing this year, which has been a novel experience for both myself and the students.

Q. What advice would you give to young people who are considering a career in STEM? A. Networking and mentorship have been instrumental in my professional growth. They have facilitated connections with accomplished and experienced STEM educators globally. These connections have led to invitations to exclusive events and professional development opportunities, enhancing my expertise in STEM education. The online STEM community has proven to be an exceptionally supportive environment. @my_stem_space

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Sofia D. Boscio-Lopez offering her jobs, especially related to gender issues like women in the field, mentorship, and parental leave. This led her to co-found GIC, a support system aimed at addressing these challenges for women in civil engineering, providing a platform to foster mentorship and dialogue among female students. This balance of her engineering work and her drive to create inclusive spaces in the industry reflects her dedication to both her technical skills and community-building efforts.

Q. What role does mentorship and networking play in your career, and how have they impacted your professional ofía grew up in Guayama, Puerto Rico, development? surrounded by the construction industry

S

thanks to her family's deep involvement in it.

Her mother owns a construction equipment rental company, and her uncles run both a design firm and a concrete company. This environment sparked her interest in civil engineering from an early age. Currently, she resides in Huntington, West Virginia, where she works as a Geotechnical Engineer, drawn to the complexities of soil behavior and natural phenomena like earthquakes and landslides. Her career interests blend fieldwork, lab research, and office tasks, making her passionate about hands-on experiences in geotechnical engineering. The idea for Girls in Civil (GIC) was born while dining at Romano’s Macaroni Grill duringher university days. As she approached graduation, Sofía noticed a lack of guidance and clear policies in the companies

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A. Mentorship and networking have been extremely valuable to my career in STEM. Having mentors has significantly impacted my professional development by providing guidance, sharing insights, and helping me navigate challenges. I realize that finding long-term mentors isn't always easy, but there are always people willing to offer feedback and engage in conversations where I can learn something new.

Networking has also opened doors to opportunities I might not have encountered otherwise.

Through university organizations and student competitions, I began networking, and so many opportunities started to emerge without me even realizing it. A sense of community began to form. Engaging with peers and industry professionals has allowed me to exchange ideas, collaborate on projects, and g

ain diverse perspectives. These connections foster a supportive environment that encourages growth, ultimately enhancing my confidence and capabilities as an engineer.

Q. Can you briefly share your journey into STEM and what led you to pursue it?

A. My journey into STEM has been shaped by a lifelong curiosity about the world around me.

Growing up, I often found myself questioning how things worked and seeking answers. My parents and teachers were crucial in encouraging my participation in school activities, particularly hands-on projects and science fairs. Despite being naturally quiet, I found joy in these experiences. A significant influence was my mother, who works in construction. Her role provided me with representation of women in a traditionally male-dominated field, inspiring me to believe that I, too, thrive in such environments. @girlsincivil

Sharon Caples McDougle

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haron Caples McDougle is regarded as a modern-day hidden figure. She joined the NASA family working in the Space Shuttle Crew Escape Equipment (CEE) department as a spacesuit technician responsible for processing the orange launch/entry suit assemblies worn by astronauts and was the first African American technician in that department. McDougle became the first woman and first African American CEE crew chief. In her new position she was responsible for leading a team of technicians who suit up astronaut crews for their training and on launch day. During this time, she had the honor of leading the first and only

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all-female suit tech crew. McDougle would go on to lead the CEE team by becoming the only woman and only African American manager of the department leading the team responsible for suiting up and strapping the astronauts into the space shuttle for launch and recovering the crew upon landing. She held this position until the Space Shuttle Program ended, ending an illustrious 22-year trailblazing career. A highlight of her career was suiting up Dr. Mae Jemison, the first woman of color to go to space. Before working with the space program, McDougle served in the Air Force as an Aerospace Physiology Specialist suiting up and strapping-in the SR-71 Blackbird and U-2 Reconnaissance aircraft pilots. For her next act McDougle became an author, penning her self-published children’s book Suit Up for Launch with Shay! which prompted her to start her company Suit Up with Shay, LLC. She can be booked for speaking engagements and author visits on her website www.sharoncaplesmcdougle.com.

McDougle has been featured on Good Morning America, at the Smithsonian National Air and Space Museum, and the National Museum of African American Culture and History.

Q. What led you to pursue a career in STEM?

A. I didn’t pursue a STEM career - it chose me. I wasn’t sure what I was going to do until my senior year in high school when an Air Force recruiter spoke to our class. It was then that I knew what my initial path would be to join the Air Force. The Air Force chose my career for me (Aerospace Physiology Specialist) based on my test scores. My entire Air Force career I worked with the altitude chamber and pressure suits worn by the SR-71 pilots who flew high altitude reconnaissance missions. I realized the only place I could probably use my skill set would be at NASA working with the astronauts. Approximately six months after departing the Air Force I was hired as a Crew Escape Equipment suit technician. My department suited up the astronauts in their orange launch/entry spacesuits and strapped them into the space shuttle.

Q. Describe a project or accomplishment in your STEM career that you’re proud of and why.

A. I am very proud of making history as the first black space shuttle crew escape equipment spacesuit technician, first woman and first black crew chief, and the first black and first woman manager of the department. I’m also proud of leading the only all-woman suit tech crew. And I can’t forget another history making moment when I suited up the first black woman to go to space! One reason I’m proud of these accomplishments is because by me being first, it opened the door for others to follow. I’m also proud I was able to accomplish all this without having a college education.

Q. What advice would you give to young people considering a STEM career?

A. My advice is if you know what you want to do, start planning toward that career path as soon as possible. Reach out to someone in the field you'd like to pursue to be your mentor. Always present your best self and don't be afraid to speak up and ask questions.

Don't be afraid to try something new - if you find that you don't like it, you can change your mind - don't be afraid to fail. Everyone doesn't have the funds to go to college or just doesn’t aspire to attend college. There are other options such as the military, trade schools, and certification programs. Please don't feel less than or you're not good enough if you decide college is not for you. And if you ever find yourself feeling some type of way, please know that your current situation is not your final destination. @mcdougle_sharon @suitupwithshay SharonMcDougleHiddenFigure https://www.linkedin.com/in/s haron-mcdougle-237465bb/

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Dr. Sonali Dasgupta Dr. Sonali Dasgupta is a well-known leader in STEM education, bringing over 15 years of experience as a global researcher, educator, and innovator. With a Ph.D. from Indian Institute of Technology Delhi, India, she has applied her deep expertise in research and pedagogy to transform how young learners approach integrated STEM learning. As the founder of STEMonsters Education Pvt. Ltd., she has designed programs that focus on bridging the gap between traditional education and realworld problem-solving through hands-on, interdisciplinary learning and design thinking approach. Her work has been recognized on various platforms, including being featured in multiple Indian national daily newspapers and digital news platforms such as Better India, and her initiative has been incubated at NSRCEL, Indian Institute of Management, Bangalore, India - an internationally renowned management institute of India.

https://linkedin.com/in/sonalidasgupta/ @stemonstersclub

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Dr. Dasgupta was amongst the first cohort of the Level Up Accelerator program by 91Springboard and Google for Startups. She has collaborated with leading educational institutes and education leaders, creating impactful programs that have reached hundreds of students globally. Her vision is to empower students by cultivating critical thinking, creativity, and the skills needed to thrive in today’s rapidly evolving STEM fields. Through STEMonsters Education, she continues to build an education platform that prepares students not just academically but practically, equipping them to be future innovators and problem solvers. She also continues to champion the cause for increasing the participation of young girls and women in STEM careers.

KHELSEIA DUNN (K.D.)

K

helseia Dunn (K.D.) is a former fashionista, believer, and engineer. She has been fortunate in her career to have developed a breadth of experience in multiple aspects

of the tech sector. She has worked in Engineering for over 10yrs started as a Software Developer then Computer Systems Engineer.

K.D. has spent most of her developer career in FinTech writing code for investment & legacy applications. Now she works in Cloud & Automation. Behind the camera she runs her biz Glamtechy® to show people unique strategies to get into tech.

Q. Can you describe a project or accomplishment in your STEM career that you are particularly proud of, and explain why it stands out to you?

A. eing a guest panelist at Women In IT at a Share Tech Conference in 2021. It was really scary but it was one of the coolest things I did. Never spoke in front of hundreds of people before.

Q. What role does mentorship and networking play in your career, and how have they impacted your professional development?

A. Every job that I have gotten in my engineering career has come from networking. I was fortunate to have really good mentors that weren't afraid to share their knowledge and expertise

Q. Can you briefly share your journey into STEM and what led you to pursue it?

A. My parents enrolled my brother & I in a weekend STEM program for youth at a local college that mentored youth interested in STEM careers. From that experience piqued my interest about computers. Fast forward in high school I joined a robotics team started competing regional and national science competitions. One year my team placed 3rd at a national science competition in robotics and automation. By my senior in high school I had decided to forgo studying fashion merchandising and studied applied computer science an information systems. I have no regrets giving up fashion to work in STEM it has one of the most rewarding things I have done in my life.

Q. What advice would you give to young people who are considering a career in STEM? A. Don't be afraid to network ! Find communities & nonprofits that support your interests and make genuine connections with people. Building those relationships early on can really come in hand as you grow in your career at every stage. @glamtechy

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Michael Dzata Michael Dzata is the Programs Director and Lead Trainer at SEEDAfrique and the Lead Robotics Instructor at Ghana Code Club. As an innovative and ambitious STEM facilitator with a strong passion for robotics and artificial intelligence, he is dedicated to advancing knowledge in robotics engineering.

With excellent communication skills, he effectively engages and inspires diverse audiences, advocating for STEM education. Having worked full-time in the industry for the past four years, Michael applies his technical expertise to enhance operations while promoting STEM exposure and fostering creativity among young learners. His goal is to positively impact lives through hands-on learning and advocacy, encouraging the next generation of innovators to explore and excel in technology. @mike.dk_

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DERIUS GALVEZ

D

erius J. Galvez, is currently the Director of the Engineering Village at North Carolina State

University; he is an accomplished professional with a diverse background in engineering, education, and leadership. He is currently pursuing a Ph.D. in Learning Theories in STEM Education focusing on Engineering & Technology at NCSU; his educational journey includes a Master of Science in Mechanical Engineering from North Carolina A&T State University, where he conducted research with

the Airforce Research Lab on direct ink writing nozzle design using computational fluid dynamics. Additionally, he holds a Master of Science in Aerospace Engineering from Mississippi State University, where his thesis research focused on owl-inspired leadingedge serrations for gliding flight. In his professional endeavors his experience includes roles as a quality engineer with defensive contractors Northrop Grumman and Lockheed Martin, and recently working in the automative industry with Aisin North Carolina. Derius is also dedicated to community engagement and STEM outreach, volunteering his time to mentorship programs, robotics competitions, and educational initiatives aimed at underrepresented minority students. His commitment to diversity and inclusion is evident through his leadership roles in professional organizations and advocacy for equity in engineering and technology fields. These have been honed through various roles within the National Society of Black Engineers (NSBE), where he currently serves as the & Editor-in-Chief for the Black Excellence in Engineering, Science and Technology Journal. Derius's achievements have been recognized through numerous awards, including the NSBE Professionals - Rising Star Award, NSBE Mike Shinn Member of the year, second place university wide in the Three-Minutte Thesis Competition at NC&AT as well as placing within the top 9 finalist for the Mississippi State University Three-Minute Thesis competition. Derius currently resides in Raleigh NC, with his wife Ariel and daughter Nani.

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Q. What led you to pursue a career in STEM? A. My start into STEM began in 1996, after I was stung by a bumblebee in kindergarten. It was painful! I couldn’t let the pain go; I was determined to go to war with bumblebees. As my reading skills improved while in elementary school, I began reading books on bumblebees to understand “potential weaknesses” in their nature. While reading, I came across an interesting statement that said “…bees even though they are great flyers, are scientifically unable to fly.” After reading this mind--blowing statement, I became fascinated with many flying objects to understand the mechanisms by which they operated. This included insects, airplanes, fighter jets, and rockets. I would push the limits of my elementary understanding of science and would craft tools and gadgets to help me achieve flight. My most promising invention at the time was a makeshift parachute I crafted from Walmart bags.

Q. Describe a project or accomplishment in your STEM career that you’re proud of and why.

A. A project I am extremely proud to have led is the creation of the NSBE Journal of Black Excellence in Engineering, Science & Technology (NSBE B.E.S.T.), a peer-reviewed publication by the National Society of Black Engineers (NSBE). The journal's mission is to promote awareness of engineering opportunities for Black individuals, address issues affecting Black engineers, and highlight solutions that support equity in engineering, industry, and public policy.

The journal provides a platform for Black researchers to share work that positively impacts the Black community, while also advancing critical research in areas such as STEM equity, STEM retention, and public policy within engineering. My hope is to continue collaborating with NSBE leaders to ensure the journal becomes a research staple for the country while also leading the conversation in methods and studies that can be used to impact Black communities in a positive way. @dj_g70

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Donovan Goode Speaker | Entrepreneur | Technology Enthusiast @dogwoodgoodes

As a Sr. Program Manager at Microsoft within Power Platform engineering. He is dynamic

speaker,

entrepreneur,

and

technology enthusiast with a passion for impacting the world for better through developing

innovative

solutions.

Donovan's deep expertise in intelligent applications extends across an entire ecosystem, including Power Apps, Power Automate, Power BI, and AI Copilots. He combines

technical

proficiency

with

strategic insight to architect robust

D

onovan Goode graduated from UNC Charlotte with a Bachelor of Science (BS)

in

Electrical

and

Electronics

Engineering. With a passion for being a life-long learner, combined with

being a creative thinker and problem solver; Donovan went on to work for Microsoft as a Sr. Program Manager in the Cloud & AI engineering organization.

Working at Microsoft has allowed him to leverage his passion for all things technology, engineering, art and design;

to

further

pursue

his

entrepreneurial

endeavors that combine a culmination of his various skillsets.

He

is

innovative

solutions

passionate

about

developing

through

purposeful

design,

precision engineering, while incorporating aesthetics.

solutions that address the unique needs and challenges of each client, driving tangible business outcomes and accelerating digital transformation initiatives. He has emerged as a leading authority in helping some of the world's largest organizations harness the full potential of Power Pages to drive business transformation and maximize their results. Outside of his professional endeavors, Donovan is committed to fostering collaboration and knowledge-sharing within the Power Platform community. He actively contributes to online forums, user groups, and industry events, serving as a mentor and advocate for aspiring Power Platform enthusiasts.

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Ken Hecht

of innovators He is dedicated to recognizing student excellence "From K to Career" in Science, Technology, Engineering, and Math, believing that early and sustained STEM engagement can change lives, just as it did for him. Ken’s diverse career and leadership in STEM continue to fuel his commitment to building a strong STEM community.

Q. Can you briefly share your journey into STEM and what led you to pursue it?

K

en Hecht, President of the National STEM Honor Society, has been a lifelong advocate for the power of STEM education. Growing up on the south side of Chicago as one of five children, his talent for math and science sparked early, leading him to pursue a degree in civil Engineering at the University of Illinois. His passion for STEM ignied a career that has spanned engineering, goal-setting consulting, commercial real estate, and leadership in STEM education. Today, Ken’s mission is clear: to inspire the next through the National STEM Honor Society. generation

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A. STEM had an enormous impact on my life even before it was called STEM. Being one of five children from the south side of Chicago, the son of a Chicago Firefighter and carpenter, I was lucky. I did well in math and science in high school and was accepted to the Civil Engineering program at the University of Illinois in Champaign, Illinois. Illinois turned out to be a top engineering school. Who knew? That lit the fire.

Today that passion for science and math that set me on my way still burns as I have the great honor and pleasure to have been named the President of the National STEM Honor Society by my partner and dear friend, Eric Magers, its CEO and Founder.

Q. What advice do you have for parents and educators who want to encourage children to explore and excel in STEM? A. I would advise parents to get involved in the STEM Education community early, "From PreK to Career! We know kids start playing sports early. What about the STEM kid who is looking for recognition and a community? Help them find those! One way to do that is to have your child look into becoming a National STEM Honor Society member!

Q. Can you share a significant obstacle you faced in your STEM journey and how you overcame it?

A. Oh my being one of five kids from the southside of Chicago, the son of a Chicago firefighter, I remember taking differential equations in Engineering at the University of Illinois and calling my parents, letting them know that I am coming home from college!

They asked why and I told them, I have a math course with no numbers! They were as puzzled as I was but they talked me into staying and I ended up as a member of the Civil Engineering Honorary!

Q. What advice do you have for parents and educators who want to encourage children to explore and excel in STEM A. I would advise parents to get involved in the STEM Education community early, "From PreK to Career! We know kids start playing sports early. What about the STEM kid who is looking for recognition and a community? Help them find those! One way to do that is to have your child look into becoming a National STEM Honor Society member!

Q. Can you share a significant obstacle you faced in your STEM journey and how you overcame it?

A. Oh my being one of five kids from the southside of Chicago, the son of a Chicago firefighter, I remember taking differential equations in Engineering at the University of Illinois and calling my parents, letting them know that I am coming home from college! They asked why and I told them, I have a math course with no numbers! They were as puzzled as I was but they talked me into staying and I ended up as a member of the Civil Engineering Honorary! @nstemhs NSTEMHS https://www.linkedin.com/company /national-stem-honor-society

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Casi Herrera Casi Herrera is a passionate STEM trailblazer with over 16 years of experience dedicated to advancing equity and access for historically excluded communities. With a background in science education, she taught middle and high school before transitioning to training educators in creating inclusive spaces for girls, with a focus on engaging girls of color. Casi has successfully expanded STEM programs from 45 to over 300 sites, impacting 20,000 students across 40 states. Her lived experience as a woman of color fuels her commitment to fostering equity and opportunity in STEM for marginalized girls.

@almost_casi

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Dr. Kameron J. King Dr. Kameron J. King is the founder of BlackGirlScientist, LLC. She received her PhD in Environmental Engineering at Old Dominion University (Norfolk, Virginia) while working in the ODU Biomass Research Laboratory. From as early as high school working at the Chesapeake Bay Foundation, to undergraduate/graduate research in algae cultivation, environmental policy, biofuels production and solid waste management, she has dedicated her life’s work in protecting our environment and advancing renewable energy research!

She currently works as an ORISE Postdoctoral Fellow within the Strategic Environmental Research and Development Program (SERDP) and the Environmental Security Technology Certification Program, the Department of Defense’s environmental, resilience, and installation energy and water research programs. Her research focuses on mitigating Per- and polyfluoroalkyl substances (PFAS) which are a family of thousands of chemicals used to make water-, grease-, stain-repellent coatings for a vast array of consumer goods and industrial applications. She received her M.S. in Geography and Environmental Engineering at The Johns Hopkins University, and received her B.S. in Chemistry and Environmental Science and Policy from the College of William and Mary.

As her passion for renewable energy continued, she worked with her advisor Dr. Sandeep Kumar on her dissertation topic Integrated processing of municipal solid waste for maximizing carbon recovery and fuel production combining hydrothermal carbonization with anaerobic digestion of the liquid phase for energy recovery and production, as she believes one (wo)man’s trash is ALL of our treasure.

Kameron has worked in private industry, for the U.S. Department of Energy, in laboratories from ODU (Biomass Research Laboratory), Botswana, Africa (University of Botswana), to national laboratories (National Renewable Energy Laboratory-NREL). Due to her unique experience as an African-American woman in the STEM arena, her ultimate goal is to give back what has been given to her; by giving back to her community in directing her own laboratory facility for students who may not have had a chance to experience the opportunities that others have; students who have never seen anyone who looks like them in a classroom or in a laboratory, and provide them with the skills, tools, resources, and confidence to succeed in science, as BlackGirlScientist fosters these ideals.

@theblackgirlscientist

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Q. Can you briefly share your journey into STEM and what led you to pursue it?

A. Ever since I can remember, I wanted to be a scientist! I remember watching “Bill Nye the Science Guy” as a child and always planning science experiments in my head. When I grew older, I knew it was my God given purpose and passion to protect human health and the environment with science, as I never liked how we continue to pollute the planet we live on. From as early as high school working at the Chesapeake Bay Foundation, to undergraduate/graduate school research in algae cultivation, environmental policy, biofuels production and solid waste management, I have dedicated my life’s work to protecting human health and our environment! I have worked in private industry, within the federal government in agencies such as the U.S. Department of Energy and U.S. Environmental Protection Agency, in laboratories from Old Dominion University’s Biomass Research Laboratory, labs in Botswana, Africa (UB), to national laboratories (NREL) fostering this research.

Q. What advice do you have for parents and educators who want to encourage children to explore and excel in STEM? A. I would empower parents and educators to encourage children to know it’s fun, dope and attainable to be a scientist, engineer, mathematician, astronaut, software developer, or anything they want to be! God gives us all a passion – something that breaks our hearts or moves us – and corresponding purpose to carry out during our amazing time here on earth. You are never too young to discover your passion whether it’s in STEM or something else. I would encourage children to discover their passion/purpose and continue to pursue it! has been given to me; by giving back to my community in directing my own state-of-the-art laboratory facility for students who may not have had a chance to experience the opportunities that others have; students who have never seen anyone who looks like them in a classroom or in a laboratory, and provide them with the skills, tools, resources and confidence to succeed in science. That is why I started my business BlackGirlScientist, LLC, an organization established "for the encouragement, uplifting, presence and knowledge of young women and girls in STEM." Q. How do you believe your work in STEM contributes to solving real-world problems or advancing society?

A. I received my Ph.D. in Environmental Engineering at Old Dominion University (ODU). My research focused on a more sustainable way to treat our waste thereby reducing negative impacts to our environment such as climate change. I earned my Masters of Science in Geography and Environmental Engineering at Johns Hopkins University, and Bachelors of Science in Chemistry and Environmental Science and Policy from the College of William and Mary. All this research, education and hard work allows me to carry out my daily work and tasks on a very important group of chemicals called PFAS that affects us all on a daily basis. PFAS are a family of thousands of chemicals used to make water-, grease-, & stainrepellent coatings for a vast array of consumer goods and industrial applications—first introduced into the environment in 1946 when DuPont introduced “Teflon” (PFOA) coating to the world.

Q. Can you share a significant obstacle you faced in your STEM journey and how you overcame it?

A. Growing up and pursuing my career and life’s work in the STEM arena, our founder, I rarely saw anyone who looked like me in the field, which at times was and still is discouraging; however, I set out to be who I did not see. Due to my unique experience as an African-American woman in the STEM arena, my ultimate goal is to give back what has been given to me; by giving back to my community in directing my own state-of-the-art laboratory facility for students who may not have had a chance to experience the opportunities that others have; students who have never seen anyone who looks like them in a classroom or in a laboratory, and provide them with the skills, tools, resources and confidence to succeed in science. That is why I started my business BlackGirlScientist, LLC, an organization established "for the encouragement, uplifting, presence and knowledge of young women and girls in STEM."

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Dr. Orna Kretchmer

Can you briefly share your journey into STEM and what led you to pursue it?

I’ve loved science from a young age, fueled by curiosity and nurtured by my dad. This passion led me to earn a BSc in Biology, an MSc in Microbiology, and a PhD in Molecular Biology, followed by research at UC Berkeley and Stanford universities. However, when the 2008 financial crisis hit, I had to rethink my career. This challenge turned into an opportunity with the creation of “The Art in Science,” a program that teaches advanced scientific concepts through hands-on

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Dr. Orna Kretchmer PhD Young STEAMers CEO Experienced scientist and educator with a demonstrated history of working in science educational curriculum development. Holds a Bachelor’s and Master’s degree in Biology, and a Ph.D. in Molecular Biology followed by post-doctorate research at UC Berkeley and Stanford University, conducting Bioinformatics research Developed The Art In Science in 2010.

Founded Young STEAM in 2022. Young STEAMers os a nonprofit organization. Its mission is to ignite the imaginations of underserved children by providing hands-on STEAM enrichment activities that inspire, educate, and empower.

Through interactive and engaging experiences, Young STEAMers aim to bridge the educational gap and foster a lifelong love for learning among young minds. activities, making learning fun and helping children grasp science without even realizing it. In 2022, I realized my longtime dream and founded Young STEAMers, a non profit organization that brings this program to kids who cannot afford it and makes science exciting and accessible for all.

Q. What advice do you have for parents and educators who want to encourage children to explore and excel in STEM? A. Encouraging children to explore STEM can be fun and engaging through hands-on activities. I recommend that parents and educators nurture curiosity by asking open-ended questions and encouraging problemsolving. While it’s best to start early, it’s never too late to begin. STEM concepts can easily be connected to everyday life, like cooking (chemistry) or gardening (biology), without needing fancy kits or expensive materials. Incorporating the arts (STEAM) helps foster creativity and critical thinking, enriching the learning experience.

Creating a supportive, inclusive environment where children see STEM as exciting and achievable will help them stay engaged and excel over time.

Q. How do you believe your work in STEM contributes to solving real-world problems or advancing society?

A. Through Young STEAMers and “The Art in Science” program, I’m helping to address a critical societal need: accessible science education. By offering STEAM learning to children who might otherwise not have these opportunities, I aim to foster curiosity, creativity, and confidence in exploring STEM. These skills are essential for future innovators and problem-solvers . I believe that by inspiring young minds today, we’re investing in a brighter, more capable society for tomorrow.

@youngsteamersorg https://www.linkedin.com/company/ young-steamers/

YoungSTEAMers

| STEM CREW MAGAZINE 43 | 64 STEM CREW MAGAZINE

AISHA MARTIN

Aisha Martin is a dynamic leader, educator and author with nearly two decades of experience as a scientist with a passion for empowering girls to thrive in STEM. She holds a bachelors in Biology and a masters in Forensic Science. Raised and educated in Europe, Aisha began her career at the Centers for Disease Control in Atlanta, later holding roles at Emory University Medical School, the Georgia Public Health Lab, and Baylor Genetics. Her frustration with the lack of female STEM mentors led her to found Fems4STEM™ in 2015, focusing on early exposure and mentorship for girls, particularly from underserved and historically underrepresented communities. @mrs.aishanicole @fems4stemmag @thesteministbrand

| STEM CREW MAGAZINE 65 55 | STEM CREW MAGAZINE

As a certified girls empowerment coach and STEM advocate, Aisha aims to close the “gender gap to innovation.” In 2020, she launched The STEMinist Brand™ LLC, and in 2022, she introduced Fems4STEM Magazine, the FIRST and ONLY STEM publication to exclusively celebrate Black women in STEM. Aisha’s work has earned her accolades including a Presidential Volunteer Service Award, Mompreneur of the Year and recognition from Formidable Woman Magazine as one of their "Power 20." She has been featured in numerous publications and continues to champion girls through her roles in community organizations and various initiatives.

Q. Can you describe a project or accomplishment in your STEM career that you are particularly proud of, and explain why it stands out to you?

A. One of my proudest achievements has been creating Fems4STEM Magazine. As a Black woman in the STEM field, I’ve often found myself in spaces where I was either overqualified and still overlooked or made to feel like I wasn’t worthy of the opportunities that I earned. We’re expected to work harder, navigate code-switching, and still not be recognized for our contributions. I realized there was a real gap in the way women like me were being celebrated.

So instead of waiting for someone else to create that platform, I built it myself. Fems4STEM Magazine is the first and only STEM publication exclusively dedicated to featuring and celebrating Black women in science, technology, engineering, and mathematics.

My magazine highlights the “hidden figures”—the trailblazing women whose achievements often go unnoticed, but whose innovations have changed the world.

I moved to Hampton, Virginia the summer before my senior year of high school and I never heard about Katherine Johnson, Mary Jackson, or Dorothy Vaughan—three incredible women who were right in my backyard, changing the course of history. It wasn’t until much later, through a book and a movie, that I learned about their contributions. That should never have happened. We’re not taught this history in school, and I’m determined to change that.

Since launching the magazine, I’ve learned more about the contributions of Black women in STEM than I ever did in school. It’s been a journey of uncovering the HERstory that’s been left out, and I’m proud to be a part of telling it. What my team and I have built is just the beginning, and I’m excited for what’s ahead.

Q. What role does mentorship and networking play in your career, and how have they impacted your professional development?

A. When I started my career in STEM, I didn’t have a mentor to guide me, so I had to figure things out on my own. That experience shaped the way I approach mentorship today. It's one of the reasons I’m so passionate about mentoring young women and men who are interested in pursuing STEM careers. I believe it’s crucial to pass on the knowledge and wisdom I’ve gained, so the next generation doesn’t have to navigate the industry in isolation the way I did. It’s my mission to help them avoid some of the pitfalls I encountered, and to empower them to reach their full potential.

Networking, for me, is all about building connections both inside and outside of my field. I’ve always been a lifelong learner, and I firmly believe that “iron sharpens iron.” I never want to be the smartest person in the room—I want to learn something new in every room I enter, just as much as I want to contribute. Each conversation, each relationship, holds the potential for growth and new opportunities, and I’m committed to making the most of that.

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Errika Moore Errika Moore is the inaugural Executive Director of the National STEM Funders Network, where she champions equitable access to education and workforce development in STEM fields. Previously, she served as the Senior Program Officer at the Community Foundation for Greater Atlanta, leading initiatives that impacted over 900,000 students. Errika's diverse experience includes roles as the Executive Director of the Technology Association of Georgia Education Collaborative (TAG ED), Vice President for IT Senior Management Forum (ITSMF), Vice President for the Gifted Education Foundation, HR Strategist at Southwire, Americas Marketing Director at BMC Software, and Account Executive at IBM. A committed advocate for education equity, Errika currently chairs the Board of Directors for Project Scientist, in addition to serving on Inspiredu, Movement Strategy Center, and Sankofa Montessori Charter School’s Board of Directors. She contributes her expertise to national initiatives, serving on advisory committees for the National Advisory Committee for the ADVANCE Research and Coordination Network, the steering committee for the National Center for Family Math, the Defense Science, Technology, Engineering, and Mathematics Education Consortium (DSEC) Advisory Council, the Georgia Department of Education’s Computer Science Advisory Council and Georgia Tech’s Ivan Allen College Dean search committee.

Errika's contributions have been recognized with numerous accolades, including Outstanding Georgia Citizen by the Secretary of the State, a member of the Nation Swell Council, National Women in Technology Advocate of the Year, Million Women Mentors Trailblazer Award, a Woman of the Year by Atlanta’s Women in Technology, an Ecosystem Builder by the Tech for All Alliance, and with several distinctions from her alma mater, the Georgia Institute of Technology (e.g., Outstanding Young Alumna of the Year, Leaders and Legend Honoree, Women Out Front, Alumna of Distinction, Community Builder Award, Alumni Trailblazer Award, Mentor of the Year).

Previously she’s served on several NSF Review panels, the Florida International University Honors College Dean’s Advisory Board, as the Tech for All Policy Conference Policy Director and Co-Chair, in the National Science Foundation’s Convergence Accelerator Program specifically for Reimagining Innovation in STEM Education, on Georgia Tech’s Industrial Engineering Advisory Board, Southeast PremierCIO Advisory Council, the STEM Learning

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Ecosystem National Advisory Council, and the boards of Per Scholas Atlanta, and the National Society of Black Engineers. She holds a Bachelor of Science in Engineering from Georgia Tech and is set to receive a Master of Science in History and Sociology of Technology and Science this December. Errika is also pursuing her doctorate in the same field at Georgia Tech. With over 50 presentations at conferences and summits, she is regarded as a thought leader in STEM education equity and workforce development.

Q. Can you briefly share your journey into STEM and what led you to pursue it?

A. My journey into STEM began as someone who struggled with classes like Calculus but still excelled academically because I persevered and, more importantly, enjoyed my high school math and science experiences.

This passion led me to Georgia Tech, where I initially pursued Computer Engineering before switching to Industrial Engineering.

As the first Black female Computer Engineering student at Georgia Tech, I encountered challenges beyond academics.

A circuits professor once told me, “Black women have no business in engineering.” While his words were disheartening, they fueled my determination not only to graduate but to thrive in the STEM ecosystem. That moment became pivotal in my life, propelling me forward as I committed myself to encouraging and supporting other women to succeed and thrive in STEM. For over 30 years, this experience has been a driving force in my career, guiding me as a corporate leader, a STEM nonprofit executive, and now a philanthropic leader. Yet, I recognize that there’s still so much more to do, so much more to influence. My personal mantra, inspired by Angela Davis, reflects this mission: “I’m no longer accepting the things I cannot change. I’m changing the things I can no longer accept.”

Q. What advice do you have for parents and educators who want to encourage children to explore and excel in STEM? A. As a mother of two sons, (a graduating Mechanical Engineer and a first-year Communications major), I beseech families and educators to encourage students to embrace their authentic selves and pursue their passions. By doing so, students are given the agency to explore and excel in STEM through a combination of selfmotivation and the support of adult champions.

It's important not to define or limit what STEM should look like for students. Too often, adults impose biases—whether about who belongs in STEM, which courses or programs students should engage in, or who is best suited for STEM careers.

The students who truly excel are those who have experienced the freedom of discovery, the uplift of diverse support, and the inspiration to believe they can positively impact the world.

Q. How do you believe your work in STEM contributes to solving real-world problems or advancing society?

A. In 2012, I transitioned from corporate to nonprofit leadership to focus on STEM advocacy, driven by a longstanding calling to address systemic disparities in STEM education and access. Through roles in organizations like IT Senior Management Forum, TAG Education Collaborative, and now as Executive Director of the STEM Funders Network, I’ve worked to empower diverse talent by increasing access to STEM education.

STEM drives solutions to global challenges like healthcare, sustainability, and innovation. By managing investment portfolios aimed at advancing diversity, equity, and inclusion in STEM, I help foster the innovation needed to solve real-world problems. For me, the focus is on daily efforts to create a more inclusive, innovative future at the intersection of reality and hope. https://www.linkedin.com/in/errika-moore/

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Dr. Winrow Nevada Dr. Winrow (Nevada) is a Johns Hopkins School of Medicine-trained Pediatric Neuropsychologist who has served as a clinical practitioner and a Professor and administrator in higher education for over a decade in roles as Dean, Provost, and Senior Executive Vice President and has served as a Board of Trustee at two HBCUs. Throughout her professional career, she has served as a member of the Fulbright Scholars Review Board and the Board of Examiners for the Malcolm Baldrige National Quality Award, and she currently serves on the Board of the Johns Hopkins Medical and Surgical Association. Nevada is the alumna of several institutions that include Johns Hopkins School of Medicine, Howard University, and Lincoln University and completed fellowships in Neuroradiology, Psychoneuroimmunology, Cognitive Neuroscience and neurochemistry.

She is a proud member of Delta Sigma Theta Sorority Inc. and is memberaffiliated with many professional organizations. She is a member of Maryland Civil Air Patrol (CAP) and is a FAA licensed sUAS pilot and serves as a CAP aerospace educator.

With an astrological sign of Pisces, she was destined to love the water. Nevada is a PADI Master Scuba Diver, an associate member of the Women's Diving Hall of Fame and the American Academy of Underwater Sciences.

She currently serves as the National Chairwoman of Youth programs for the National Association of Black Scuba Divers.

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@blackgirlsdive

Dr. Anderson D. Prewitt https://www.linkedin.com/in/dradprewitt/

@dradprewitt

D

r.

Anderson

D.

Prewitt

is

a

distinguished AI specialist, author, and thought leader at the forefront of ethical AI implementation in business.

With advanced degrees in Engineering

and Science, Dr. Prewitt brings a unique blend of technical expertise and strategic insight to the rapidly evolving field of AI. As the author of "Enhancing Business

Value

Through

(https://a.co/d/8MOLprA),"

Artificial Dr.

Intelligence

Prewitt

offers

the

DARQ

technology

framework

-

Distributed Ledger, Artificial Intelligence,

invaluable guidance on leveraging AI technologies

Reality

ethically and effectively in Industry 4.0. His work

Computing. He is the founder of DRADPA,

emphasizes the creation of responsible AI ecosystems

specializing

that

Implementation

Evaluation

Generative

Enabled

drive

innovation

while

prioritizing

ethical

considerations. Dr. Prewitt's expertise spans across

Visualization, in AI

and

Quantum

Responsible

AI and

Industry

Transformation.

A sought-after consultant and educator, Dr. Prewitt has worked at Cornell University facilitating AI Strategy and Ethics programs for students and he has worked with a number of organizations to advance STEM Workforce Development initiatives. Additionally, his consulting approach combines cutting-edge technical knowledge with a deep understanding of business strategy and ethics. Dr. Prewitt's current research interests include examining the Responsible use of AI in organizations, adversarial training of decentralized AI systems, and STEM education in Industry 4.0. Through his work utilizing data science for economic development, systems engineering for small business success, and innovation management he has continued to shape the conversation around responsible AI adoption and its role in driving positive change in business and society. For those interested in collaborating or learning more, Dr. Prewitt can be reached via LinkedIn.

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Dr. Daisy Rosas Vargas identifies as first generation Mexican-American and indigenous (Mexica) born in what is called the United States. She obtained her Bachelors in chemistry from UC San Diego and her PhD in chemistry from Indiana University. Daisy is a chemist, science communicator, and educator who enjoys sharing the wonders of chemistry and science with the future generation. She uses her voice to represent and advocate for the underrepresented students in the classroom or in college. Her current focus is making science accessible and relatable through projects like ‘Chemists in the Kitchen’ with the National Academy of Sciences, ‘Drawing with Dr. Daisy' with the Museum of the Earth in Ithaca, NY, and ‘REAL Chem’ with Arizona State University and Carnegie Mellon University. Daisy wants to open doors to those behind her so their career journey is more attainable and welcoming.

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Q. Can you briefly share your journey into STEM and what led you to pursue it?

A. I had the opportunity to attend a STEM camp in 7th grade. There was a class called Mystery Powders where we had an unknown white powder that we had to identify using different chemical tests. This really interested me because it was like solving a puzzle. The 2nd important event was in college, after a class presentation. My professor approached me after class and told me I had a good way of explaining chemistry to my classmates and if I ever thought of becoming a professor.

It was that moment that I knew I wanted to be a professor and communicate chemistry to others. 6 years after that interaction, I became an Assistant Professor in Chemistry at a small private undergraduate institution.

Q. What role does mentorship and networking play in your career, and how have they impacted your professional development?

A. Mentorship and networking play an important part in my career as a BIPOC woman in chemistry. I did not meet my first Latina chemist until I was 27 years old. I do not want this experience to happen to any other young BIPOC person. This is the reason I mentor young BIPOC scientists in all stages of their career. Networking allows me to use my connections to help the young scientists as they enter their field.

Opening doors for those behind them and keeping them open is very important to me.

@dr.daisyrosasv

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NAZIA SHARIEFF Nazia Sharieff is an IT professional with around 14 years of experience in the tech industry. She started her career with programming the oldschool way and is currently into Governance, Risk & Compliance. She has worked in a gamut of roles in ICT from software engineer to researcher to consultant across various sectors such as Energy and Utilities, Telecom, Education, Retail, Government and sports technology. She is the founder of MuslimWomeninSTEM a platform to support and inspire young Girls and Women into STEM. She is also a Career Coach and has coached

several

Professional

Women

from

diverse backgrounds and experience- including undergrads, post-docs, rookies, mid-career & senior professionals. She had been a speaker and panelist at conferences, events, hosted by youthled organizations such as WeSTEM, TEENIX, SunnahCamp,

Muslim

Students

Association,

Global Student STEM Conferences and industry events such as MENA Cyber Security Virtual Conference and GCC Security Symposium. She recently received the GCC Security Symposium 2023-

Global

CISO

Award

and

had

been

nominated for HerRising Women in Tech/Product Award.l 2024.

@muslimwomeninstem

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Dr. Zanshé Thompson Zanshé Thompson, Ph.D. was born in Washington D.C., but primarily raised in St. Petersburg, FL. Early on, she developed a love for STEM and enjoys teaching STEM topics to the next generation of Black Scientists. It is Dr. Thompson’s belief that children avoid STEM fields because they are often first presented as being difficult and, honestly, boring. In 2020, she started a non-profit organization, STEMulation Station, Inc., that holds virtual science experiment-based workshops to teach children ages 6-18 scientific principles in new, fun, and exciting ways. Dr. Thompson graduated from a Dual-Degree Engineering Program, simultaneously earning Bachelor of Science degrees in both Chemistry and Chemical Engineering from Clark Atlanta University and North Carolina A&T State University, respectively.

She returned to North Carolina A&T to pursue graduate studies in bioengineering. She earned her Master of Science in Bioengineering in 2015 before returning to academia to earn her Doctor of Philosophy in 2022 in Biomedical Engineering from the University of South Carolina. During her doctoral studies, Dr. Thompson embraced her love of teaching STEM to young scientists. She was an adjunct professor of organic chemistry and biochemistry at Allen University. Currently, Dr. Thompson is a research fellow at the Johns Hopkins School of Medicine. Her research interests focus on normal and malignant hematopoiesis, myeloproliferative neoplasms, and clonal hematopoiesis with emphasis on cardiovascular disease. Dr. Thompson’s long-term

goals are to discover compounds and biomaterials for therapies while acting as a bridge between the medical field and the African American community; A community that often harbors distrust for a healthcare system that it does not feel protected by or represented within. In her spare time, Dr. Thompson also participates in many service and mentorship events with the various organizations where she holds membership. Dr. Thompson is a proud member of Delta Sigma Theta Sorority, Inc., Top Ladies of Distinction, the Society of Women Engineers, the National Society of Black Engineers, and the American Society of Hematology. Since its inception in 2020, Dr. Thompson has also enjoyed running a book and wine club, Words and Wines, that focuses on books written by black authors and disseminating wine pairing advice from black sommeliers.

Q. Can you briefly share your journey into STEM and what led you to pursue it?

A. My journey into STEM began at a very young age. I always wanted to be a scientist, however, in fourth grade I decided that I wanted to be an anesthesiologist. I’d read about medical careers and decided that helping patients avoid feeling pain was the career for me. However, during a postbaccalaureate program, I was able to shadow a physician during surgery and office hours. While the surgeries spoke to my aptitude for problem solving, the appointments left me emotionally wary. I had issues detaching from my patients’ personal stories and I struggled with what I viewed as the limitations of the field. I would frequently question: “why are we using this type of suture?”, “Couldn’t we make a natural polymer mesh to reduce tissue necrosis?”.

Ultimately, I was more interested in developing the science used to treat patients than administering the treatments. This interest drove me toward biomedical engineering.

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Q. What role does mentorship and networking play in your career, and how have they impacted your professional development?

A. Mentorship had played a dynamic role in the trajectory of my academic career. Following Undergrad, a mentor tried to convince me to stay on at North Carolina A&T as his graduate student in the department of chemical engineering. I was opposed because, at that time, I had no desire to attend graduate school and I didn’t love chemical engineering. I told him that if they had a biomedical engineering program, I might have considered it.

Five years later, my mentor reached out to me and informed me that NC A&T had a new, well-funded, Bioengineering program. He submitted my letter of recommendation within 24 hours. Moving forward, I was recruited to the laboratory where I completed my doctoral work, as well as my current postdoctoral position, without applying. Both principal investigators had heard about me and my work through their professional networks.

Q. What advice would you give to young people who are considering a career in STEM? A. Go for it! STEM has a role in almost every other field. It is the wave of the future. If you can conceive it, you can achieve it through STEM. I tell all young people, even if you feel like you don’t like math, even if you think it will be difficult, you will never regret trying. In my opinion, the STEM fields teach you how to approach problems from a problem solving prospective. You can never have too many problem solving skills under your belt.

Q. Can you describe a project or accomplishment in your STEM career that you are particularly proud of, and explain why it stands out to you?

A. I am especially proud of my work in Clonal Hematopoiesis and cardiovascular disease. I have been working in hematopoiesis for some time, however I recently became more interested in clonal hematopoiesis and its downstream effects. On some level, I’ve always been interested in cardiovascular disease because of its disproportionate prevalence in the African American community, however, I had never considered that mutations in hematopoietic stem cells could have such profound effects on the risk factors associated with atherosclerosis, myocardial infarction, and stroke. Since I initiated my project investigating the role of HMGA1 chromatin regulators in inflammation and atherogenesis in Tet2 mutant clonal hematopoiesis, I have been awarded two postdoctoral fellowships, multiple travel and abstract achievement awards, and will be doing an oral presentation of this work at the American Society of Hematology Annual Meeting in December 2024.

@engineering_diva

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Kristen Wells-Collins is a visionary entrepreneur and founder of Black to the Lab, a groundbreaking initiative aimed at inspiring and empowering young girls to explore the world of science, technology, engineering, and math (STEM). With a strong belief in the transformative power of education and representation, Kristen has dedicated herself to bridging the gender and racial gaps in the STEM fields. By combining play and learning, Black to the Lab provides girls with educational STEM toys and resources that spark curiosity, nurture critical thinking skills, and inspire them to pursue STEM careers. Born and raised in Beaumont, Texas, Kristen's journey began with her pursuit of higher education at Prairie View A&M University. There, she earned her Bachelor of Science degree in Chemistry with a Biomedical concentration in 2015, followed by a Masters in Community Development in 2018. It was during her academic journey that Kristen discovered her passion for both science and community engagement, setting the stage for her remarkable career. Kristen is an active advocate in her community and a proud member of Delta Sigma Theta Sorority, Inc, where she serves in various leadership roles and became the inaugural winner of the Delta Red Tank Pitch Competition, which springboard her efforts in STEM education. Kristen's transformative work has garnered widespread recognition and support. She has been honored as a recipient of numerous awards and distinctions, including the Building Women for the Future Pitch Contest 1st Place Winner and the Delta Red Tank Pitch Contest 1st Place Winner.

Furthermore, she has participated in esteemed programs such as the Truist ScaleUp Initiative and the Amazon Black Business Accelerator, which have provided her with invaluable resources and networking opportunities. In addition to her entrepreneurial endeavors, Kristen has developed a STEM and cosmetic chemistry curriculum as well as a cosmetic chemistry activity kit through Black to the Lab. These innovative resources further enrich the educational experiences of young girls, fostering a deeper understanding of STEM concepts and encouraging creativity in the sciences. Kristen Collins is a true changemaker, utilizing her passion, expertise, and entrepreneurial spirit to reshape the landscape of STEM education. Through Black to the Lab, she is empowering the next generation of girls to fearlessly embrace their potential and pursue limitless possibilities in the world of science and technology. Her unwavering dedication to creating positive change serves as an inspiration to all, showcasing the transformative power of passion, purpose, and unwavering determination. @blacktothelab

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@kris_thedaughter

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5 GUMMY BEAR STEM CHALLENGES

5 Gummy Bear STEM Challenges

By Smart Chick

5 STEM Engineering Challenges using gummy bears!

The following challenges are included in this bundle: Gummy Bear Balance Gummy Bear Lift Up Gummy Bear Catapult Gummy Bear Structure Gummy Bear Rescue

Gummy Bear Balance - STEM Engineering Challenge Are you looking for a great STEM challenge to do with gummy bears?

Can your team balance different amounts of gummy bears with different classroom items?

Gummy Bear Balance Challenge Materials Needed: (per team) Bag of gummy bears Block or thick hardback book Ruler or yardstick Plastic cup to hold gummy bears (optional) Assorted classroom items STEM Challenges are a way to get your kids thinking and building at the same time! These challenges use minimal materials and can be used as a way to improve your students’ communication and building skills in individual and team challenges. There are really fun, but challenging projects.

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Getting the different numbers of gummy bears to balance with classroom items can be a challenge! We do this the first month of school and do this challenge in teams! It is always fun to bring a connection of unusual topics and STEM engineering challenges inside the classroom! The kids can learn a lot about engineering through these hands-on learning and experiences!

Gummy Bear Lift Up Challenge Materials Needed: (per group) straws (15 total) yarn or string small plastic cup scissors and masking tape 1 bag of gummy bears STEM Challenges are a way to get your kids thinking and building at the same time! These challenges use minimal materials and can be used as a way to improve your students’ communication and building skills in individual and team challenges.

There are really fun, but challenging projects.

Getting the highest numbers of gummy bears to be lifted into the air can be a challenge! We do this the first month of school and do this challenge in teams! It is always fun to bring a connection of unusual topics and STEM engineering challenges inside the classroom! The kids can learn a lot about engineering through these hands-on learning and experiences!

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Gummy Bear Catapult Challenge Materials Needed: (per classroom) - craft sticks (thin, thick, or both) - rubber bands - plastic spoons - gummy bears - tape and scissors - ruler or tape measure STEM Challenges are a way to get your kids thinking and building at the same time! These challenges use minimal materials and can be used as a way to improve your students’ communication and building skills in individual and team challenges. There are really fun, but challenging projects. Getting the gummy bears fly the farthest distance using the catapult can be a challenge! We do this the first month of school and do this challenge in teams! It is always fun to bring a connection of unusual topics and STEM engineering challenges inside the classroom! The kids can learn a lot about engineering through these hands-on learning and experiences!

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Gummy Bear Structure Challenge Materials Needed: (per group) 1 bag of gummy bears 1 box of round toothpicks ruler or tape measure

STEM Challenges are a way to get your kids thinking and building at the same time!

These challenges use minimal materials and can be used as a way to improve your students’ communication and building skills in individual and team challenges. There are really fun, but challenging projects. Getting the tallest free-standing structure of gummy bears and toothpicks can be a challenge! We do this the first month of school and do this challenge in teams! It is always fun to bring a connection of unusual topics and STEM engineering challenges inside the classroom! The kids can learn a lot about engineering through these hands-on learning and experiences!

For More Smart Chick Resources: Smart Chick Teaching Resources http://smartchickteacher.wordpress.com http://growingastemclassroom.blogspot.com

https://www.teacherspayteachers.com/ store/smart-chick

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Gummy Bear Rescue Challenge Materials Needed: (per pair or team) - bulletin board paper (any color) - 1 bag (or cup) of gummy bears - masking tape - scissors STEM Challenges are a way to get your kids thinking and building at the same time! These challenges use minimal materials and can be used as a way to improve your students’ communication and building skills in individual and team challenges. There are really fun, but challenging projects.

Getting the most gummy bears as possible from a distance of 6 feet away can be a challenge! We do this the first month of school and do this challenge in teams! It is always fun to bring a connection of unusual topics and STEM engineering challenges inside the classroom! The kids can learn a lot about engineering through these hands-on learning and experiences!

About the Author Tracey Graham Founder of Smart Chick

Tracey Graham has dedicated 28 years to teaching in a large, urban public school district, having worked in five different schools throughout her career. She has a passion for education that shines through in her roles; for seven years, she taught a self-contained, multi-aged gifted class. Prior to this, she taught regular education students in the 4th and 5th grades. Currently, Tracey is at a wonderful STEM school where she continues to teach 4th and 5th graders. She embraces the STEM philosophy, which she believes is fostering problem-solving skills and critical thinking among her students. Tracey feels incredibly fortunate to work with such amazing students, both past and present.

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