“If you can’t find good fit, look for a solution that makes a difference wherever it may be, like mentoring younger students, offering workshops or volunteering in your community.”
I have always been passionate about robotics and technology from a very young age. I love exploring new ideas and solving real-world problems through innovation. Whether it is leading STEM projects, mentoring younger students, or volunteering, I enjoy making an impact and constantly pushing myself to grow and inspire others.
1. What first sparked your interest in STEM, and how has that interest grown over time?
In grade 3 I was enrolled in a 3-day robotics workshop that started my fascination in STEM. What interested me in this was the fact that this was something I could see tangible being created from these simple components. The idea was like discovering a whole new world. From there, my interest increased. Then in grade 8, I enrolled in a 6-month C++ and Arduino course, which taught me a lot about programming and electronics. I have witnessed through independent projects and different competitions that technology can really solve real-world problems. This has fueled my passion for pursuing STEM. This has all been an organic journey, where each project I have taken on inspires me to look at other possibilities.
2. How do you balance your time between academics, extracurricular activities, and your outreach efforts in STEM?
Academics and extracurriculars have been all at once, balancing has been a challenge, but it reminded me of the importance of managing my time and prioritizing. I’ve gotten into a routine where I assign particular hours to each task and simply do them the next day. Of course, academics are a priority, but I do extracurriculars such as being in the F1 Club and heading up a First Lego League (FLL) team. I also volunteer with my school leading outreach efforts, and mentoring younger students. These aren’t just activities around time management, these are activities around being intentional about what I commit to and being intentional about giving 100 percent to everything that I do.
3. Can you describe one of the most impactful outreach projects you’ve led? How did it influence the community or the students you worked with?
Teaching computer science to blue-collar workers in Al Quoz through the Smart Life organization is one of the most impactful outreach projects I’ve led. Most were provided with very limited exposure to technological education; being able to bring people from such a background up to speed on the tools they’ve been left without has been incredibly rewarding. I volunteered to teach basic computer science for over 30 hours, and not only did they all leave with new knowledge, but it also shined a light on the possibilities of technology. It was so transformative seeing them more confident in using computers and it further solidified my belief that STEM education can change lives.
4. What challenges did you face while organizing STEM outreach activities, and how did you overcome them to ensure success?
The biggest challenge in actually running STEM outreach activities was coordinating schedules and getting students and external volunteers present. Since everyone’s time is limited I need to become really good with organizing to make sure they all go as smoothly as possible.
5. What advice would you give to other students who want to get involved in STEM outreach? How can they make a meaningful impact?
My advice to students wanting to do work in STEM outreach would be to ease in slowly and work on things that are interesting to them. If you can’t find a good fit, look for a solution that makes a difference wherever it may be, like mentoring younger students, offering workshops, or volunteering in your community. Consistency and collaboration are key to making a real impact. So you want to work with others, get feedback, and refine your approach over and over again. Also, at all times remember that STEM outreach means sharing knowledge and inspiring others, and always, stay enthusiastic, excited, and ready to help.
