My practicum experience took place at Lavner Education, where I spent ten weeks working as a STEM instructor and support staff member for a series of technology focused summer camps. I found this site through a combination of online research and conversations with peers who had previously worked in youth STEM programs. After identifying Lavner as a strong fit, I reached out directly to the site supervisor using the contact information listed on their hiring page, which led to an interview and eventual placement. Based on that process, the advice I would give to future SGC Scholars is to start early, cast a wide net, and not be afraid to initiate contact with supervisors. Many organizations are open to student involvement but do not advertise practicum‑specific roles, so taking the first step often makes the difference.
During my time at Lavner, my responsibilities evolved week by week as different camps rotated through the schedule. I assisted with onboarding and staff training, prepared classrooms and materials, reviewed curriculum modules, and taught or co‑taught camps ranging from robotics and coding to digital design. I supported students during hands‑on activities, troubleshot technical issues, and helped maintain a safe and engaging learning environment. Toward the end of the summer, I also contributed to end‑of‑season tasks such as inventory management and classroom breakdown. Although the work was fast‑paced and sometimes unpredictable, it gave me a comprehensive view of what it takes to run an educational program that blends science, technology, and creativity.
Scientifically, the experience deepened my understanding of how STEM concepts are translated for younger learners. Teaching robotics, circuitry, and coding required me to break down complex ideas into intuitive steps, which strengthened my own grasp of the material. I learned how to explain engineering principles in ways that were accurate but accessible, and I gained a better appreciation for the pedagogical side of science, how learning environments, pacing, and hands-on experimentation shape a students ability to absorb technical content. This reinforced the idea that transmitting science is just as important as generating it, because the next generation of scientists depends on early exposure and encouragement.
Beyond the scientific aspects, the practicum broadened my understanding of how science interacts with society. Working with families from different backgrounds showed me how access to STEM education varies widely, and how programs like these can help close gaps in exposure and confidence. I saw firsthand how technology skills empower students, not only academically but socially, by giving them tools to express themselves and solve problems creatively. This made the societal value of STEM education feel more concrete and personal.
The experience also influenced my academic and career plans. It reaffirmed my interest in bioengineering by reminding me how much I enjoy explaining scientific ideas and seeing them come alive through hands-on work. It also made me more intentional about seeking opportunities that combine technical problem-solving with mentorship or community engagement. At UMD, it encouraged me to pursue roles, such as my position as treasurer for the Society for Biomaterials, that allow me to contribute to rebuilding and strengthening STEM communities on campus. Looking ahead, the practicum reinforced my desire to pursue a career that blends engineering with real-world impact, potentially through clinical or translational work where communication, education, and human-centered thinking matter as much as technical expertise.
Overall, my practicum at Lavner Education was more than a summer job, it was a formative experience that connected science, teaching, and community in ways that shaped both my skills and my long-term goals. It also gave me a clearer sense of the kind of environments where I thrive, especially those that balance structure with creativity and allow space for mentorship. Working closely with students reminded me how powerful early scientific curiosity can be, and it reinforced my desire to contribute to fields where innovation directly improves peoples lives. The experience ultimately strengthened my confidence in pursuing bioengineering as a pathway that blends technical depth with meaningful human impact, and it encouraged me to continue seeking opportunities that challenge me to grow both as a scientist and as a communicator.