My Practicum Observation and Analysis project centered on my work as a STEM instructor with Lavner Education, a summer program that delivers technology-focused camps for students ranging from elementary to middle school. The work took place at the Bryn Mawr School in Baltimore, where I collaborated with a rotating team of instructors, teaching assistants, and site directors. The goal of the program was to introduce students to robotics, coding, digital design, and other STEM disciplines through hands-on, project-based learning. My role was to help deliver this curriculum, support students as they navigated new concepts, and ensure that each camp week ran smoothly from both an instructional and logistical standpoint.
A typical day began with setting up the classroom, preparing laptops, robotics kits, or design materials depending on the camp theme. Once students arrived, I assisted with morning check-in and helped guide them through the days lessons. Some days involved teaching coding fundamentals using block-based programming, while others required assembling and troubleshooting robotics builds or helping students design digital art. Because each week featured a different camp, the tasks varied widely, and I often had to adapt quickly to new equipment or instructional materials. When issues arose, whether a robot refused to run a program or a laptop froze mid-project, I was responsible for diagnosing the problem and helping students stay engaged. The afternoons typically involved project work, demonstrations, and preparing for student showcases at the end of the week.
By performing hands-on work, I found myself constantly drawing on theoretical and scientific concepts I had learned in previous coursework, especially in engineering and problem-solving oriented classes. Concepts like systems thinking, iteration, and error analysis became essential tools when guiding students through robotics challenges or debugging code. For example, when a students robot failed to follow a programmed path, I encouraged them to break the problem into smaller components, test each part, and adjust variables systematically, an approach directly connected to engineering design principles emphasized in my academic work. This experience deepened my understanding of how theory translates into practice, especially in environments where learners are encountering STEM concepts for the first time. It also strengthened my ability to communicate complex ideas in accessible ways, a skill that is valuable in both academic and professional settings.
This practicum also increased my personal awareness in meaningful ways. I learned that I thrive in environments that blend technical problem-solving with mentorship and communication. Working with students revealed how much I enjoy helping others understand scientific ideas and how rewarding it is to watch someone gain confidence through hands-on exploration. I also recognized areas where I could have been better prepared, such as having more structured experience with youth pedagogy or additional exposure to certain programming platforms before the summer began. These realizations have influenced my academic planning at UMD, motivating me to pursue coursework and extracurricular opportunities that strengthen both my engineering foundation and my ability to teach, mentor, or communicate scientific concepts. Looking ahead, I am considering future internships that combine bioengineering with outreach or translational work, and I see this practicum as an early step in shaping a career that integrates technical expertise with human-centered impact.
Because the practicum required constant collaboration, I also gained insight into my role within a team. I often found myself acting as a stabilizing presence, someone who could step in to troubleshoot, reorganize a lesson on the fly, or support another instructor who was overwhelmed. This role felt familiar, as I tend to gravitate toward positions that require adaptability and calm problem-solving. At the same time, the experience pushed me to communicate more proactively and to coordinate more intentionally with my colleagues, especially during weeks when the camp schedule was fast-paced or unpredictable. Our teams ability to achieve its goals depended heavily on clear communication, shared responsibility, and flexibility, and I learned how to contribute to that dynamic more effectively.
Based on my experience, I would recommend this practicum opportunity to future SGC students. It offers a meaningful blend of scientific engagement, real-world problem-solving, and community impact, and it challenges students to apply their academic knowledge in dynamic, hands-on settings. It also provides valuable insight into how STEM education functions at the ground level and how scientific literacy can empower young learners. For students interested in engineering, teaching, communication, or any field that requires translating complex ideas for diverse audiences, this practicum provides both practical experience and personal growth.