Juanita Richardson: Can you share the story behind the inception of Team STEAM? What motivated you to focus on STEAM (science, technology, engineering, arts, and math) learning tools for children?

Keerthi Vijay: Team STEAM started in 2020, during the COVID-19 pandemic, to ensure that students had access to STEAM and extracurricular opportunities during quarantine and remote learning. Team STEAM was a way for students to have hands-on and interactive enrichment programming despite being confined to the walls of their homes. It also provided high schoolers eager to serve their communities with volunteering opportunities amidst a pandemic. Our initial goal of enabling students to have STEAM experiences has continued, as today we are committed to providing educational equity to all students. 

My focus on STEAM stemmed from my personal experiences. Growing up, some of my fondest memories are the afternoons I spent in robotics, mad science, or art club. Therefore, my own personal experience and passion for STEAM were large motivators for my decision to focus on STEAM learning tools. Additionally, my awareness of the importance of STEAM and its versatility solidified the need for more free STEAM opportunities for students.

Richardson: How does your work align with the current needs in STEAM education for children?

Vijay: Today, the American education system exhibits significant disparity; certain districts and schools are better funded than others. With such inequality, significant educational and experiential gaps emerge among students of the same age. Promoting STEAM equity to all, Team STEAM works to ensure that all students, regardless of income, have the chance to experience STEAM. At the forefront of careers, STEAM is essential to the growth and development of students, and it allows them to all be enfranchised and productive for the future.

Additionally, STEAM in classrooms is generally discussed in the abstract. There is a focus on scientific concepts, solving problems, and engineering procedures, yet young students need more tactile and interactive opportunities. However, Team STEAM allows students to create and build physical models and implement the theoretical concepts they learn in real life. With the ability to provide intensive instructional support through a robust team of high school volunteers and having the necessary materials, Team STEAM is the perfect program to allow students’ dreams to come to life. 

Richardson: Could you describe the STEAM learning tools your company has developed? What age groups are they designed for?

Vijay: Using the 3DuxDesign architectural modeling kit, which entails cardboard pieces of various shapes and sizes and different plastic connectors, Team STEAM has developed a unique curriculum that aligns with standards. The curriculum includes comprehensive lesson plans with slideshows and supporting materials—templates, worksheets, and videos. The lessons primarily engage students ages 5–10. However, the complexity of certain lessons varies, thus altering the intended audience. 

Moreover, Team STEAM works to help high school students in various localities start their own chapter and provides marketing materials, curriculum, training materials, and email guides/templates to support their endeavors.

Richardson: How does your company engage with educators, schools, and communities to promote STEAM education?

Vijay: Team STEAM is very involved with the community and interacts with many stakeholders. Team STEAM engages with local educators to review lesson plans, working to supplement classroom skills and topics. Furthermore, we are working with educators to fine-tune lesson plans’ layout and content to ensure they align with various educational standards. Educators have also been essential to Team STEAM’s focus on enfranchising students with special needs into enrichment programs. Working with special needs professionals, high school students receive training and insights into how to alter and modify lessons to fit the needs of various students. 

Schools were essential, especially during the early stages of the program. The Team STEAM program was promoted through school newsletters, and the virtual program grew. Beyond schools, Team STEAM is very involved with the local community, including libraries, community centers, local events, and farmers markets. Team STEAM hosts free introductory engineering sessions in these locations for local students and their families to enjoy. 

Richardson: Do you have any programs or initiatives aimed at underserved communities to ensure equitable access to STEAM learning resources?

Vijay: Team STEAM, through expansion efforts, is working to make STEAM possible for every student everywhere. Team STEAM works with numerous communities to ensure that all students, in particular, have access to STEAM learning opportunities. For example, in Bridgeport, Connecticut, Team STEAM works with students at the McGivney Community Center, ensuring they can access STEAM activities. Furthermore, working with groups such as the Triangle Community Center, which is a safe space for students who are part of the LGBT+ community, and Girl Scouts, ensures that no group is disenfranchised or marginalized from experiencing STEAM.

Richardson: What have been the biggest challenges in developing and marketing Team STEAM learning tools for children?

Vijay: I think a challenge with lesson creation is that classrooms are dynamic, and one can never perfectly predict the outcome of a lesson. We have often created lessons that, in theory, are very fun, simple, and engaging. However, the spontaneous nature of the classroom might not be suitable for the lesson. Therefore, we constantly tweak our lessons based on real-life feedback and experiences. While this is an ongoing and intensive process, it ultimately creates more robust and more versatile lessons for our students.

Regarding marketing, the biggest challenge has been getting sponsors for the program. To continue providing our program for free in underserved communities, Team STEAM requires funding to provide materials for such centers. Team STEAM’s reach is only so far without a constant revenue stream and donors. So far, Team STEAM has only been able to work with local businesses for one-time donations, but in the future, Team STEAM hopes to have larger corporate donors who can provide regular donations to expand the program into more underserved communities. 

Richardson: Where do you see Team STEAM in 5 years? Are there any exciting developments in the pipeline?

Vijay: In 5 years, I hope to see Team STEAM in every state in America. I hope Team STEAM can be a program recognized by high schools around the country and a platform empowering students to become entrepreneurs. I hope Team STEAM can inspire a new generation of learners excited about STEAM careers. 

As of now, I am eager to hear about the work that Team STEAM leaders Jackson Lawrence and Preethi Vijay are doing regarding scientific studies. To see the effectiveness and impact of Team STEAM on educational performance and social-emotional skills, they are conducting a survey with various trial groups and guidance from industry professionals. I think this study will validate the work of Team STEAM and show other high schoolers how the program can serve as a gateway to other possibilities. For Jackson and Preethi, Team STEAM not only acted as a service opportunity, but was also a launchpad for them to foster their own passions.

Richardson: Is there anything else you would like to share?

Vijay: What sets Team STEAM apart from other high school teaching programs is that it provides for the community, but it also always allows high school students to forge their passions and interests along the way. As a high school student engrossed in Team STEAM, I quickly fell in love with the operational aspect of the program and worked to grow the program through marketing efforts and fundraising. Moreover, I developed a passion for social impact through working with various inner-city community centers. Today at NYU Stern School of Business, I am pursuing a business major with a concentration in sustainable business and finance, two interests I developed through Team STEAM.