This Impact Essay is the story of one person, made up of the narratives of many.
She stood confidently before the interview panel, her voice steady as she explained her groundbreaking research. Intrigued, the panel asked, “What sparked your interest in STEM?” As the panel patiently waited for the answer, her mind drifted back to the journey that ignited her love for STEM.
She remembered sitting at a table, crayons in hand, having been made to attend what her parents called a “Women in STEM Storytime”. A girl in a green shirt read the picture book Mae Among the Stars, teaching her about Mae Jemison, the first Black woman to explore space. Until then, she hadn’t even known what STEM was—it was just a word she’d heard when her parents would talk about work. But then, her eyes lit up as she spotted a group of girls working on a robot in the middle of the room. They began to show how the robot works, eating up and shooting an orange note. When it was finally her turn to feed the orange ring into the robot they were working on, she couldn’t stop smiling—it was the coolest thing she’d ever done. She didn’t know it then, but that moment opened her eyes to a world she hadn’t known existed, one where she could explore like Mae.
That curiosity grew with her, but her parents couldn’t find her any opportunities to foster her passion. As third grade ended, her teacher mentioned the district’s summer camp, SOAR (Student Opportunities for Academics and Recreation), where Team 1403 hosts a week-long robotics camp. There, she was introduced to LEGO SPIKE robots, finally having the ability to learn more about robotics. A girl in the now familiar green shirt patiently guided her through the basics, but frustration set in as the robot refused to move in a square. Seeing her disappointment, her mentor calmly broke the task down step by step. By the third day, something clicked. She began coding on her own, carefully arranging the colored blocks to make the robot move correctly. When she ran the program and watched the robot complete the challenge perfectly, she couldn’t help but grin, a rush of triumph flooding her. By the end of the week, she was testing her code independently, proudly asking her mentor to watch as her robot completed the tasks. Her week at SOAR not only solidified her love for STEM but also showed her that with empowering mentorship, she could achieve things she thought were impossible.
She grew to love robotics over that summer and yearned for more STEM opportunities. At the Bridgewater Balaji Temple, a place she regularly visited with her family, she saw a colorful flyer: Robotics Classes with Team 1403. Over six sessions, she learned advanced engineering concepts and dove into creative challenges like designing a prosthetic arm using LEGO SPIKE. Her favorite project was building a helicopter with her peers, their excitement growing as intricate rotors were added. The classes encouraged her to think outside the box, sparking her creativity and confidence. For her and the kids she met from 10 different school districts, STEM had become part of their community: a place where they could explore her passion alongside friends, both old and new.
After graduating from the Bridgewater Temple robotics classes, she craved more. When she heard about the FLL team at the Upper Middle School, she jumped at the chance. Walking into her first meeting, she was thrilled to see mentors in the familiar green shirts, now with names and faces she recognized. The mentors guided her team through the season, teaching them to navigate the season’s missions while emphasizing core values like Gracious Professionalism. They practiced presentations endlessly, growing their confidence until her team won second place at States. But it wasn’t just about winning, her mentors taught her to persevere, collaborate, and believe in herself; all skills that proved beneficial in her adult life.
During FLL, the mentors invited her team to the Montgomery District event. She was amazed to see a rainbow of differently colored shirts, the green blending in with the rest. She spotted robots like the one that had sparked her passion at the Storytime, now competing on a field the size of a basketball court! Then it hit her: this was the community she wanted to be a part of; this was where she belonged.
When she entered high school, she immediately joined Team 1403’s CNC subteam, eager to dive into manufacturing parts. She helped machine parts for FRC Teams 714 and 8630, finding it gratifying to contribute to their success. Through it all, she realized how far she had come, she now represented the people wearing the green shirts and was in a position to help other teams.
Later, she had the opportunity to run the team’s Inventor Kickoff presentation. She guided students and mentors through Autodesk Inventor, helping them navigate the software and complete self-guided packets. As she walked around, she couldn’t help but smile as she spotted friends she had made during the Bridgewater Temple classes, now representing other FRC teams and making their own impact in the FIRST community. Helping the attendees, she noticed a mentor who had never used CAD before, there to learn skills to help his team succeed. Seeing his determination and progress reminded her of the importance of these workshops. The resources they provided weren’t only for other team members, but also for mentors.
After being inspired by all the outreach events that had shaped her journey, she decided it was her turn to give back. With a passion for both art and machining, she helped start the Library DIY events, where children were able to assemble and paint wooden puzzles that she manufactured using the laser machine. She loved how the kids called for her, the girl in the green shirt, to watch as they painted their puzzles and played with dancing SPIKE robots, reminding her of the same curiosity that sparked in her at the Storytimes.
She noticed kids began asking questions and making connections to the real world. One child turned to her and said, “When my mom and dad said robots were fun, I didn’t think so, but now I get it!” That moment stuck with her; showing that these events were about showing kids that STEM isn’t just a desk job—it is creativity and innovation.
Her passion for outreach didn’t stop there. She became involved with The Compass Alliance (TCA), an international coalition that Team 1403 co-founded, aimed at making FIRST resources more accessible to all teams. While completing the TCA worksheets, she realized how challenging they were. The worksheets were designed to guide new teams and mentors through FRC procedures, but without clear examples, they felt overwhelming. Determined to help, she worked with other members to fill out the worksheets using 1403 as a model. The audio-visual subteam filmed instructive reels using the completed worksheets and posted them on the 1403 Instagram. She witnessed the reels bringing the worksheets to life, making them more approachable for teams. For her, TCA was more than just an initiative—it was a way to pay forward the mentorship that had shaped her journey, ensuring that the next generation of FIRST participants had the tools they needed to succeed.
Her outreach aspirations grew as she connected with the Shrimad Rajchandra Education Center (SREC), a school in India that educates children in rural villages. Since she was young, she had admired the school’s mission to help the underprivileged and wanted to help improve their engineering education. She worked with 1403’s electrical subteam to create educational presentations and videos demonstrating how to wire and use 4 different sensors, which were then shared with the school. She felt a sense of purpose and pride knowing that the resources she made would help students around the world get new opportunities.
She also became involved with Astrobraries, an initiative started by a senior on the team that partnered with local libraries to introduce children to STEM by donating space-themed books. As the senior neared graduation, she began taking on a larger leadership role, ensuring the program continued to thrive. At her second event, she stepped up, introducing families to the books being donated, and getting enough donations to give 40 books to underprivileged schools in India. She was inspired to do this after a visit to her grandmother’s house, seeing firsthand how many children lacked access to the opportunities she had. Seeing their eagerness to learn reminded her that impact was more than just teaching STEM; it was about breaking barriers and creating opportunities for everyone. Through Astrobraries and the collaboration with SREC, she realized that impact could extend far beyond Montgomery, reaching communities like her grandmother’s and inspiring the next generation to dream big.
As her head mentor, Mr. Leicht’s, retirement approached, she became involved in honoring his legacy. After 25 years of dedication to the FIRST community, she wanted to celebrate his impact on the team and the FIRST community. Team 1403 established the Leicht Family Scholarship, a way to recognize 4 graduating seniors who embodied each of the values he had instilled in the team: Family, Dedication, Quality, and Impact. The Leicht Family Scholarship wasn’t just about recognizing achievement; it was about giving the students a chance to dream big, work hard, and pay it forward, just like Mr. Leicht had.
She opens her eyes and finds herself standing back in front of the panel. What had started as just another Tuesday at the library had, in fact, set her on a journey that changed her life forever. She stood taller before the panel, knowing that she was armed with the skills and vision to shape the future of STEM and inspire those who dared to dream.
Essay created by Team 1403 and Deepseek