AEOP’s Gains in the Education of Mathematics and Science (GEMS) program brings together students, mentors, and educators to explore STEM in hands-on, collaborative ways. In this blog, high school students Isabella Lugo Frasqueri and Amy Claudio, college student Zainob Adeyemi, high school teacher Ivy Williams, and drone technology expert Roger Maxim Pecina shared how GEMS has shaped their experiences as learners, leaders, and mentors.

Q: Can you share a bit about yourself and how you first got involved with AEOP?

Isabella Lugo Frasqueri is a 16-year-old high school student at Aberdeen High School for the Science and Math Academy and a military child of a retiree. She is involved with the Harford County Public Library, UProoted Chesapeake Youth Committee, as well as her school’s National Art Honor Society, Student Government Association, Black Student Union, National Honor Society, Spanish National Honor Society, and Chemistry Club. She aspires to be a mechanical engineer after first getting involved with AEOP as a fifth grader, attending a GEMS camp while her dad was stationed in Alabama. Since then, she has returned to the camp every summer and eventually became a Near-Peer Mentor (NPM). 

Amy Claudio is a senior at Eastern Technical High School in Baltimore, Maryland, where she studies in the engineering magnet program. She joined AEOP for the first time this summer as an NPM.

Roger Maxim Pecina is the CEO and co-founder of eve Vehicles Corporation, where he focuses on advanced drone technology for public safety, commercial applications, and defense innovation. He has shared his drones with GEMS students since summer 2023.

Zainob Adeyemi is a junior at Pennsylvania State University majoring in Computer Science with a minor in Engineering Leadership. She first participated in GEMS as a high school student and later returned as an NPM.

Ivy Williams, based in Leander, Texas, teaches high school engineering at Austin High School. With a master’s degree in education from Johns Hopkins University and a career spanning more than a decade, she has supported STEM students in both Maryland and Texas. Ivy first connected with AEOP through GEMS at Aberdeen Proving Ground and now works with the program at the Pickle Research Institute in Austin.

Q: Why did you choose GEMS?

Isabella chose to be a GEMS NPM because of her experience as a GEMS student. She looks up to all who are involved in the camps and applied to be an NPM as soon as she could! GEMS allows her to continue to develop her love of STEM and share that passion with others. “It was also interesting to see the other side of the military,” she said. “I only had the perspective of being a military child; it was cool to see what other types of jobs are available.”

For Amy, GEMS was a way to serve her community and deepen her own learning. “It gave me the chance to meet and work with passionate people while building my own knowledge in STEM.” (Amy working on a STEM project, left.)

Ivy was drawn by the opportunity to engage with motivated students. “I said yes to GEMS because of the amazing staff, well-selected student candidates, and excellent facilities at Pickle Research Campus,” said Ivy. “Summer is always long, and this gives me the chance to be active and give back while doing hands-on engineering, which I love.”

Roger strongly believes in inspiring the next generation of STEM leaders, and drone literacy is a great way to educate students on what they mean for America’s future in autonomous systems. AEOP offered a perfect bridge to share what his company is building with students and show them real-world applications, such as how drones can support search-and-rescue, wildfire monitoring, and emergency response. (eve Vehicles Corporation’s drones, right.)

For Zainob, returning to GEMS was about giving back and helping others. “I wanted to share my expertise and support students who were once in the same position as me.”

Q: What has been your favorite part of being a Student, Near-Peer Mentor, or Teacher in GEMS?

“The most interesting project I ever had was a GEMS camp about forensics,” shares Isabella. “It taught us skills that led up to us completing a mock crime scene.” She has fond memories of being a student participant, where by the end of the week she always felt like a part of a group: “One of my favorite memories as a GEMS student was playing a game of ‘mafia’ during a warmup… I’ve never forgotten how to play, and I teach it to almost everyone I meet now. As an NPM, being allowed to give input on the execution of the lessons or being able to make the experiments more efficient and engaging was very rewarding, and I will never forget it.” (Isabella as a GEMS NPM, left.)

Zainob highlights teamwork: “Working alongside other mentors created a positive, fun environment that transformed the experience for students.”

Ivy enjoys seeing students take ownership of their learning. “I love that GEMS is interactive and collaborative,” she said. “Students grow so much in just one week, especially learning how to work in teams to achieve goals they’ve set for themselves.”

For Amy, it was the sense of connection: “My favorite part was meeting so many wonderful people!”

For Roger, a favorite memory is when a group of students programmed a simple autonomous flight and were amazed to see the drone follow their commands without manual control. “The excitement and pride on their faces captured exactly why programs like GEMS are so important,” he shared. (Students using eve Vehicles Corporation’s drones, right.)

Q: How has GEMS impacted you personally or professionally?

For Isabella, GEMS helped her academically by pointing her in the direction of STEM, a field she is studying today; “I’m currently a lab aide at my school, taking things I learned over the summer into the classroom,” she shared. Being an NPM was her first job and provided valuable professional experience, as well as allowed her to learn about job opportunities.

Zainob discovered a new side of herself. “I realized how much I enjoy teaching and mentoring, which opened a new career path I hadn’t considered before,” she shared. “Academically, it’s set me apart from my peers by giving me the chance to develop both technical and communications skills, all while helping inspire future STEM leaders.”

Ivy sees GEMS as professional development: “It introduced me to new teaching techniques and tools that I now use in my classroom.”

Amy gained confidence and leadership skills. “It taught me to lean on others, ask for help, and believe in my own abilities,” she said. “It also gave me valuable connections with teachers and Army researchers and scientists who have helped me grow so much over the summer!” (Amy at a STEM event, left.)

Roger shares that “working with GEMS has deepened my ability to explain complex technical ideas in accessible ways, which has helped me as both a leader and an innovator. Personally, it’s rewarding to see students who may never have considered STEM as a career begin to see themselves as engineers, scientists, and inventors.”

Q: What advice would you give to someone considering GEMS or another AEOP program?

Isabella: “There are not many opportunities like this! It’s a low pressure and safe way to learn about science without fear of failure.”

Zainob: “Make the experience your own. Step outside your comfort zone—it’s the best way to grow. And have fun!”

Ivy: “Be excited to spend time with students, be willing to experiment, accept failure, and share what you know. Learning is part of the process.” (Ivy’s students, right.)

Amy: “Keep an open mind. Even if you don’t think you’re ‘good’ at a topic, there’s always something valuable to learn.”

Roger: “Be curious, ask lots of questions, and don’t be afraid to try new things.”

To learn more about GEMS, click here.