Project STEAMex promotes innovative education through the implantation of STEAM-based programs in our region. Through the opening of multidisciplinary teams participating in FIRST Robotics programs, students are able to learn STEAM (Science, Technology, Education, Arts/Administration/Altruism, Mathematics) skills, as well as promote to their communities (including diverse stakeholders) the importance of supporting SDG goals to improve our society. Teams participate in different kinds of activities, thereby also working in developing SDG-based projects to help our community. By making robotics accessible to everyone and by motivating our youth through STEAM education, we strive to develop global-visioned, socially conscious, world citizens.

Our methodology is focused upon setting an innovative learning experience through a methodology that entails a sustainable project development and a growing opportunity for participating and related stakeholders. Activities are held within annual season periods that are comprised under three stages. During the months of June and July a pre-season is held where the work plan is set and material is updated for the season to come. The season starts in August and lasts until mid-April, where the work plan is implemented and activities are carried out. Members are trained based on their working area of choice (Engineering or Business), as well as prepared in matters such as Project Development, SDGs, and leadership skills through a mentor-guided, innovative, student-centered model that enables kids to explore different career options and experience technical appliances of their learning process into a practical product (being a robot, a Business Plan, managing a project, etc.). Competitions are held from the month of November to early April depending the category, through which students are or were already in the process of preparing for such. Post-season is held on late-April and May to review the compliance of season objectives, give feedback, and review resource inventories.

Project STEAMex aims to fully work in capacity-building and technology transfer. The latter applies as mentors work with students to transfer technical and skilled knowledge for them to carry on team activities where they must apply what they have learned (for example building a robot or writing a Business Plan). Furthermore, some of the projects we work with our community (and internationally) involve our students sharing their skills. These projects being such as the implementation of workshops, the opening of new teams, or the creation of STEAM programs, all through which adults and members can act as mentors and facilitators. This ultimately creates a chain where mentors transfer their knowledge to students, which they can later transfer to other students to multiply the outreach of STEAM education. Additionally, members, in their efforts of getting more sectors/stakeholders involved in the initiative, transfer their knowledge to governmental authorities and the private sector. As for capacity-building, this is a self-sustainable, exponentially-growing initiative. As students learn the necessary skills and knowledge for them to carry out their products (being a robot, a business plan, or a project), season after season, graduating students pass on to become mentors that support upcoming generations with their learning process and adding on with their previous experience as team members. This will increase the number of people involved in the teams and thus multiply our capacity to make an impact with the initiative.

Three coordination mechanisms are set in Project STEAMex. The first is regarding the Leadership Board, which is comprised by adult volunteers that act as coaches and mentors for the teams and STEAM education programs. This is coordinated through a semi-centralized, specialized, nuclear-circular structure leaded by a Project Director/Head Coach, assisted by an Alternate Head Coach, and complemented along Area Coaches and Mentors. The second mechanism is coordinated along the community where the program is being implemented, in which local authorities are invited and consulted for Board activities and decision-making procedures. The third coordination mechanism works internally within the team structures, in which students organize into different working areas to carry different tasks and activities. These responsabilities are assigned by roles set in accordance to the program they participate in, with the support and guidance of the Leadership Board as facilitators.

Project STEAMex, FRC STEAMex 6832, FTC Huaztech 13653, STEAM 4 All teams