Four Stories of Growth
Behind every eMentor and student are families, teachers, and program partners who make these life-changing relationships possible. These stories highlight the power of encouragement, guidance, and connection.
1. How One eMentor Made STEM Personal for Logan
At Sand Creek International School in Colorado Springs, Logan, a gifted 8th grade student with a passion for coding and aerospace, thrived on challenge, but often felt disconnected in a classroom where students were assigned to STEAM rather than choosing it. Through TryEngineering Together, he was matched with Cheryl, an engineer and fellow Space Camp alum. Their connection was instant. In their letters, Logan asked big questions about coding, drones, and the future of STEM.
Cheryl responded with encouragement and real-world insight by sharing her work on high-altitude unmanned drones and what it takes to ensure flight safety. She validated Logan’s interests, reframed classroom challenges, and helped him stay curious even when the topic wasn’t his favorite. “It’s okay not to love every lesson,” she wrote, “but you never know when something weird connects to something brilliant, like biological computing.” Their exchanges covered everything from slime to solar panels, engineering failures to career dreams. When Logan shared his hope of becoming an aerospace engineer, Cheryl offered practical advice and reminded him that communication and collaboration are just as critical as technical skills. By year’s end, Logan’s confidence had grown, along with his ability to reflect and express ideas. “From weird ooze to robots,” he wrote, “I now have a deeper knowledge of it all—and a lot of the credit goes to the resources my eMentor shared with me.” Logan’s mentoring journey reflects the power of connection. The impact of this mentoring relationship went far beyond academics. He discovered the power of thoughtful communication, the value of curiosity, and the possibility of becoming the aerospace engineer he hopes to be.
Dear Cheryl,
I'll admit, it's a bit sad to be sending my final letter to you. I've enjoyed the interesting pieces of information about your life and your job, and I am even more inspired to follow a job around rocket science.
During my time in this class, I have learned a great deal about technology.
My favorite topic would probably be either rocket science or robotics. Robotics has always been an interest, so it could be a good career interest to fall back on if my pursuits of aerospace engineering do not go as planned.
These letters have inspired me to develop my knowledge of STEAM topics, and I am eternally grateful for that. Truly, thank you.
I hope your career continues to go well, and that you live a successful life. Thank you, and goodbye!
Sincerely,
Logan’s letters grew in length and depth
Early notes were short and formal, but by year’s end, Logan was writing multi-paragraph reflections filled with gratitude, curiosity, and career aspirations.
2. How Encouragement Turned Curiosity into Confidence
Johnny is a sixth-grade student who joined the TryEngineering Together program with excitement and a bit of uncertainty. “What if I don’t know what to say?” he asked, when told he’d be writing to a STEM professional. That nervousness quickly faded after his first exchange with Jeremy, an engineer who wrote warmly about his life, career, hobbies, and travels. Within a few weeks, Johnny was hooked, writing, “This is actually fun,” and describing it as “like getting to know a new friend.” Over the course of the year, Johnny and Jeremy exchanged thoughtful letters that went far beyond classroom assignments. When Johnny expressed interest in bridges, Jeremy shared real-world engineering advice that helped with a hands-on project. Later, when the class explored self-driving cars, Jeremy introduced Johnny to LIDAR and sent a link to learn more about Waymo. These insights sparked deeper curiosity and extended Johnny’s learning outside of school. Through their conversations, Johnny’s writing grew stronger and more confident. Early letters were short and hesitant, but soon he was analyzing STEM concepts, using vocabulary like “aerodynamics” and “sensors,” and drawing real-world connections. More importantly, Johnny grew as a communicator, eager to express his ideas, and proud of his progress.
Jeremy’s consistent encouragement made a lasting impression. Their exchanges included fun facts, technical explanations, and personal stories that helped Johnny feel seen and supported. One especially touching moment came after Jeremy described witnessing the northern lights. Johnny responded, “That must have been a great sight!” and shared his own family’s holiday traditions, deepening their connection on both a personal and cultural level. By the end of the year, Johnny began to imagine a future for himself in engineering, something he hadn’t considered before. In his final letter, he wrote, “It’s like I made another friend… I liked hearing about your career and interests… We both eagerly waited for our letters… It was great meeting and talking to you.” This mentoring relationship became more than an academic exercise, it became a foundation for growth, confidence, and vision.
Thank you for all your great ideas, the mouse trap car, fun facts about LIDAR, and Waymo! I loved the northern lights story and the waterfall! We both eagerly waited for our letters. It was great meeting and talking to you. Thank you for your letters!
This mentorship grew
from simple project exchanges into a rich relationship marked by trust, curiosity, and growth. Letters lengthened, vocabulary became more technical, and conversations deepened to include both STEM and personal experiences.
3. How Mentorship Turned Test Scores Into Triumph
At this rural tribal school, 24 eighth grade students participated in the TryEngineering Together eMentoring program as part of their general science class. For many, it was their first time with a new science teacher and their first experience with a virtual mentor. Mason, a vibrant student known for his love of music and sports, was initially skeptical of the program. His first letter to his eMentor, Tim, was bold and full of personal questions. Tim replied with honesty, photos of his two-story home and motorcycle, and stories from his own childhood. This built instant trust and curiosity.
Throughout the year, their letters grew into meaningful conversations about STEM topics like AI, 3D printing, sonar, and aerospace. Tim personalized each exchange to Mason’s interests and shared real world applications from his AI and machine learning experiences. Mason responded with updates on classroom projects, including an AI powered shoelace invention.
Even after Mason experienced personal trauma and missed school, he kept writing, sometimes only a few lines, showing how much the connection mattered. “It was great being able to talk to you about stuff and you being there for me,” he wrote. Tim’s steady encouragement and relatable storytelling provided both academic and emotional support. By the end of the year, Mason had advanced two full grade levels in Language Arts and Science.
Their story reflects the heart of TryEngineering Together: when students feel seen and supported, they thrive.
Mason’s State Test Results
Mason showed remarkable growth in Language Arts and Science on the NWEA MAPS assessment. His Language Arts score rose from 190 to 206, equivalent to two full grade levels—with noted strength in grammar and usage. In Science, he advanced from 209 to 226, outperforming national peers. While Reading and Math scores remained steady, these gains highlight the positive academic impact of his eMentoring experience.
The eMentors are another layer of support for students, working to build them up and increase their self-confidence.
It was great being able to talk to him about STEM and other science stuff.
In Science, Mason advanced from
209 to 226
Mason’s Language Arts score rose from
190 to 206
4. From Reluctant Replies to Real Connections
Brianna, a bright and confident seventh grader, entered the TryEngineering Together program excelling in high-level courses and fluent in digital tools. Although she had strong academic skills, she wasn’t yet drawn to STEM and felt unsure about being paired with a mentor so different from her.
Her eMentor, Dustin, a seasoned engineer, sent thoughtful letters filled with encouragement and STEM insights. Brianna responded with short, formal replies, just enough to meet the requirements. The connection hadn’t formed yet. Dustin adjusted. He shortened his letters, added photos, and stayed consistent and encouraging. Gradually, Brianna opened up. She asked about his life, and signed off as “Bri,” and began sharing her own goals, like becoming a pediatrician or OB/GYN, and reflections on design challenges like bridge building, 3D printing, and animal conservation.
Their correspondence deepened. What began as a task turned into a relationship. Dustin (eMentor) wrote 27 letters; Brianna (student) replied with 21. Before winter break, her letters averaged just over 100 words. After, they averaged 166, showing clear growth in both confidence and engagement. Briana’s letter length increased 60%. Through thoughtful mentorship and mutual persistence, Brianna’s journey shifted from reluctant participation to genuine connection. She not only deepened her interest in STEM but also found the confidence to express herself more fully. Her story reflects what’s possible when students feel heard, supported, and inspired to dream bigger.
The most inspiring moments in teaching come not from effortless success, but from watching struggling students tackle complex engineering design challenges—pushing past frustration, finding solutions, and ultimately outperforming those they once believed were smarter.
I used to think that only the smartest kids could succeed… but when I finally finished my design challenge, I realized that being smart isn’t about knowing everything—it’s about not quitting. And that made me feel unstoppable.
Brianna’s letter length increased
60%
