Building confidence through code

“They let us play with that for an hour, and I just fell in love,” Coleman said. “I was so excited. They gave us block coding, and I was so invested. Then I immediately went to text. I was trying to learn all the syntax. I didn’t even know what syntax meant, I was just thrilled, and I was like, this is my thing.”

Now a sophomore computer engineering major in the Statler College of Engineering and Mineral Resources at West Virginia University, Coleman is turning that early spark into something bigger. She spends her summers as aWVU 4-H STEM Ambassador, teaching coding, robotics and hands-on lessons to students across West Virginia in 4-H camps — many of whom are experiencing technology in this way for the first time.

Growing up in Hedgesville, West Virginia, Coleman’s interest in STEM was shaped by both curiosity and opportunity. She joined the robotics team, competed in VEX Robotics and participated in SkillsUSA, even advancing to national competitions through an urban search and rescue robotics challenge.

“I loved competing,” Coleman said. “Urban search and rescue was my life for a while. We had to build robots that could go through obstacle courses, open mailboxes, and retrieve objects. It was just such a fun experience, and I absolutely loved it.”

When it came time to choose a major, Coleman wasn’t just thinking about what she liked, but she was thinking about what would keep her engaged long-term.

“I knew I wouldn’t be satisfied with just electrical engineering, because I love programming too much,” she said. “But I also didn’t want to only program. I wanted both.”

That’s what led her to computer engineering.

“It’s like a happy middle,” Coleman said. “I can program, but I can also build. If someone needs help with circuitry, I can do that. If they need someone to code, I can do that too. I didn’t want to limit myself.”

That same mindset carries into her work as a STEM Ambassador.

At WVU’s 4-H Code Camp, Coleman works alongside fellow ambassadors Jacob Huether, an aerospace engineering student, and Hope Wood, a robotics engineering student, to teach students how to use micro:bit microcontrollers through interactive, hands-on lessons. But before any coding begins, Coleman focuses on creating an environment that feels approachable and welcoming.

“We try to make it fun right away,” Coleman said. “We’ll show videos of robots dancing, just to get the pressure off. It’s not school. It’s not a test. This is just something you get to try.”

From there, students are guided through the basics before being given the freedom to explore.

“We’ll walk them through a lesson, and then we let them do whatever they want,” Coleman said. “And I think that’s what they really enjoy. They don’t feel stuck, they feel like they can actually create something.”

Sometimes, that freedom leads to unexpected results.

“One group programmed their devices to play Nyan Cat for an hour,” Coleman said. “And honestly, that was perfect. They were having fun, they were learning, and that’s all that matters.”

Outside of structured lessons, Coleman spends much of her time working one-on-one with students, helping them connect STEM concepts to their personal interests.

“A lot of times, they’ll say, ‘I don’t know what to make,’” she said. “So I’ll ask them what they like — games, music, stories — and we build something from that. It makes it feel less intimidating.”

Her goal is simple: confidence over perfection.

“Kids come in thinking, ‘I’m not good at math,’ or ‘I’ve never done this before,’” she said. “And I tell them, ‘That’s okay. You’re here to learn.’ You don’t have to be perfect. You just have to try.”

That perspective is shaped by her own experiences, and by the mentors who encouraged her early on. One of the most influential was an elementary school math specialist who changed how she viewed challenges.

“She told me, ‘Things are only as hard as you make them,’” Coleman said. “And she believed in me before I really believed in myself.”

Coleman saw in her a reflection of what was possible.

“She was like my real-life Katherine Johnson,” she said. “I remember thinking, I don’t know exactly what I want to do yet, but I want to be as happy as she is doing it.”

As a STEM Ambassador, her responsibilities go far beyond teaching a lesson. She works at camps and outreach events across the state, often spending entire days, and nights, mentoring students, supervising activities and building connections.

“It’s not just teaching,” Coleman said. “You’re with them all the time. You’re helping them, talking to them, making sure they’re okay. You become someone they can trust.”

Those relationships often lead to moments that stay with her long after camp ends. One student, in particular, stands out.

“He told me he didn’t have any friends there and that everyone was boring,” Coleman said. “He didn’t want to talk to anyone.”

Instead of pushing too hard, she made a simple goal.

“I told him, ‘Okay, I’ll be your first friend. And every day, I’m going to ask if you made another one,’” she said.

By the end of the week, everything had changed.

“He had five friends,” Coleman said. “And I remember thinking, if I can just make someone smile once a day, that’s enough. That’s success to me.”

Teaching has also changed Coleman herself. Explaining coding concepts to beginners has forced her to think more deeply about how she communicates, while balancing camp responsibilities with coursework has strengthened her discipline.

“I had to be very intentional with my time,” she said. “I’d be with the kids all day, and then at night I’d go do homework. Or I’d finish everything before camp even started because I knew I wouldn’t have time.”

Beyond academics, the experience has pushed her outside of her comfort zone.

“I used to be outgoing if I needed to be,” Coleman said. “But otherwise, I’d stay in my comfort zone. Camp doesn’t really give you that option.”

That shift has carried over into her daily life.

“I feel more confident now,” she said. “I’m more comfortable just being myself, not worrying about what other people think.”

Looking ahead, Coleman plans to continue pursuing computer engineering, but she’s also thinking about how to expand her impact.

“At one point, I was like, ‘Do I need to change my major and become a teacher?’” she said. “But I realized I don’t have to choose.”

Instead, she’s considering ways to combine both passions, potentially through outreach or nonprofit work that brings STEM education to more communities.

“I’d love to create something that reaches beyond just one area,” Coleman said. “Because there are so many kids who just need that exposure.”

The role has also opened unexpected doors, from networking opportunities to internships and scholarships. But for Coleman, the most important outcome isn’t a statistic or a resume line, but it’s what students take with them after the experience.

“The biggest thing is just letting them see STEM,” she said. “They don’t have to love it. But if they try it and realize, ‘Hey, I can do this,’ that’s everything.”

From a fourth-grade classroom to leading her own, Coleman’s journey has come full circle. But for her, it’s not just about where she started, it’s about what she can pass on.

“I just want them to realize their potential,” she said. “That they can do anything they set their mind to. STEM isn’t scary. It’s something you can grow into.”

Learn more about the electrical and computer engineering programs at Statler. We are changing technology one student at a time.