Code.chella

The COVID-19 pandemic has magnified existing inequalities within the educational system. In low income homes with children, 30% to 35% do not have access to a computer at home and 12 to 15 million U.S. students are stranded at home without access to the internet.

 Code.chella was created as an "unplugged" solution to extend learning opportunities for low-income and vulnerable youth populations. 

As long as youth are impacted by physical closures of schools and after-school programs, there is an increased need for immersive learning solutions to mitigate potential learning loss and to address the social-emotional needs of youth, especially for our most vulnerable communities.

Code.chella is hands-on interactive learning, aligned with Common Core (CCS) and Next Generation Standards (NGSS) teaching the science behind some of the world's most iconic music festivals. We chose music festivals as the theme of our STEAM activities as a uniquely inventive and fun way to introduce multi-disciplinary STEM principles to engage even the most beginning learners. 

Co-created by two female engineers - NASA's Youth STEM Programming lead who also led the Smithsonian Learning Lab and multi patent owner and inventor of location based algorithms and Google's Codebreak of the Year, Code.chella was created by technologists who witnessed  the COVID-19 pandemic eroding the progress and potential of girls in STEM nationwide. The academic crisis continues to accelerate in K-12 academic communities and post-2020 absenteeism is eclipsing pre-pandemic absenteeism. Creative and effective alternatives to learning are paramount for educators to slow down this trend.

Our Solution: While most STEM programs during COVID were online, there were few to no broad solutions for educators to introduce or continue Common Core and NGSS STEM education that didn't require access to the internet and a terminal.  Code.chella solves for this ongoing limitation, which is even more prevalent in lower income communities or school districts and developing countries. Code.chella comes complete with all the materials for hands-on STEM projects: a beautifully illustrated 100+ STEAM workbook,  a Fire TV tablet with preloaded interactive instructional videos designed for youth, an educators handbook and over 15 activities  that do not require students to use a computer nor access to the internet. This "unplugged" STEAM kit in a box is designed for students at the middle school students, and are suitable for classroom implementation, after-school enrichment settings or at home with parents/caregivers.

 Code.chella, explores the intersection of art and technology with a full week of STEAM activities such as learning computer science fundamentals, Boolean theory, circuitry/LEDs, IoT, chemiluminescence, cyber-security, electrical engineering design and structural engineering - the technologies behind music festivals.

Since 2020, Code.chella has been implemented in California with Los Angeles Unified School District, Tulsa Oklahoma, Dallas and Houston Texas and St. Louis where Code.chella was distributed at the St. Louis Hospital Cancer Center for Children. Kits were free to educators families, paid for by non-profit funding by several partner organizations. 

For photos of the kit you can visit codechella.co

Code.chella, also known as Codebreak, is a self-contained in a kit that is delivered direct to schools and non profits and distributed to middle school girls. 

All kits come with a Fire TV tablet, engineers notebook, educator handbook, all batteries and materials, a Code.chella souvenir wristband, glow sticks (to learn the science of chemiluminescence!), an electronic music synthesizer that students get to build from scratch, light transmitting diode circuitry, kinetic sculpture pieces, an unplugged coding curricula, algorithm creation and more. We are mindful of the carbon footprint of our kits so all materials in our kit are either recyclable or bio-degradable, including the box it comes in. 

Code.chella can be implemented in an after school program format or within the classroom. Code.chella activities are flexible to be implemented in various formats based on educator's needs. Activities include:

Structural Engineering 
Students learn about structural engineering and the importance of stability, architectural design, weight distribution and structural integrity. 

Binary Code 
Students learn about binary numbers, representation, circuits and Boolean theory.

Creating Algorithms 
Students learn about real life algorithms and create their first algorithm through a computer science applied learning activity.

Science of Glowsticks / Chemiluminescence
Using a popular artifact from music festivals, students learn about chemiluminescence and the varying effects of temperature on fluorescent dyes & hydrogen peroxide. 

Circuitry and Energy Flow 
Students create an LED wearable using simple circuits and light transmitting diodes (LEDs)

Electronic Synthesizer Engineering 
Students build their own electronic synthesizer and learn about electrolytic capacitors, breadboards, circuits and resistors. 

Cyber Security 
Through a series of videos and quizzes, students learn about the importance of IT security, internet piracy, and being a smart digital citizen. 

Building a mini-boom box 
Here students take their deconstructed mp3 player and build a mini-boom box that plays music, learning about the science of sound and how sound travels. 

Kinetic Sculpture 
Students learn about kinetics and the science of pendulums as well as weight, oscillating frequency and torque by constructing an elaborate pendulum from scratch. 

Construct a stage for Coachella 
On the last project, students use all aspects of their kit to design a prototype of a stage that can support weight and movement, as well as sustain circuitry and LED integration. 

You can also preview the curricula here Code.chella Curricula Excerpt and here 

What you see in the link above is a sample of the curricula preloaded onto tablets for students. Each activity describes for educators how it aligns with Common Core Standards and Next Generation Science Standards, introduces the STEM principle(s) for learners, features an interactive video where students then go on to build, create or complete a project individually or in pairs. Every student is allowed to keep all components in their kit, including the tablet. Educators are provided with everything students need in each kit - including the smaller items such as batteries, pencils, protractors, and electrical components. No other purchases are necessary to get started with Code.chella immediately. 

https://www.youtube.com/watch?v=GxphhUdnN28

Women make up only 28% of the workforce in science, technology, engineering and math (STEM), and men vastly outnumber women majoring in most STEM fields in college. The gender gaps are particularly high in some of the fastest-growing and highest-paid jobs of the future, like computer science and engineering. Therefore, while Code.chella embraces all learners, it was designed for girls - all of our videos include women in STEM working for companies such as Google and Microsoft. We "speak" directly to girls throughout the curricula to inspire them, make them feel heard and represented as they explore complex STEAM principles.

In elementary, middle, and high school, girls and boys take math and science courses in roughly equal numbers, and about as many girls as boys leave high school prepared to pursue science and engineering majors in college. Yet fewer women than men pursue these majors. Among first-year college students, women are much less likely than men to say that they intend to major in science, technology, engineering, or math (STEM). By graduation, men outnumber women in nearly every science and engineering field, and in some, such as physics, engineering, and computer science, the difference is dramatic, with women earning only 20 percent of bachelor’s degrees.

Codechella aims to encourage highly engaging pedagogy so schools and educators can create an environment of encouragement that can disrupt negative stereotypes about women’s capacity in these demanding fields. By supporting the development of girls’ confidence in their ability to learn math and science, we help motivate interest in these fields. Girl's educational progress should be celebrated, yet more work is needed to ensure that women and girls have full access to educational and opportunities in science, technology, engineering, and mathematics.

We address the specific needs for girls by not only our own representation of who we are as successful technologists in our respective fields but also directly addressing girls throughout our lessons by having them journal their reflections with each activity and lesson. We feel it very important to incorporate a strong SEL component (social emotional learning) throughout Code.chella in order to deconstruct the self-inflicted biases that girls typically have of themselves when it comes to math and sciences.

The effects of societal beliefs and the learning environment on girls' interest in science and math directly impact their success in in-school STEM programs. Therefore, Code.chella is a supplemental STEM solution that solves for the limitations of traditional STEM learning in public schools for middle school girls. By inspiring girls as girls ourselves and through our curricula, we aim to inspire a great potential for intellectual growth, in and of itself, improving their outcomes.

This is true for all students, but it is particularly helpful for girls in mathematics, where negative stereotypes persist about their abilities. By creating a “growth mindset” environment, teachers and parents can encourage girls’ achievement and interest in math and sciences.

In order to truly understand how to best serve students and educators and constantly improve our approach, we have been in partnership with Harvard University who evaluates the outcomes of every Code.chella roll-out. Harvard University's PEAR institute is our official partner who evaluates Code.chella outcomes through 12 dimensions of success: 

• Organization
• Materials
• Space Utilization
• Activity Engagement
• Participation
• Purposeful Activities Engagement with STEM
• STEM Knowledge & Practices STEM Content Learning
• Inquiry
• Reflection
• Youth Development in STEM Relationships
• Relevance
• Youth Voice

Dimensions of Success (DoS), is an observation tool that measures the quality of students’ STEMlearning experiences in informal/out-of-school time (OST) settings and has also been used successfully in school settings. Certified
observers rate each dimension on a 4-point rubric. The twelve DoS dimensions fall in four broad domains: Features of the Learning Environment, Activity Engagement, STEM Knowledge and Practices, and Youth Development in STEM. The first three dimensions look at features of the learning
environment that make it suitable for STEM programming (e.g., do kids have room to explore and move freely, are the materials exciting and appropriate for the topic, is time used wisely and is everything prepared ahead of time?).

The second three dimensions look at how the activity engages students: for example, they measure whether or not all students are getting opportunities to participate, whether they are doing activities that are engaging them with STEM concepts or something unrelated, and whether or not the activities are hands-on, and designed to support students to think for themselves versus being given the answer.

The next domain looks at how the informal STEM activities are helping students understand STEM concepts, make connections, and participate in the inquiry practices that STEM professionals use (e.g.,
collecting data, using scientific models, building explanations, etc.).
Finally, the last domain assesses the student-facilitator and student-student interactions and how they encourage or discourage participation in STEM activities, and whether or not the activities make STEM relevant and meaningful to students’ everyday lives, and the experiences. Together, these twelve dimensions capture key components of a STEM activity in an informal after-school or summer program.

Harvard conducts a pre and post survey of every student that participates in Code.chella based on this rubric (more info on Harvard PEAR can be found here

We are proud to say that Code.chella has scored in the 90th percentile in every roll-out of the program based on the PEAR institute's evaluation. Here are a few samples of our Code.chella report.

As you can see, Harvard's report demonstrates the positive impact that Code.chella has had on girls in STEM as well as educator confidence in teaching STEM as a result of our program. We use these reports to refine Code.chella constantly as well as our refine our teacher training that we conduct prior to each roll-out. This ensures accountability, quality assurance, and the highest pedagogical impact possible through empirical data and direct feedback from students and academic communities. 

Code.chella partnered with the St. Louis Cardinals, Russell Westbrook of the Los Angeles Clippers, the LA Promise Fund, Los Angeles Unified School District, Green Dot Schools, the Tulsa Regional STEM Alliance, the Boys and Girls Club of America delivering Code.chella across America. We have been able to serve over 1,000 students in our first 2 years. 

Code.chella has no limit on those it can serve since all kits come with the means for any educator, regardless of their exposure to STEM, to implement the activities. We also offer Zoom trainings for all partners, schools and programs who sign up to receive our kits and offer an email that is checked 7 days a week for parents who are implementing Code.chella remotely at home with their children at home. 

We ship the kits directly to schools and after school programs, which is included in our costs of the kits and kits are always free to families. We do not sell Code.chella direct to consumers as we want to grow by serving non profit organizations and school districts before embarking into retail. 

We have operations in Los Angeles and our fulfillment center is jut 60 minutes outside of the city in San Bernardino with capabilities to ship nationwide or internationally. Code.chella is also available in Spanish for Spanish-speaking students where English is not their first language. 

Scalability can be complex and we are seeking coaching and exposure to help Code.chella reach the goal of serving 100,000 girls by 2025. We realize this my seem ambitious but creating a sea change for equity in STEM for girls requires a bold vision, one that reaches a significant population and tips the scale on girls going into tech fields as a result of being exposed to Code.chella. We have also seen the impact that Code.chella has had on our students as a result of being evaluated by Harvard's PEAR program and know that the Code.chella kit is just the beginning of inspiring a generation of "steminists" - our vision of Code.chella goes beyond the box and hopes to expand into summer camps, a year round after-school enrichment program and advanced teacher training. We also envisage Code.chella serving global students, particularly in South Africa where RedFlight Innovation, our parent LLC had operations pre-COVID. In order to accomplish these goals and to scale our reach to middle school girls we humbly acknowledge we cannot accomplish it within the timeline we seek without support and a pipeline to academic non profits that are align with our purpose and solution. 

Robinne Burrell Eller is deeply connected to the community or communities in Los Angeles through her active involvement and commitment to various initiatives and organizations. Her connections can be highlighted as follows:

1. Local Nonprofit Organizations: Robinne actively collaborates with and supports numerous nonprofit organizations in Los Angeles that focus on education, youth development, and community empowerment. She serves on the boards of several organizations and actively participates in their programs and initiatives.

2. Educational Institutions: Robinne works closely with schools, colleges, and universities in Los Angeles to promote STEM education and empower students. She often engages with educators, administrators, and students through workshops, mentorship programs, and speaking engagements to inspire and motivate them to pursue careers in STEM.

3. Community Outreach Programs: Robinne is involved in various community outreach programs that aim to uplift marginalized communities in Los Angeles. She actively participates in initiatives focused on providing access to quality education, mentorship, and resources for underserved populations, particularly girls and students from underrepresented backgrounds.

4. Partnership with Local Businesses: Robinne collaborates with local businesses in Los Angeles to create opportunities for students and foster community engagement. By forming partnerships with businesses invested in STEM education, she helps bridge the gap between education and industry, providing students with real-world exposure and potential career pathways.

5. Government and Civic Engagement: As City Commissioner in Los Angeles, Robinne is actively engaged with local government entities and civic organizations to advocate for policies and initiatives that support educational equity, diversity, and inclusion. She participates in community forums, town hall meetings, and policy discussions to ensure that the needs and concerns of the community are represented and addressed.

6. Grassroots Initiatives: Robinne is involved in grassroots initiatives that aim to address social and educational challenges faced by communities in Los Angeles. She actively volunteers her time and expertise to support local initiatives that focus on empowering youth, fostering community development, and promoting educational opportunities.

Through her multifaceted engagement with nonprofits, educational institutions, community outreach programs, local businesses, government entities, and grassroots initiatives, Robinne Burrell has established strong connections and made a tangible impact in the communities of Los Angeles. Her dedication to creating opportunities for education, empowerment, and social progress underscores her deep connection and commitment to the betterment of the local community.

Her full bio of her community engagement and global activism can be found here: www.robinneburrell.com

Code.chella approaches the problem of equity in STEM in a new and significantly improved way by focusing on three key aspects:

1. Inclusive Design: The STEM kit is specifically designed to address the unique challenges and barriers that girls face in STEM education. It goes beyond traditional approaches by incorporating diverse and representative content, including role models, real-life examples, and activities that resonate with girls' interests and experiences. By providing an inclusive and relatable learning environment, the kit encourages girls to actively engage in STEM subjects and cultivates their confidence and passion for these fields.

2. Holistic Approach: The beautifully designed Code.chella kit takes a holistic approach by combining hands-on activities, interactive learning materials, and access to online resources. It not only promotes knowledge acquisition but also fosters critical thinking, problem-solving skills, and creativity. The kit encourages collaboration, curiosity, and exploration, empowering girls to become active participants in their STEM learning journey. By focusing on holistic skill development, the kit equips girls with the tools and mindset needed to thrive in STEM disciplines.

3. Collaborative Ecosystem: The STEM kit is designed to catalyze broader positive impacts by fostering a collaborative ecosystem in the STEM education space. It encourages partnerships with schools, non-profit organizations, industry experts, and community stakeholders. By creating opportunities for collaboration, knowledge-sharing, and resource pooling, the kit can spark innovation, inspire similar initiatives, and mobilize collective efforts towards achieving equity in STEM education. It has the potential to create a ripple effect, leading to a more diverse and inclusive landscape in the market.

Through its unique approach, the STEM kit has the potential to change the market by:

1. Increasing Access: The kit addresses the accessibility gap by providing affordable and easily accessible STEM learning materials to girls, especially those from underserved communities. It opens doors to STEM education that were previously limited by financial constraints or geographic location.

2. Shifting Mindsets: By challenging stereotypes and biases, the kit has the power to shift societal mindsets and perceptions about girls' capabilities in STEM. It can redefine the narrative around gender roles in STEM fields and inspire a new generation of girls to pursue and excel in these disciplines.

3. Cultivating Future Innovators: The STEM kit nurtures a generation of girls who are not only consumers of technology but also creators and innovators. It empowers them to contribute their unique perspectives and ideas to solve global challenges, fostering a more inclusive and diverse innovation ecosystem.

Code.chella reimagines an innovative approach to equity in STEM by addressing the specific needs of girls - Through its innovative design with every packaging element, delightful creative touches and inclusive content, it has the potential to transform the market by creating a more equitable, diverse, and thriving STEM education landscape.

1. Increase STEM participation: Our primary goal is to increase the number of students actively engaged in Science, Technology, Engineering, and Mathematics ) disciplines. By 2025, we aim to serve 100,000 students, providing them with access to quality STEM education, resources, and opportunities.

2. Enhance educational equity: We are committed to addressing the equity gap in STEM education. Our objective is to ensure that students from all backgrounds, regardless of gender, race, socioeconomic status, or geographic location, have equal opportunities to participate and excel in STEM. By 2025, we will strive to serve 100,000 students, focusing on reaching underrepresented communities and marginalized groups.

3. Foster STEM career awareness: We seek to increase students' awareness and understanding of STEM careers, inspiring them to pursue future opportunities in these fields. Through targeted initiatives, mentorship programs, and exposure to real-world applications, we aim to engage students in STEM learning and encourage their long-term interest in STEM careers. 

4. Enhance STEM proficiency: Our goal is to improve students' proficiency in STEM subjects and skills. By implementing innovative teaching methodologies, hands-on learning experiences, and comprehensive curricula, we aim to increase students' mastery of STEM concepts and enhance their critical thinking, problem-solving, and analytical abilities. By 2025, we aspire to see 100,000 students achieving significant growth in their STEM proficiency levels.

5. Empower STEM educators: We recognize the critical role of educators in shaping students' STEM learning experiences. Our objective is to provide professional development opportunities, resources, and support to STEM teachers, empowering them to deliver high-quality instruction and cultivate students' passion for STEM. By 2025, we will have directly impacted the professional growth of 10,000 educators, indirectly benefiting 100,000 students through their enhanced teaching practices.

6. Encourage STEM engagement beyond the classroom: We believe in the importance of extending STEM engagement beyond traditional classroom settings. Our aim is to facilitate extracurricular activities, community partnerships, and enrichment programs that allow students to explore and apply their STEM knowledge in real-world contexts. In 5 years, we will have provided 100,000 students with opportunities for hands-on, experiential learning outside of the classroom.

7. Measure and evaluate impact: We are committed to rigorous evaluation and continuous improvement. We will establish robust metrics and assessment tools to measure the impact of our programs and initiatives. By tracking key indicators such as student achievement, participation rates, and long-term STEM career choices, we will ensure accountability and evidence-based decision-making to achieve our goal.

By setting these impact goals, we aim to make a substantial and lasting difference in the lives of female students, equipping them with the knowledge, skills, and enthusiasm needed to succeed in STEM disciplines and contribute to the advancement of emerging technologies.

In measuring our progress toward our impact goals for the STEM program, we employ a comprehensive set of indicators that align with the UN Sustainable Development Goals (SDGs) and reflect the specific objectives of our solution. These indicators allow us to track and evaluate the effectiveness of our initiatives and ensure that we are making meaningful strides towards our desired outcomes. Here are a few specific indicators we use:

1. Indicator: Increase in STEM participation

   • Number of students enrolled in STEM programs or courses
   • Percentage increase in STEM program enrollment compared to baseline data
   • Number of underrepresented or marginalized students participating in STEM activities
   • Gender distribution of STEM program participants

2. Indicator: Educational equity

   • Percentage increase in STEM participation among historically underrepresented groups
   • Percentage of students from low-income backgrounds participating in STEM programs
   • Geographic distribution of STEM program participants, targeting underserved regions or schools

3. Indicator: STEM career awareness

   • Number of students attending STEM career fairs, workshops, or industry visits
   • Percentage of students reporting increased knowledge about various STEM career pathways
   • Number of students engaged in mentorship programs with STEM professionals
   • Number of STEM alumni pursuing higher education or careers in STEM fields

4. Indicator: STEM proficiency

   • Pre- and post-assessment scores measuring students' STEM knowledge and skills
   • Percentage increase in student proficiency in STEM subjects
   • Number of students participating and succeeding in STEM competitions or projects

5. Indicator: STEM educator empowerment

   • Number of educators participating in professional development workshops or training sessions
   • Feedback surveys measuring educators' confidence in delivering effective STEM instruction
   • Incorporation of innovative teaching methodologies by educators in their classrooms

6. Indicator: STEM engagement beyond the classroom

   • Number of students participating in extracurricular STEM activities or clubs
   • Percentage of students involved in STEM-related community service projects
   • Number of partnerships established with local organizations or industries for experiential learning opportunities

7. Indicator: Impact evaluation

   • Long-term tracking of student outcomes, such as high school graduation rates and college enrollment in STEM fields
   • Alumni surveys assessing the impact of the program on career choices and success
   • Qualitative feedback from students, educators, and parents about the program's influence on attitudes towards STEM

By regularly monitoring these indicators and collecting relevant data, we can measure our progress, identify areas for improvement, and make data-driven decisions to ensure the successful achievement of our impact goals.

At Code.chella, we have developed a strong theory of change that outlines how and why we expect our solution to have a positive impact on the problem of underrepresentation of girls in STEM fields. Our theory of change links our activities to immediate outputs and longer-term outcomes, supported by evidence and research. Here's a simplified description:

Activities:

1. Providing access to quality STEM education: We offer hands-on activities, group engagement, and mentorship programs (starting in 2024) that introduce girls to various STEM disciplines and encourage their active participation.

2. Creating a supportive and inclusive learning environment: We foster an environment that promotes collaboration, builds confidence, and nurtures the girls' interest in STEM through peer support, role models, and positive reinforcement.

Outputs:

1. Increased exposure to STEM subjects: Through our activities, girls gain exposure to diverse STEM fields and develop a better understanding of the opportunities available to them.

2. Enhanced STEM skills and knowledge: Girls acquire new skills, such as critical thinking, problem-solving, and scientific inquiry, through engaging in STEM activities and projects.

3. Boosted self-confidence: By providing a supportive environment, we help girls build confidence in their abilities to succeed in STEM, combating stereotypes and societal biases.

Outcomes:

1. Increased interest in STEM: As a result of their positive experiences, girls develop a genuine interest and curiosity in STEM subjects, motivating them to explore further and pursue STEM-related studies.

2. Higher enrollment and retention in STEM courses: We anticipate that girls who participate in our program will be more likely to enroll in advanced STEM courses in school and continue pursuing STEM education in college or vocational training.

3. Improved career readiness: Through exposure to role models and hands-on experiences, girls gain insights into STEM careers, boosting their aspirations and preparing them for future STEM-related professions.

Evidence and Support: Our theory of change is backed by existing research, including studies highlighting the importance of early exposure to STEM, the positive impact of female role models, and the benefits of inclusive and supportive learning environments. We have also conducted interviews and surveys with our target population through our evaluation parter Harvard PEAR institute, which consistently demonstrate increased confidence, interest, and aspirations among girls who have participated in our program.

By addressing the underrepresentation of girls in STEM fields and providing them with the necessary resources, support, and opportunities, our STEM program aims to empower girls to pursue their passion for STEM, broaden their career options, and contribute to a more diverse and inclusive scientific community.

While our solution may not be tech-based, it leverages thoughtful, beautiful, and creative design elements to enhance its impact and effectiveness. We believe that the design the Code.chella box and contents plays a pivotal role in engaging and inspiring girls in STEM education. Here are some key aspects of our design approach:

1. Visual Appeal: We prioritize creating a visually appealing and aesthetically pleasing experience for girls. Our solution incorporates vibrant colors, engaging illustrations, and captivating graphics to capture their attention and spark their curiosity through our 100+ page beautifully illustrated workbook and printed materials in each kit. When the box is first opened, music by Beyonce performing at Coachella automatically plays from an embedded speaker breadboard built into the box which students have to deconstruct and then reconstruct through electrical engineering into a boombox made from scratch. By presenting information in an attractive and visually stimulating manner, we aim to create an immersive and enjoyable learning environment.

2. User-Centric Design: Our solution is thoughtfully designed with a user-centric approach, placing the needs and preferences of girls at the forefront. We conduct extensive research and gather feedback from our target audience to understand their interests, learning styles, and motivations. This allows us to tailor the design elements, ensuring that the solution resonates with girls and encourages their active participation and exploration.

3. Interactive and Hands-On Elements: We incorporate fun videos and hands-on elements into the design of our solution to foster active engagement and experiential learning. This could include interactive activities, tactile components, and gamified elements that make the learning experience interactive, immersive, and enjoyable. By integrating these elements, we aim to create a deeper connection with girls, sparking their curiosity and facilitating a deeper understanding of STEM concepts.

4. Culturally Relevant Content: We emphasize the importance of culturally relevant content in our design. We ensure that the materials and illustrations reflect diverse backgrounds and experiences, providing representation and inclusivity. By incorporating relatable content, we aim to create a sense of belonging and relevance for girls from various cultural backgrounds, fostering their engagement and confidence in STEM.

5. Intuitive and Accessible Design: We prioritize creating a design that is intuitive and accessible to all users. Our solution is designed to be user-friendly, with clear instructions and navigation. We also consider accessibility features to ensure that our solution is inclusive and can be enjoyed by girls with varying abilities.

By integrating thoughtful, beautiful, and creative design elements into our solution, we enhance its appeal, engagement, and effectiveness. We believe that the design plays a crucial role in capturing the imagination of girls, creating an enjoyable and meaningful learning experience, and fostering their long-term interest and participation in STEM education.

There are 10 people on our team:

3 full time staff and 7 part time staffers (operations, fulfillment, shipping and social media)

Since 2020.

As an African American founder, I am deeply committed to incorporating diversity, equity, and inclusivity into every aspect of my work. I believe that fostering a diverse and inclusive environment is not only the right thing to do, but it also drives innovation, enhances decision-making, and creates a stronger and more successful organization. Here are the key elements of my approach:

1. Building a diverse team: I prioritize diversity in hiring by actively seeking out candidates from underrepresented backgrounds. I implement inclusive recruitment practices, such as removing biases from job descriptions, expanding candidate sourcing channels, and utilizing diverse interview panels. By assembling a diverse team, we bring together varied perspectives, experiences, and talents.

2. Creating an inclusive culture: I foster an inclusive workplace culture where every employee feels valued, respected, and empowered. This involves promoting open communication, active listening, and providing opportunities for all team members to contribute and grow. We encourage collaboration and seek diverse opinions to drive innovation and make informed decisions.

3. Continuous education and training: I prioritize ongoing education and training on diversity, equity, and inclusivity topics for all employees. This includes workshops, seminars, and resources to increase awareness, challenge biases, and build cultural competence. By equipping our team with the knowledge and tools to understand and address systemic inequities, we can collectively create a more inclusive work environment.
   

4. Supplier diversity and community engagement: I actively seek out and support diverse suppliers and business partners, prioritizing companies owned by individuals from underrepresented communities. Additionally, I encourage community engagement initiatives that promote STEM education and provide opportunities for individuals from marginalized backgrounds to pursue careers in technology.

5. Accountability and measurement: I establish clear diversity and inclusion goals and regularly track our progress. We collect data on diversity metrics, such as representation at various levels within the organization, pay equity, and employee engagement. By monitoring our performance, we can identify areas for improvement and make data-driven decisions to drive meaningful change.

6. Advocacy and industry collaboration: As a City Commissioner in the City of Los Angeles, I leverage my position in the community to advocate for diversity, equity, and inclusivity within the broader industry. I actively participate in forums, conferences, and initiatives that aim to address systemic biases and create a more equitable tech ecosystem. By collaborating with other leaders, we can drive industry-wide change and create a more inclusive future.

My approach to incorporating diversity, equity, and inclusivity into my work revolves around creating a diverse team, fostering an inclusive culture, continuous education, supplier diversity, community engagement, accountability, and industry collaboration. Through these efforts, I strive to create a workplace where everyone feels valued, empowered, and has equal opportunities to thrive and succeed.

1. Customer Segments:

   • Nonprofit organizations focused on education and STEM initiatives.
   • Underserved K-12 schools lacking resources for quality STEM education.

2. Value Proposition:

   • Provision of comprehensive STEM kits tailored to the needs of underserved schools, including educational materials, hands-on experiments, and teacher resources.
   • Collaborative partnerships with nonprofit organizations to leverage their networks, expertise, and funding opportunities.
   • Support in curriculum development and implementation, ensuring effective integration of the STEM kits into classroom instruction.

3. Key Activities:

   • Research and development of STEM kits, including selecting appropriate experiments, sourcing materials, and creating instructional resources.
   • Collaborating with nonprofit organizations to identify target schools, assess their needs, and coordinate logistics.
   • Designing and delivering training sessions for teachers to effectively utilize the STEM kits and incorporate them into their lesson plans.
   • Monitoring and evaluating the impact of the STEM kits on student engagement and learning outcomes.

4. Key Resources:

   • Experienced team with expertise in STEM education, curriculum development, and project management.
   • Strong relationships and partnerships with nonprofit organizations, suppliers, and educational experts.
   • Access to funding sources, grants, and sponsorships to support the development and distribution of STEM kits.

5. Revenue Streams:

   • Contractual agreements and partnerships with nonprofit organizations, who provide funding for the procurement and delivery of STEM kits to underserved schools.
   • Additional revenue opportunities through grants, sponsorships, and donations from foundations, corporations, and individuals passionate about supporting STEM education.

6. Cost Structure:

   • Research and development costs for creating and updating STEM kits.
   • Procurement costs for materials and resources.
   • Staff salaries and professional development.
   • Marketing and outreach expenses.
   • Administrative and operational costs.

7. Channels:

   • Establishing a strong online presence and website to showcase the company's offerings, success stories, and impact.
   • Collaborating with nonprofit partners to promote the availability of STEM kits and reach underserved schools.
   • Participating in relevant education and STEM conferences, workshops, and events to raise awareness and connect with potential nonprofit partners.

8. Partnerships:

   • Collaborating with nonprofit organizations focused on education and STEM to jointly identify schools in need and secure funding.
   • Building relationships with educational experts, teachers, and school districts to gain insights into STEM education requirements and tailor the kits accordingly.
   • Forging partnerships with suppliers and manufacturers to ensure cost-effective procurement of quality materials.

9. Impact and Sustainability:

   • Demonstrating measurable impact on student engagement, learning outcomes, and interest in STEM fields through ongoing monitoring and evaluation.
   • Securing long-term partnerships and funding to sustain operations and expand the reach to more underserved schools.
   • Constantly adapting and improving STEM kits based on feedback and emerging educational trends.

By adopting this business model, Code.chella can bridge the gap in STEM education by working collaboratively with nonprofit organizations, delivering high-quality STEM kits, and empowering underserved K-12 schools to provide engaging and enriching STEM experiences for their female students.

1. Diversify Revenue Streams: Explore multiple avenues to generate revenue and reduce reliance on a single source. This can include:

   a. Contractual Agreements: Form partnerships and secure contractual agreements with non-profit organizations, educational institutions, and government entities that align with the mission of empowering female middle school students in STEM education. These agreements can involve the provision of STEM kits, teacher training, and curriculum support, with funding provided by the partnering organizations.

   b. Grants and Funding: Actively seek grants and funding opportunities from foundations, corporations, and government agencies that support initiatives promoting gender equity in STEM education. Develop compelling grant proposals that highlight the impact and outcomes of the program and its alignment with the funders' objectives.

   c. Corporate Sponsorships: Engage with corporations and businesses that are invested in promoting diversity and inclusion in STEM fields. Offer sponsorship opportunities that provide exposure and branding benefits in return for financial support. Collaborate with sponsors to align the program with their corporate social responsibility initiatives.

   d. Individual Donations: Establish a platform or online portal that allows individuals passionate about STEM education and gender equity to contribute through one-time or recurring donations. Develop targeted fundraising campaigns that highlight the program's impact and the stories of the girls who have benefited from the STEM kits.

2. Fee-for-Service Model: Explore the possibility of offering fee-based services alongside the non-profit collaborations. This could involve providing professional development workshops for educators on integrating STEM kits into their curriculum, hosting STEM camps or workshops for students during school breaks or summer vacations, or offering specialized programs and consulting services to schools or districts looking to enhance their STEM education initiatives.

3. Product Differentiation and Monetization: Develop premium versions or add-on features to the STEM kits that cater to specific needs or preferences of schools or districts. These enhanced offerings can command higher prices and generate additional revenue. Additionally, consider developing supplementary educational materials, workbooks, or online resources that can be monetized and sold directly to schools, educators, or parents interested in expanding the STEM education experience.

4. Strategic Partnerships: Seek strategic partnerships with STEM-related organizations, educational publishers, or technology companies to leverage their expertise, resources, and networks. Collaborate on joint initiatives, co-branded products, or co-marketing campaigns that benefit both parties and create additional revenue streams.

5. Operational Efficiency and Cost Control: Implement cost-effective strategies to optimize operations and minimize expenses. This can include negotiating favorable contracts with suppliers for material procurement, streamlining logistics and distribution processes, and leveraging technology platforms to automate administrative tasks.

6. Long-Term Planning and Sustainability: Develop a long-term business plan that outlines specific financial goals and strategies for growth. Continuously monitor and evaluate the financial performance of the organization, making necessary adjustments to ensure sustainability. Regularly assess the impact and outcomes of the program and use this data to strengthen funding proposals and attract ongoing support.

By implementing this plan, Code,chella can achieve financial sustainability by diversifying revenue streams, securing partnerships and sponsorships, exploring fee-for-service models, differentiating products, and maintaining operational efficiency. 

Our plan to achieve financial sustainability has been incredibly successful, as evidenced by the following examples of funding and support we have received:

1. Russell Westbrook's Why Not Foundation: We are grateful to have received a substantial grant of $50,000 from the Why Not? Foundation, led by NBA superstar Russell Westbrook. This funding has significantly bolstered our efforts to deliver STEM kits to female middle school students and expand our reach to underserved communities.

2. The Tulsa Regional STEM Alliance: Recognizing the importance of our mission, the Tulsa Regional STEM Alliance has awarded us a grant of $35,000. Their support has been instrumental in providing the necessary resources to empower girls in the Tulsa area with quality STEM education through our program.

3. St. Louis Cardinals: The St. Louis Cardinals organization, with their commitment to children's advocacy, has contributed $15,000 to our initiative. Their partnership has enabled us to make a significant impact on the lives of children unable to attend school as they were being treated for cancer by providing them with Code.chella kits while undergoing chemotherapy.

4. Pennsylvania Statewide Afterschool/Youth Development Network (PSAYDN): We are delighted to have received a grant of $20,000 from PSAYDN. This funding has allowed us to strengthen our program and reach more female middle school students across Pennsylvania, providing them with access to STEM kits and empowering them to pursue STEM education.

5. Green Dot Schools: Green Dot Schools has contributed $10,000 to our initiative, supporting our mission to provide STEM kits to underserved students. Their funding has enabled us to expand our reach and impact in schools under the Green Dot network.

6. LA Promise Fund: The LA Promise Fund has provided us with a grant of $10,000, recognizing the importance of STEM education for female middle school students. This funding has allowed us to enhance our program delivery and create meaningful learning experiences for girls in the Los Angeles area.

7. The Boys and Girls Club of Houston: With a grant of $8,000 from The Boys and Girls Club of Houston, we have been able to extend our reach and impact to underserved communities in Houston. Their support has enabled us to provide STEM kits to more students and foster a love for STEM education.

8. City of Los Angeles. We received a substantial grant of $50,000 from the City of Los Angeles through the Innovation and Performance Commission. This grant specifically aims to distribute Code.chella to unhoused students in the city. This support allows us to address the educational needs of the most vulnerable students and create equal opportunities for their engagement in STEM education.

These diverse funding sources demonstrate the effectiveness of our financial sustainability plan. By securing grants, partnerships, and support from renowned foundations, educational organizations, and government entities, we have been able to sustain and expand our program's impact. This success is a testament to our dedication to providing quality STEM education to underserved students and our ability to build strong partnerships within the communities we serve.