We’re excited to introduce you to the always interesting and insightful Staci Adams. We hope you’ll enjoy our conversation with Staci below.

Staci, appreciate you joining us today. What’s the backstory behind how you came up with the idea for your business?

Education services are not new. Science, Technology, Engineering, Art, and Mathematics (S.T.E.A.M.) programs are being highlighted and encouraged more. So, the fact that I offer services and connect people to S.T.E.A.M. resources is not necessarily novel. What sets me apart is the access to curated information and a target audience of secondary and higher education students.

My interest in STEM started in college. I majored in Physics and received a Bachelor of Science degree from Henderson State University in Arkansas. From there, I entered the Master of Science in Microelectronics-Photonics program at the University of Arkansas – Fayetteville. As a graduate student, I balanced working in a research laboratory and spending time in local middle school classrooms as a Resident Scientist through the GK-12 Fellowship from the National Science Foundation.

Through the fellowship, I learned that most students lose interest in STEM and pursuing related careers around the 6th grade. The focus of the fellowship was to put graduate students into local classrooms [about 20 hours a week] and provide enriching activities and lessons to cultivate and maintain future interest in STEM careers alongside the teacher of record. Unfortunately, this was also where I learned that many communities do not have access to such programs and activities. My passion for STEM shifted from research and development to outreach, engagement, and sharing STEM through education.

I began seeking more opportunities to share STEM in places where access may be limited. I changed career paths and became a licensed K-12 Educator. I channeled my partnerships and hobbies to focus on community programs.

It is easy to find weekend activities, programs, toys, kits, and everything else STEM-related, for small kids — baking soda volcanos and such, but middle school and high school kids lose interest because those are the grades where science and math classes become “hard” and more difficult. This is the age where students are getting less and less help at home with schoolwork because families struggle with the same concepts (and that “new math” — let me just say, the math is not new, but that’s another story for another day). The gap widens when you move the lens to students of color and girls. I wanted to remove the intimidation factor learning STEM topics can often bring.

I got involved with the Museum of Discovery – Little Rock, and the Women’s Foundation Girls of Promise STEM Conference, all in efforts to bring access to STEM and use my positions and platforms to show that there is truly diversity in STEM fields.

S.T.E.M. Scholar Solutions, LLC is my passion project, birthed from years of industry and academic experience. It started with friends and family simply seeking academic support for their middle school and high school students — help with an algebra problem or balancing a chemical equation. From there, I started receiving requests for tutoring and ACT test prep. Initially, I was only doing small favors for people I knew — answering a homework question, or meeting for an hour to work through test problems. Then, I was being asked to lead programs and initiatives. I was developing STEM activities for classrooms and after-school programs. I was leading professional development workshops on effective strategies in secondary teaching. Inquiries were becoming more frequent and consistent, I created a business from work I was already doing.

Staci, before we move on to more of these sorts of questions, can you take some time to bring our readers up to speed on you and what you do?

I hail from Sherwood, Arkansas. with a background in physics and engineering, I aim to encourage communities to embrace S.T.E.(A).M. principles for their young scholars.

Middle and High school students often struggle the most with these subjects and have the least resources to help (sans cheating!)

I tell students, Math/Science do not have to be their favorite subjects but it will not be because they don’t understand them.

My approach is simple: build confidence first.

Taking the stigma of fear out of learning ‘difficult’ concepts helps teenagers trust their ability to retain information. Hel;ping them understand WHAT is happening (in math) and WHY that can be used to explain (science) builds a faith within.

Math is a language and people become frustrated when they do not ‘speak’ it. Science cannot exist without math — it is how we prove the science. Data, graphs, equations are all attempts to show and then prove.

Too many students are taught the steps and procedures but lack the deeper understanding of what is happening through the equations and why.

Helping students master these concepts early leads to more productive and critically-thinking adults.

Can you share a story from your journey that illustrates your resilience?

I started a business from something I was already spending time doing. I did not anticipate the difference in willpower from “doing” something to “having to do” something.

I struggled with (and still actively work on) prioritizing and maximizing my time efficiency. Teaching full-time, Tutoring part-time, holding a separate weekend part-time job at the local math/science museum, offering ACT prep-courses and still having responsibilities as a wife and new mother — It was, it is, and has been a lot.

Fortunately, I have an amazing support system. My number one piece of advice to anyone starting a new venture is to build up your network.

I have been able to avoid some start-up difficulties by having a network of colleagues and associates that pour into me.

Having ‘people’ is important!

How about pivoting – can you share the story of a time you’ve had to pivot?

I am currently in “pivot-position”.

Tutoring services have been on the rise, especially since the pandemic hit. Buzz-words like “learning gaps” and “academic loss” have had parents in a frenzy and concerned that their children could have difficulty adjusting back to grade-level and advanced academics.

Because of the pandemic and my (then) pregnancy, I started offering my services virtually. It was BEAUTIFUL! I was able to balance so much and meet my students’ needs.

Now, with the world making more and more attempts at a new normal, more people are advocating to return to more in-person activities.

I’m learning to pivot as now my clientele is becoming more than I can handle individually.

I am currently learning and preparing for expansion. A meeting place, hiring staff, payroll, taxes, and more.

It is excitingly intimidating!

When I think of “pivot”, I think of basketball. Once you stop dribbling the ball, you have a pivot foot that you can rotate your body on. Your pivot foot stays grounded while the other allows you to gain insight and view the court for teammates, opponents, obstacles, and the potential next move.

I am reminded in business ventures to keep my pivot foot. I keep part of me grounded in principles and practices that I know have proven effective and efficient for me — that’s my pivot foot. While a pivot foot offers some stability and foundation, it can be limiting. This is where the “rotation” comes in. With a pivot foot grounded, I am still and positioned enough to survey my court. I can gain insight into where I am without losing focus and look for my network/teammates for an assist or the next best move.

Shoot or pass. That is what happens on a pivot foot. Much like in entrepreneurship.

Image Credits
Arkansas Democrat-Gazette