What the I3 Program at Chaffey College Means To Me
By: Erin Butts
Photo by: Sandra Slattery
Growing up, science, technology, engineering and mathematics (STEM) intrigued me. I enjoyed learning about mathematical concepts, earth science and how a product is built. As a kid one of my many dream jobs was to be a geologist.
Unfortunately, my experience with math became an obstacle for me. Math is essential to a number of STEM related careers. At Chaffey College, majors such as biological sciences, computer science and geology all require that a student take calculus.
Even if you do not choose a STEM related career, it is likely that somewhere in your college experience you will have to take a math class.
I tried to avoid math as much as I could when I first started applying to colleges. I did not even consider majors that required too many math courses because it seemed impossible to succeed, but my mindset is changing.
A new program at Chaffey College is showing me that STEM is not just for certain groups of people and that it is not too late to learn.
The Invention and Inclusive Innovation (I3) initiative is a new program that is being implemented in California Community Colleges. Community colleges are partnered with Lemelson-MIT and the interns chosen to be a part of this program were given the task of building a prototype based on needs in the community.
The four colleges that are currently taking part in this initiative are: Modesto Community College, Chaffey Community College, Sierra Community College and College of the Desert.
According to California Community Colleges, “...the program is expected to be scaled to 20 additional colleges for implementation in 2022.”
The I3 program blends communications, business and engineering together to solve problems and build inventions that are meaningful. It is based off of Lemelson-MIT InvenTeams, which focuses on young students building an invention that solves real problems in the world.
Twelve InvenTeams have patents for their work and I3 interns have an opportunity to have their work patented as well, although certain restrictions apply.
As a journalism intern, I have watched I3 participants grow as individuals and in their understanding of how STEM is used to build inventions.
Michael Thomas, an I3 intern whose major is mechanical engineering, was able to do hands-on work related to his field. It was his first time doing this kind of work.
Manny Carbajal, another intern who has a Bachelor of Arts (B.A.) in marketing learned about the math behind an invention.
Each intern witnessed the power of STEM regardless of their major or level of experience.
I falsely believed that because I am African American, I could not be good at math, and as a result of that belief, I stopped myself from exploring STEM related careers that interested me.
The I3 program is significant to me because when I stepped into the classroom, I saw a diverse group of people doing something that I thought I could never do, and that encourages me to not give up on my dreams.
I may never become a geologist or an inventor, but the program inspires me to take big steps in small ways. I am encouraged to take math courses and learn more about STEM.
The I3 interns built a prototype, but the program itself is building a model for other colleges that shows how impactful a program can be when it makes room for diversity.