From Extracurricular to Curriculum: Integrating ExploraVision into the Classroom
By Yvette Lee, John Randolph Tucker High School, Henrico, VA
Over the past two years, I have had the opportunity to work closely with students on the Toshiba/NSTA ExploraVision competition, and it has become one of the most meaningful and enriching experiences in my role as a computer science and innovation educator. The competition’s emphasis on creative problem solving, scientific research, and future thinking aligns perfectly with the goals I have for my students – to help them apply what they’ve learned in meaningful, real-world contexts and to imagine themselves as future scientists, engineers, and changemakers.
Last year, my involvement with ExploraVision began as an extracurricular opportunity for students interested in innovation. I supported several small groups outside of class, meeting during lunch periods, before/after school, or during advisory blocks. While the students were enthusiastic about their ideas, one of the main challenges was finding consistent time to collaborate. Many participants juggled sports, clubs, jobs, and other academic responsibilities. Although the students had strong concepts and initial research, the time constraints made it difficult for many of them to complete their projects to the level they had envisioned. I realized that if I wanted to truly support students in this journey, I would need to integrate the competition more intentionally into the curriculum.
This year, I restructured my computer science classes to fully incorporate ExploraVision as part of the course. Students worked on ExploraVision projects during the first semester, using design thinking strategies, scientific research methods, and digital collaboration tools. Students explored real-world problems in health, energy, agriculture, and accessibility, identifying areas where technology could create positive change. They conducted background research, forecasted potential future applications, considered ethical implications, and wrote detailed reports that mirrored the rigor of professional scientific proposals.
By integrating the project into class time, I was able to offer more guidance, structure, and support, while also encouraging students to take ownership of their work. Peer feedback sessions, mini lessons on research techniques, and brainstorming workshops helped students stay motivated and accountable. The results were outstanding – not only did most students complete and submit their projects, but they also developed greater confidence in their ability to think creatively and critically.
One of the most exciting moments came when I received news that four student teams had been selected as honorable mentioned and one of our teams – Neel, Martin, Sage, and Tyler – had been selected as a regional winner. Their project, the Nut Allergen Detection System (NADS), proposed a wearable device that could identify traces of nut allergens in food using advanced biosensors and machine learning. Their concept was rooted in empathy, as some members of the group had close friends or relatives with severe nut allergies. Their submission was detailed, thoughtful, and deeply innovative. Seeing them recognized on a national stage was a powerful reminder of what students can achieve when they’re given time, tools, and belief in their abilities.
My involvement with ExploraVision has strengthened my commitment to project-based learning and reinforced the importance of giving students authentic opportunities to apply their skills. It has also shown me how competitions like ExploraVision can foster collaboration, resilience, and interdisciplinary thinking. I am incredibly proud of all the students who participated, and I look forward to continuing this work in the future as we inspire the next generation of innovators.
To learn more about the 2025-26 ExploraVision program, visit https://www.exploravision.org.