(0:00) Welcome to the Elementary STEM Coach Podcast. I’m your host, Naomi Meredith, a former classroom (0:06) teacher turned K-5 STEM teacher and coach. With over a decade of experience teaching (0:11) and a master’s degree in STEM leadership, I’m here to coach you throughout the year (0:15) to help you gain back more time to create innovative experiences for your students.

(0:20) We are back at it with some fun interviews for the summer, and I am so excited for you to hear (0:27) from the fun guests that I have lined up for you. I took a little break from interviewing, (0:32) and I definitely missed it, and so it was so much fun talking with the guest that I’m going to be (0:38) introducing you to. She was so sweet, so warm, and so passionate about what she does, and she was (0:44) such a fun guest.

I chatted with Kara Houston, who is a proud member at the company, Selfcad. (0:52) If you haven’t heard of Selfcad before, they specialize in their cloud-based software for (0:56) CAD modeling or computer-aided design. You might know this best in your elementary STEM experience (1:03) for a platform that does 3D modeling, but they also specialize in other ways that you can create (1:09) inside of this platform, along with the 3D modeling.

So definitely check them out because (1:14) we talk about it within this episode, but poke around on their website. Try it with your students (1:19) because there’s a lot of different ways that students can create that are really important (1:24) for them to learn, and things that they’re probably already wondering about trying for (1:28) themselves. Kara is so passionate about what she does.

You can see it in her face if you’re (1:34) watching the video version. You can hear it in her voice and help others bring their ideas to life. (1:39) I am so excited for you to listen to this interview and get you excited to teach 3D (1:46) modeling to your students.

This is something both Kara and I are passionate about ourselves, (1:50) so we had a lot of fun chatting because we know how powerful that this type of creating can be (1:56) with kids. Even if you’re not an expert, none of us are born knowing how to do this. I wasn’t either, (2:02) but I do mention this in this episode that 3D modeling is actually one of my most favorite (2:07) things to teach.

I even have my 3D printers running right now. Maybe you hear it in the (2:12) background, but I think you’re really going to enjoy this interview. Soak it all in and (2:17) take some notes because there’s some good gems inside of here.

Well, thank you so much, Kara, (2:22) for being here today. I’m so excited to chat with you. Before I hit record, I was telling you I (2:28) haven’t done interviews in a little bit.

I just took a little break from interviews. No one’s (2:33) really asked where the interviews have gone, but I think they’re really excited for this. (2:38) This will come out this summer, so teachers will have a bit more time to listen in and (2:43) learn new things.

Thanks so much for being here. That’s awesome. Yeah, I am so happy to be here, (2:50) and I love that.

There’s always good to have some ideas in the summer to keep us all going. (2:55) Yes, I agree. It’s so good to just dive on in and have that mental space where (3:03) you feel like you can learn new things because the school year can get super, super busy.

(3:09) Right, yeah. Before we jump so deep into what we’re talking about today, (3:16) how did you get into 3D printing and interested in 3D printing? How did that interest start for you? (3:25) Okay, so for me, I’m a mom first, like probably a lot of your listeners. I was just juggling (3:32) motherhood and my other careers, and a friend of mine said, hey, this company needs some help.

(3:37) Would you like to? And as soon as I started getting involved with SelfCAD, I was so interested (3:41) just for their mission to give kids, empower kids with these tools and help young girls have access (3:49) to tools that they might not have been introduced to before. I took my daughter, I think the first (3:53) week I worked there, I took her to a STEM event where she met astronauts and engineers and (3:58) scientists, and I just thought this is so powerful. This is really cool.

It’s so cool. Did you have a (4:05) 3D printer before? How do you ever like played around with them yourself? Or was that kind of (4:11) just something you just like their mission? You’re like, let’s jump on in and learn as we go. (4:16) Yeah, I did not even have a 3D printer at that point.

I was just very, very interested in their (4:23) mission. And every person that I’ve worked with was so passionate. They were beyond the moon.

And (4:28) so that was really easy to just glide right in. And then I went from part time to full time to, (4:33) you know, working with nonprofits, and it just grew. And it was really beautiful.

(4:37) That’s really cool. What does your daughter think about like 3D printing? Like now that you have (4:42) like, firsthand experience and like had no more behind the scenes? Like what does she think about (4:47) all of it? (4:49) So interested. She’s so inspired.

She likes to create things like earrings, jewelry, (4:54) things like that. Definitely the fashion caught her eye. And yeah, she’s, she’s really inspired.

(5:00) I love how you say the fashion part. So I got 3D printer. Well, okay, so I had them in my classroom.

(5:06) And there’s some other podcast episodes I have about 3D printers. And then so for my I started a (5:12) new after school club, a 3D printing club. And I was long term subbing at the time and the school (5:18) didn’t have a 3D printer.

They still don’t. So I use mine for it. And I had the printer in the (5:24) classroom.

And I also was like, you know what, I should make some jewelry. And it was around (5:29) Valentine’s Day. So I designed these little candy hearts for earrings that I made them for my (5:35) friends.

And my girlfriends like loved them. And they was like wearing them to school and everything. (5:40) So it’s pretty cool.

Like I know, I like obviously 3D printings for everybody. But (5:45) I like how you connected. Like, I mean, it is a way to create jewelry and fashion.

And there’s (5:51) lots of ways to get girls excited. But that’s just a really cool example. I’m glad that you brought (5:56) that up.

Yeah, absolutely. And sometimes when I talk to junior hires, they also are using this (6:02) stuff in like sneaker design. So you’ll see people light up their ideas like, oh, I would love to (6:06) design a sneaker, you know.

So I mean, it’s just really cool the different industries that are (6:11) they’re using and incorporating and really relying on the 3D spatial design modeling process. (6:17) Yeah, I agree with them with that. So kind of going more into you mentioned a little bit, (6:23) but why do you think it is important for certain students to learn how to create 3D designs, (6:30) whether it gets printed or not? Or you’re just doing all the modeling on the computer? Like, (6:34) why is that important? Well, you think I think kids are naturally curious and creative.

So this (6:41) is real, just like putting the tools in their hands for what’s already going on in their mind. (6:46) I want to create something, but also giving them when they’re really young, that spatial (6:50) awareness. So really, how else can you understand a concept of a sphere, (6:54) as opposed to just a circle until you’re looking at it and you’re rotating it.

So when they’re (6:59) really young, they might not have to do a strict curriculum, but getting playful and getting to (7:04) see the shapes like enlarged or shrieking is just it’s really magical to see kids interact with it. (7:12) I agree. It does bring your geometry to life when I’m teaching 3D modeling.

And the kids are (7:19) actually way more adaptable when they see it than we think. It’s not as overwhelming. I think for (7:24) adults, we’re like, oh, it’s super overwhelming.

I don’t understand it. But it’s just like (7:29) building with blocks. And when I would teach it, I have these foam blocks that I will squish down (7:35) and kind of show them how things stack in the real world.

And so saying, oh, here’s what you (7:40) can do in a platform, same type of concept. It’s almost like using digital clay or digital blocks, (7:47) like you can’t physically touch it with your hands. But the kids grasp onto it really, (7:52) really quickly.

Would you say the same thing from what you’ve seen? (7:56) Yeah, absolutely. And they just light up getting to create stuff. It’s really (8:01) cool way to design something.

And then we also see when they get older, then reverse engineer. (8:06) So these middle schoolers can bring in a picture of an object, we can upload it, (8:11) and then we can play around with like critical thinking. Or how could we improve this object? (8:16) Or what if we change the texture? And then they, you know, their little creator minds, (8:21) innovators come out.

I love seeing that. You mentioned it a little bit, but is it the (8:26) same platform that you use with all kids like K through eight? Or is there like different variations (8:32) of what you have the kids design in? Who I work with is self CAD. And we are definitely (8:38) professional grade, but designed to ride with the student all the way from third grade.

Really, (8:43) we like to start out third grade. We talked about kindergarten, and there’s definitely stuff to do (8:47) younger too. But when we’re really implementing a full on program, I’d say third grade all the (8:51) way up until their career.

And so getting them to have the same software instead of jumping around (8:58) Tinkercad, AutoCAD, you know, this is like they can grow a portfolio. So that’s why I’m really (9:02) passionate about it. I saw that they saw the need, there’s something that this gap needs to be (9:08) filled.

Like what can carry kids through? What can they grow it? So our company has a lot of (9:13) interactive tutorials. So they can, you know, right off the bat, just not fail, I like to say, (9:19) because they’re gonna walk you through it. And you’re gonna have all this knowledge, like, (9:24) and it’ll walk you through step by step.

That’s really helpful, too, because I think it’s hard (9:29) from a teacher, or if you’re a parent wanting to do this with your kids, like understanding (9:35) what platform to choose. And there’s so many options out there. And especially when you’re (9:40) teaching STEM, just across the board, you typically might not have as much experience yourself.

So (9:46) there’s probably a lot of teachers and parents out there who might be even be on the fence starting (9:51) this. And we know that it’s really beneficial. Are there any careers? Like, do you have any (9:57) career connections when it comes to like this modeling and creating online? Because we know (10:03) it’s important for kids, they’re excited.

This platform especially can carry on with them. But (10:09) connecting into what careers there might be? Have you seen anything with that? (10:13) Yes. And I love to talk about that, too, because we’re seeing it being used in way more than just (10:18) architecture.

But we’re seeing like the CAD software being used in designing, like I mentioned (10:24) earlier, the sneakers or fashion. It’s in health sciences. So when we talk about you want to see (10:29) the spine, and how can we put a stint in the spine? Or how can we work on the heart and the actual (10:35) shape of the heart is pretty intricate when you get into like the 3D world inside of the heart (10:40) and the arteries.

So when you talk about health sciences, that’s really so you might want to go (10:44) into a form of medicine, but it might be using like the software and using to create some type (10:52) of problem like solving a problem. So there’s different ways to be in medical field or in (10:57) fashion. That’s not necessarily what they might have been told.

So that is what I love connecting (11:02) those dots you I really think of this type of software self CAD as a life skill. You can call (11:08) for your own life if you want to redesign your bedroom. Like, okay, I’m gonna redesign.

What would (11:13) this chair look like? Like that? No, I agree. And it’s like, there it’s thinking about, okay, well, (11:20) how can I create that space or create that model where you can’t always do that with cardboard? (11:27) You can you can start that but it does give more options. And I think when you design digitally (11:32) like that, it’s so much easier to make mistakes and fix them because it’s endless.

And that was (11:41) something that is especially with my 3d printing club kids where I see them every week. They would (11:47) get frustrated at first and just knowing, hey, this is on an unlimited space. So if you mess up, (11:54) we can try it again or think about it in a different way.

Or when I would give them feedback (11:59) on their designs, we can easily go back and fix it. Or sometimes I would even and not everything (12:05) like you would print but the things that I would print, sometimes I would print them with mistakes (12:10) because I wanted them to see what had happened and why it didn’t work. So there are just like (12:16) those opportunities where, like STEM in general, there’s so many avenues and things to try.

But it (12:22) is with that 3d modeling, like it has a lot of different options that you can’t do in other (12:29) types of projects. And some kids will really, really connect with that in ways that like you (12:34) said, with the health sciences and the engineering or the fashion where you might not always have (12:39) those materials or ways to do that with other types of things. Yes, I love that.

I love what (12:46) you said that that club you have sounds so cool. Like when you think about, okay, you got to build (12:50) something each time you use materials, it costs money. But when you’re just, you know, and self (12:57) CAD is a cloud based.

So you know, you’ve got all kinds of options to just save and have all (13:02) build up a whole portfolio. Yeah, that’s super helpful. Because I even like parents will, (13:07) because I it sounds like with self CAD, you can 3d print, but you can also just do other types (13:12) of modeling.

Are there templates to use? You said there’s tutorials, but are there things that, (13:18) oh, you could try this avenue or try this template? Are there things that make it really stand out? (13:25) There is a whole library of tutorials and templates and lesson plans. And then whenever (13:30) we do work with the school, we actually we free training for the teachers and things like that. (13:35) So there, there’s monthly challenges, I believe they also do some kids get excited to participate (13:40) in those.

It’s just it’s being part of this whole community of people. So yeah, there’s a lot. (13:46) That’s really cool.

And even if like, let’s say, they wanted to a teacher wanted to focus on the (13:52) 3d printing side, could they still get into self CAD even if they don’t have 3d printers, (13:57) because I think a lot of teachers get wary of that they say, Oh, this is what I hear, (14:04) at least from teachers, I don’t have money for a 3d printer, my school can’t afford it. (14:08) We have too many kids, our printers broke, I can’t do the design. And I tell them they still can (14:18) would you guys say the same thing? Yes, you said so much there.

So they totally can design I mean, (14:25) part of I mean, a big part of our programs is the design and the design process. So you don’t (14:30) have to have a printer in the room, you can do these lessons, you want to show the layers of (14:34) the earth for these kids, and just have them look at it and design it and they can label it on there. (14:39) And they don’t ever have to print it.

But just getting to be able to conceptualize the space of (14:45) that is really, is really interesting for them and more hands on than just okay, here’s a picture (14:50) and I’m labeling a picture of paper, they’re actually moving it around and then labeling it. (14:56) So no, they do not definitely don’t need to actually print it. And I understand the concern (15:01) with it taking time.

But I do like to say that of course, kids like to print it. So (15:05) and the thing about the thing that self ads really trying to do is to help schools. So we (15:11) actually help schools apply for grants and technology grants.

I like to say it’s never (15:16) a closed door. If you still want a 3d printer, we are going to find a way that’s called we (15:21) actually donate them ourselves. Or we we help apply, we help the school apply for a tech grant.

(15:27) And of course, there’s a lot of great grants out there for STEM initiatives. So that’s something (15:33) if they’re a title in schools all over the place, we are working with them and we are trying so I (15:37) hope that they will reach out to us if they are if there’s somebody that wants a 3d printer but (15:41) can’t because if the desire is there, I’m ready to meet you halfway. Yeah, and that’s I agree with (15:46) STEM.

Typically, it’s a great space with those great opportunities. And you don’t have to be a (15:52) STEM teacher to apply for those like at all. Like I know a lot of programs, at least in my friends (15:58) in the area that are getting caught.

But that is an opportunity where after school programs, (16:03) there’s those options, you are a classroom teacher, and wanting to implement this. Parents, (16:10) maybe there’s options with that, too. You never know.

But I agree with you. Because (16:15) I, in my opinion, I mean, I have two printers going on right now. I don’t know if you can hear (16:19) them.

I have one of like right going right here. I’m actually making key chains. Yeah, my club.

(16:28) But a lot of it, honestly, is it can be the management when you’re an elementary teacher, (16:32) because I mean, you have your kids, you can teach them how to manage. But that’s a whole other thing. (16:37) Like you said, you can do all of the designing and the printing parts.

Great. But you can, (16:43) the kids are still going to be able to do all of the skills and keep practicing. And (16:47) it sounds like self CAD, like you even said it can grow with them.

So there’s endless (16:52) types of projects to do. Endless. It’s just wild.

And the tutorials that we have are so cool. (17:00) They’re so interactive. It’s just not like, you know, when I when I was in school, how things (17:05) you just click to the next page, but everything here is like highlighted where you go next.

(17:09) It’s just set up for you to succeed. They’re going to help you succeed. And then I do want (17:13) to say when they get to middle school, they can do industry based certifications.

And we love that (17:19) like a virtual badge and helps encourage them and give them the confidence to keep going. You know, (17:25) what are some of the industry badges that they can get? There’s two, it’s a professional one (17:31) and an actual self CAD one that they get once they’re reached. I believe it’s eighth grade.

(17:36) Oh, that’s cool. Very cool. Yeah.

We love we love to share that with educators because (17:41) yeah, that’s just another thing in their pocket. Another thing they can share when they go on to (17:46) whatever they go on to if they’re continuing education or they’re going right into a field. (17:50) Yeah.

I feel like coding, especially 3D design and even video editing, like all the (17:56) video behind the scenes are skills that can be under, I don’t know, under built up sometimes in (18:04) the elementary space, but they’re so needed because we see middle school and high schoolers (18:08) doing like elementary kids can do this too. I’ve done it. I’ve done all of the above with them (18:12) and I can confirm it can be done and shouldn’t be overlooked.

Absolutely. So speaking of those (18:21) projects, you talked about the badges, but are there, and you’ve popped in some really fun (18:25) projects. So thinking about those grade level bands, so like that elementary band, you said (18:30) mostly third through fifth, and then maybe it’s middle school and high school.

Are there certain (18:35) projects that stand out to you inside of the platform or even just ones that you’ve seen that (18:40) are really cool that have been done? So when, well, I do want to say when you’re talking (18:46) kinder to second, one thing that they really have loved doing is creating a cookie cutter. (18:51) So they get their 2D shape and then you’re, you know, expanding it to make the 3D cookie cutter, (18:56) and then they get to do a cookie cutter. So I think that’s cute.

It’s so fun. Of course you (19:00) could do it at one of the holidays. I love to see that one.

And then when we see, you know, (19:08) when kids get into science and they’re labeling the parts of the flower, that’s a really cool one (19:12) that they can do all the different, the petals and the in and out. Kids, like, I know you did (19:18) the, you were saying the key chains. All the kids love to do their name key chains.

It just is so (19:23) personal for them. And then they have a souvenir of their, you know, their name. We’ve seen high (19:30) school kids create, or middle schoolers do these pencil toppers, and then they have to, you know, (19:35) pencil stands.

And then we try to really get the engineering brain going where it’s like (19:40) problem solving. So that’s like the reverse engineering of getting an object and how can (19:45) you make it better? Or this one didn’t work, so what’s the next step? How long does it typically (19:49) take for projects to be created by kids? Are they usually semester long, or have they been like (19:55) really quick, like a couple day activities? There is all different types, but definitely I think a (20:01) lot of them are shorter. A couple days and they’ve created something, or they’ve labeled something.

(20:06) The teacher can also create something, and then the kids draw on it, or color it, or change it, (20:12) or it can go the other way that the kids actually have full range. Hey, can you create a set from (20:16) this time in history? So I mean, curricular engagement, you know, we’re seeing it in math, (20:22) and in science, and in biology, and it, you know, so yeah, they can actually build a set, (20:26) or a mixed reality of something. Yeah, cool.

It kind of reminds me, and I know it’s still around (20:32) with like augmented reality stuff, like I know the goggles are like, you still have them, (20:39) it’s, they get expensive to have in schools, but I just like remember doing some of that AR stuff (20:43) with students, and like they could touch it, and play with it, but it’s almost, it’s like (20:49) the same thing, but without the goggles, and they’re creating those things that maybe could (20:54) even be in augmented reality, that AR stuff. Yes, absolutely. So when we write STEM grants, (21:01) we include the AR, the VR goggles, and we do include curriculum for that kind of stuff, too.

So (21:08) kids can take a, an area, and they can add like, almost like a video game, like fruits, (21:14) or different things into the space. Yeah, making it really, it’s really fun stuff, animation. (21:19) Cool.

Oh, that’s so cool. So you could do that all in self CAD, and then use it with the goggles? (21:25) Yes. That’s awesome.

I mean, so yeah, any school out there that wants to apply for a STEM grant, (21:33) like, please contact us, because we love to see, or the summer camps. Let me think of, (21:37) there’s afterschool programs, there’s the summer camps, and you, like you said, you do not have to (21:42) be a STEM teacher. We do like you to be an established school.

Also, you don’t have to (21:46) have funding, like you can be any type of teacher that has the interest, that the interest is there, (21:51) and there’s two teachers to do the summer camp, or to do the afterschool, then we’re there. We’re (21:56) ready to train you, and we’re ready to, you know, go forward with that. And you know, you’re seeing (22:00) lots of cool, like you mentioned, there’s, there’s STEM for girls clubs, there’s coding clubs, (22:04) there’s robotics clubs, all these cool clubs are starting to get built, and then we want to give (22:07) them, you know, the curriculum to do more things.

What else can we do now, you know? I agree, and (22:13) it’s a great way with clubs. I’ve always said this about clubs. If you don’t know how to do (22:18) the thing, if you don’t know anything about 3D modeling, it’s actually great to do in a club, (22:24) because you only have a handful of kids, 25 kids, and they’re pretty forgiving.

For the most part, (22:30) those kids actually want to be there, and they’re super into it, so they’re going to find things (22:34) that you never even had thought about you’d be teaching. And I knew about 3D design to do my 3D (22:41) painting club, but my kids are so passionate and intense about it, that I’ve actually had to plan (22:47) more projects, because they’re actually pretty quick at stuff, and then I’m actually going to do (22:52) like a more advanced one next school year, but it’s pretty a great, great way if you’re a teacher and (22:59) want to get into this, or let’s say you’re a classroom teacher, and you want to be a STEM (23:04) teacher, run a STEM 3D modeling club, have that in your belt, and then you’ll just feel more confident (23:11) if you do become a STEM teacher, teaching more kids, because it’s, it’s one of my most favorite (23:17) things to teach. It’s like low-key one of my most favorite things.

It’s actually really clean. (23:23) I like that. It’s very clean, but it’s, I like how the kids are creating with technology and making (23:33) it meaningful, and really using it in a constructive way, and not just sitting there passively watching (23:38) videos or whatever.

Like you said, the tutorials are interactive, but they’re creating in meaningful (23:44) ways that could lead into who knows what for their jobs. Yeah, and it’s giving them the confidence to (23:50) also create stuff for their own. Like what ideas do you have? How do you want to make this shape, (23:55) or how do you want to, you know, change something in your world? It’s so giving them like, here, (23:59) you have power.

You’re, you have this whole world to create something, you know, and I, it’s really (24:03) cool for them, but I love that you’re doing that. I love after-school clubs. I’m like, (24:07) you join as many as you want to because, you know, it’s like access to things that you’re (24:12) passionate about.

It is. It is so, it’s fun. It’s really fun.

It’s a really cool way to interact (24:20) with kids that’s like academic, but not entirely, and they just see another side of kids. It’s (24:25) really, really sweet. Oh, yeah, absolutely.

I can tell you really love what you do. I just said it (24:32) like oozes from you, and I love it. Thank you.

I must, I think that should have been my middle name, (24:39) but it wasn’t really a thing when I was little, so anything else you want to share if teachers (24:45) are on the fence about getting stutter, anything else that they should know, anything you want to (24:50) share with them? I would say definitely just, if you’re even on the fence, just check out (24:55) selfcad.com and just take a look. Just play, and I think you’ll be, I think you’ll right off the bat (25:00) be intrigued, but I also, I don’t want anyone to be discouraged. I don’t care if you’re Title I. (25:04) I don’t care if you’re rural.

We’re working with like some places in Africa where they don’t have (25:08) internet, where they’re going to use the internet. They’re downloading our stuff, and then they’re (25:12) taking it back home, and so I mean there should be a closed door, and if you probably have students (25:17) that are interested, so yeah, and the tutorials are going to be there. The training is there.

(25:23) Support is there. It’s not like, here’s a CAD software. I mean, what I hear from teachers, (25:27) unfortunately, is like, we have a 3D printer, but I’m not sure what to do, or we don’t have, (25:33) they don’t have the guidance of the tools that they need to be able to empower the students, (25:37) so it’s not really fair.

They have the printer, but a lot of them don’t have the printer, too, (25:41) but like I said, there’s no reason that you can’t do this. It is for everyone. It’s professional (25:45) grade, but it is like, it’s just made to help you learn and make, help you create.

(25:52) I 100% agree with that. Like, don’t let the 3D printer you have on be a paperweight. (26:01) Like, kids, if you say 3D printing, all the kids are going to want to do it.

(26:04) I promise you, 1,000%. I’ve taught hundreds and hundreds of kids, and all of them, when they hear (26:12) the word 3D printer, they get so excited. Yeah.

I mean, think about, I mean, for me, (26:18) when I was growing up, I would have loved to see my stuff brought to life, and that’s why you get, (26:23) kids do love getting involved in those ones where they are in charge of making something, (26:27) you know, not just like being told what to make, but they’re getting to get their hearts out there. (26:33) Well, I am so excited about this platform, and I’m excited to dive in myself, since I am (26:38) continuing my 3D printing and 3D modeling journey. I did get approved for, to do two more clubs, (26:46) so like a 1.0, 2.0, so I’m really excited to play around with this with my students, (26:51) because I know that they want an extra challenge, and I’m excited.

I like learning new platforms (26:56) and seeing what’s out there, and this is definitely one that I’m going to explore (27:01) and add to my own STEM toolbox, so I am so glad that you popped in today and told us all about (27:07) it. So important for us to hear about all of these cool tools that are helpful for kids. (27:13) Thank you so much for having me.

This was really cool. It’s so fun. (27:17) Good.

Thank you. Well, thank you so much, and I can’t, I’m so glad that we have this connection. (27:22) Yes, me too.

You feel free to reach out anytime with anything. (27:26) And if other teachers want to reach out to you, where can they find you? (27:29) So selfguide.com, or they can find me on LinkedIn. I’m always happy to connect on (27:33) LinkedIn, Kara Houston.

And please check out selfguide.com. I think you’re going to just fall (27:38) in love. Well, thank you so much again, Kara, for coming in, and can’t wait to hear how teachers are (27:45) using this in their classrooms. My pleasure.

This is really fun. I loved connecting. This was cool.

(27:51) Thank you so much for listening to today’s episode of the Elementary STEM Coach Podcast. (27:56) I would love to connect with you over on Instagram at Naomi Meredith underscore, (28:01) or send me an email to elementarystemcoachpodcast at gmail.com. Also make sure to check out my (28:07) website, Naomi Meredith.com to see all the show notes from today’s episode and shop my K-5 STEM (28:13) resources. Any questions you have, needs for resources or ideas for episodes, get in touch.

(28:18) I’ll talk to you soon.