When Vona Cardwell’s name was called as the 2025 Siegfried STEM Educator of the Year, she was stunned.

“I was shocked, absolutely elated, and immensely grateful,” she recalled. “I even turned to the person next to me to make sure I’d heard right! It’s such an incredible honor—especially knowing how many amazing teachers were nominated across the state. It’s a moment I’ll never forget.”

That sense of humility and wonder reflects the heart of Cardwell’s work. As the Innovation Lab teacher at Roosa and Claremont Elementary in Claremore Public Schools, she has built a thriving ecosystem for STEM learning—one that blends curiosity, collaboration, and opportunity to empower every student.

“If the system can’t provide the tools our students deserve, then I’m going to find a way to give them to them,” she shares.

Building an Ecosystem of Opportunity

Cardwell’s work extends far beyond her classroom. Over the years, she has rewritten her district’s fifth-grade science curriculum, become Claremore’s first STEM Curriculum Facilitator, and launched innovative elementary programs in AI and aviation.

“Our program simply wouldn’t be what it is today without our partners,” she said. “TRSA has been absolutely transformative—not just through grants, but through mentorship and professional development. Their support helped fund our Community STEM Night and made it possible for me to attend the NSTA National Conference, which completely changed how I viewed teaching and learning.”

She also highlights the Cherokee Nation, Claremore Public Schools Foundation, Northeastern Technology Center, and T.D. Williamson for providing resources, training, and hands-on experiences that make STEM tangible for students.

“These partnerships make learning tangible,” she explained. “Students begin to see how what they’re learning in class connects directly to real careers and industries right here in our community. They’ve shown my students that they’re not just learners—they’re part of a much larger ecosystem of innovation and opportunity.”

Inclusion: The Launchpad for Wonder

Early in her career, Cardwell noticed that some students were unintentionally left out of hands-on learning experiences. She decided to change that by welcoming students from Autism and Project CEEP inclusion classes into her STEM lab and designing experiences that invite every learner to explore and discover.

“There just isn’t much out there when it comes to STEM opportunities for profoundly disabled students,” she explained. “So it meant building a program from the ground up—experimenting, adjusting, and figuring out what would actually work.”

One of her most memorable moments came with a student in the autism program who rarely spoke or interacted with others.

“He usually sat off to the side with his iPad, so I decided to try something new—introducing him to our Wonder Dash robots. At first, my only goal was to get his attention. But when he realized he could make the robot move, everything changed. Soon, he was designing obstacle courses and teaching his classmates how to problem-solve angles and distances.”

That day, he stood in front of the class, proudly explaining his creation.

“The student who once struggled to find his voice had found it through robotics,” Vona said. “For me, it reinforced something I’ve always believed: inclusion isn’t a challenge to overcome—it’s an opportunity to unlock potential that’s just waiting for the right spark.”

The Power of Choice and the ‘Beautiful Mistake’

Cardwell’s lab is a space buzzing with creativity. Students might be programming VEX robots, designing energy-efficient homes, or planning community gardens.

“When students choose how to apply a concept, their voices come alive,” she said. “They’re not just completing an assignment—they’re presenting something that reflects who they are. They don’t just explain what they learned; they explain how they learned it. That’s where the real magic happens.”

Mistakes are celebrated. Each day ends with a “Smart Meeting”, where students share their favorite mistakes and what they learned.

“It’s completely changed the tone of my classroom,” she explained. One memorable moment came when a group struggling with a circuit discovered that the polarity was flipped, a realization that helped the entire class correct similar mistakes.

“Now my students see themselves not just as learners—but as innovators.”

A Legacy of Belief

Principal Randa Fay describes Cardwell as “a magnetic presence—energizing, inspiring, and fiercely creative.” Her classroom, she says, “isn’t just a place of learning, but a launchpad for wonder.”

For Vona, the true reward is seeing her students gain confidence and ownership over their learning.

“More than anything, I hope my students remember how they felt—curious, capable, and brave enough to try,” she said. “I want them to look back and think, ‘That’s where I learned my ideas mattered.’”

With the $8,000 grant that accompanies the Siegfried Award, Cardwell plans to expand her AI program, integrate virtual reality into her aviation curriculum, and invest in professional learning that continues to elevate her teaching.

“You don’t need fancy equipment to teach STEM,” she said. “You just need curiosity and the courage to begin. Find your allies, reach out to your local partners, and remember that transformation doesn’t happen overnight—it’s built one small win, one curious question, one ‘favorite mistake’ at a time.”