Frequently Asked Questions
How can the PETRI and G2G girls stay involved after they graduate?
Six years ago, a small group of graduates from Mercer Island HS and Vashon Island HS came to me with an idea. As they began their college journeys, they were thinking about their friends in Kenya who didn’t have the same opportunities—and they wanted to do something about it.
Together, they founded WEE (Women’s Empowerment through Education)—a club dedicated to raising scholarship funds so girls in Kenya could pursue post-secondary education. Today, WEE sponsors seven students and continues to foster cross-cultural friendships through the pen pal program.
Even after high school, these graduates have remained engaged. Now spread across universities around the world, they continue their work through regular Zoom meetings—raising funds, mentoring younger club members, and championing the belief that girls everywhere deserve the chance to thrive.
How does SeaVuria scale—both in Kenya and in the Seattle area?
In Kenya:
SeaVuria’s growth in Kenya is fueled by a committed team and a powerful sense of purpose. Our founder and Executive Director, MaryMargaret Welch, volunteers more than 40 hours each week to lead the organization. On the ground, we've engaged a group of dedicated Kenyan teacher leaders who receive modest stipends to coordinate professional development, mentorship programs, and the annual STEM Extravaganza.
In 2024, a generous donor enabled us to bring on a part-time consultant, Emily, who led efforts to expand internet access across our 10 partner schools. That added capacity significantly advanced our technology integration work and accelerated progress across all programs.
We regularly hear from schools across Kenya that are eager to join SeaVuria—but we’ve had to pause expansion due to limited funding. To include new schools, we would need additional resources to support teacher training stipends, student scholarships, mentorship programming, and the logistics of scaling STEM initiatives like the Extravaganza.
We are also building relationships with other organizations in Kenya that share our focus on STEM education. By participating in national networks and consortiums, we hope to share what we've learned and explore new ways to expand access and impact across the country.
In the Seattle area:
SeaVuria’s impact also depends on an incredible network of student leaders. Currently, three student-led groups are deeply involved in our work:
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PETRI (Mercer Island)
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Girls to Girls (Vashon Island)
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WEE – Women’s Empowerment through Education, a global network of SeaVuria alumni who continue their commitment to the mission in college and beyond
These students raise scholarship funds, engage in pen pal friendships with students in Kenya, and advocate for educational equity and global connection. Their leadership is a powerful force for good.
Other schools have expressed interest in starting similar chapters, but each club requires mentorship and guidance from an adult to stay active and aligned with SeaVuria’s mission. With funding, we could hire a part-time coordinator to mentor current clubs, support the launch of new ones, and strengthen this growing network of youth advocates who are deeply connected to our work in Kenya.
What is new with the college/university contingent?
We’re continuing to build and strengthen our college/university network by inviting graduates from Mercer Island and Vashon Island high schools to stay involved through WEE (Women’s Empowerment through Education). While many students need time to get settled into college life, we stay connected and welcome them to re-engage when they’re ready.
This group has been a vital force in our scholarship fundraising efforts. Each year, they participate in the GiveBIG campaign, which remains our primary fundraising platform. They’re also exploring new ways to contribute, from creative outreach to grant opportunities.
A new addition this year is the inclusion of laptops as part of the scholarship package for Kenyan students. With more and more university coursework requiring digital access, this has become essential. The college contingent is helping us think strategically about how to sustain and expand this level of support moving forward.
Why Kenya? Will the model be spread to other places?
SeaVuria’s work began in Kenya because of a deeply personal connection. In 2010, MaryMargaret Welch (MM) joined a mission trip to Kenya with a local school. When teachers there learned about her background in STEM education leadership, they invited her to return—not as a visitor, but as a collaborator.
They asked for help in shifting toward a more student-centered approach to STEM teaching and learning. At the time, STEM subjects were often gatekeepers, limiting students’ educational opportunities. The teachers’ sincerity, dedication, and belief in their students’ potential were powerful—and MM was drawn in. As she often says, she was “bit by Africa,” and from that moment, SeaVuria was born.
Today, we are sharing our model through partnerships with organizations like the Kenya STEM Ecosystem, which brings together educators, policymakers, and nonprofits working to expand access to quality STEM education. Interest in expanding SeaVuria’s approach is strong, but as with many grassroots efforts, funding remains the primary barrier to scale.
We’re also exploring how elements of the model can inspire work elsewhere. MM is currently consulting with an organization in Guatemala that’s interested in learning from SeaVuria’s approach. While SeaVuria remains focused in Kenya, we’re happy to share what we’ve learned with others committed to equitable STEM education.
Is Seattle a popular destination for Kenyans to come and why? What is the most popular destination in the U.S.?
For the teachers we work with in Taita-Taveta, international travel—especially to the U.S.—is not a common opportunity. In fact, most of them have never traveled outside of Kenya. Financial limitations, visa requirements, and the demands of their work and families make this kind of travel difficult to access.
That said, our Kenyan partners are deeply curious, globally minded educators who are eager to collaborate and exchange ideas. Their interest in working with our region is shaped in part by MM’s long-standing relationships and reputation as a STEM leader, and also by Seattle’s reputation as a global hub for technology and innovation.
As for the most popular U.S. destinations, many Kenyans who do have the opportunity to travel or immigrate tend to go where they have family or professional connections—often cities like Minneapolis, Dallas, or Atlanta, which have more established Kenyan communities. Seattle is not necessarily a primary destination, but through SeaVuria, it has become a place of rich partnership and deep connection.
Are there aspirations to spread clubs like PETRI to more schools in the Seattle area and beyond? Are the scholarships only reserved for those interested in STEM?
Yes, we would love to expand our scholarship clubs to more schools. PETRI (Mercer Island) and Girls to Girls (Vashon Island) are thriving examples of what’s possible when students are supported by committed adult mentors. We’ve had clubs at Ingraham and Cleveland High Schools in Seattle in the past, but without consistent adult leadership to guide, cheerlead, and help students develop leadership skills, those efforts weren’t sustainable.
To grow this model, we would need to bring on a staff member who could mentor student leaders, support advisors, and help launch clubs in new schools. With that kind of support, we’re confident this model could thrive in many communities.
As for the scholarships—they are not limited to students pursuing STEM fields. While STEM is a core focus of our organization, because we believe strongly in the opportunities it creates, our scholarship program welcomes students of all interests. We’re committed to helping young women pursue the paths that best align with their goals, passions, and potential.
What would you do if you had ten times the resources you have today?
With ten times the resources, we would first build the infrastructure needed to sustain and expand this work long-term. That begins with hiring a full-time, in-country leadership team to coordinate programs, mentor teacher leaders, and guide daily implementation.
We would invest in a STEM Innovation Hub—a physical center for students across Taita-Taveta to engage in immersive experiences with robotics, coding, biotechnology, and hands-on science. It would be a space to spark curiosity, confidence, and collaboration.
We’d dramatically expand the STEM Extravaganza, offering more student teams the opportunity to research, prototype, and present real-world solutions to community challenges. We would host large-scale teacher workshops at Taita Taveta University to scale professional development aligned with Kenya’s Competency-Based Curriculum (CBC).
Additional funding would ensure that all partner schools have essential lab equipment, updated technology, and reliable internet access. We’d deepen mentorship and wraparound services for scholars, and grow our U.S. network of youth-led clubs with dedicated staff support.
And above all, we’d preserve what makes SeaVuria special: relationships, equity, and the belief that every student and teacher deserves the tools to thrive.
I would like to know more about the Competency-Based Curriculum that the PLC aligns its strategies to—asking as a future math teacher.
This is such a thoughtful question—thank you for asking it from the perspective of a future educator.
Kenya’s Competency-Based Curriculum (CBC) was introduced as a major education reform to shift teaching and learning away from rote memorization and toward real-world application. The goal is to equip students not just with academic knowledge, but with the skills and mindsets they’ll need to succeed in life—things like problem-solving, communication, collaboration, and critical thinking.
What happened in 2025 to identify a need to expand SeaVuria?
SeaVuria’s expansion wasn’t sudden. It was the result of years of partnership, learning, and trust.
Our founder, MaryMargaret Welch (MM), spent her career in science education, partnering with institutions like Fred Hutch, UW, Amgen, and Pacific Science Center to enrich student learning. She led Seattle’s adoption of the Next Generation Science Standards and trained over 1,600 teachers in research-based instruction.
In 2010, she visited Kenya as Dean of Academics at a private school and was invited to help shift instruction to a more inquiry-based model. From that moment, SeaVuria took root. Over the next decade, we built strong partnerships in Taita-Taveta, localizing content, respecting teacher expertise, and aligning closely with Kenya’s CBC.
By 2025, our work had gained national attention. The Ministry of Education visited our schools, affirmed our pedagogy, and asked our teacher leaders to begin training others. With Kenyan educators leading the way, and results showing promise, we knew it was time to grow.
Several parents commented on how meaningful the clubs have been for their daughters. Can you share more about the role of mentorship and peer support in these student-led groups?
Absolutely. PETRI, Girls to Girls, and WEE are more than fundraising clubs—they are communities of care, growth, and leadership.
MM personally mentors all these clubs, guiding students as they find their voices, build confidence, and develop leadership skills. These young women support each other, stretch their capacities, and discover their power to make a difference.
Our work is grounded in the belief that every girl deserves an education—because when you educate a girl, you educate a country. And while our focus is on creating opportunities for girls, we welcome boys who share this vision and want to be part of the movement.
These students are becoming global citizens—learning empathy, collaboration, and cross-cultural understanding. Now more than ever, we must resist “othering” and raise a generation that values shared humanity. That’s what this work is about.
The story of young mothers needing support to stay in school is compelling and real. How do we think about the kinds of services that all young women might need to stay in school and serve their families?
We’ve leaned intentionally into wraparound services—because tuition alone isn’t enough.
Our scholars, especially young mothers, often need support with transportation, childcare, laptops, school supplies, emotional care, and mentorship. Our extended mentorship sessions offer safe, guided spaces to reflect on self-worth, leadership, and resilience.
We believe in supporting the whole student—because when she stays in school, her entire family benefits.
How has technology changed how you connect with each other and your mission?
Technology has been a game-changer. What began with pen-pal letters has evolved into a digitally connected network.
For students: tech access has unlocked powerful learning tools, deepened research for the STEM Extravaganza, and allowed students in Kenya and the U.S. to collaborate in real time.
For teachers: our Open Lab and PLCs now thrive on virtual platforms, enabling shared resources, screen-sharing, and collaborative planning.
Most importantly, tech has expanded our vision of global community. Distance no longer limits what’s possible in learning or connection.