Reflection 1 – Internship Reflection Paper: The (First) 50 Hours
Working as an Outreach and Program Assistant for 50 hours has given me the opportunity to see how high-level technical concepts are applied in a community setting. As a cybersecurity student, I am used to thinking about systems in terms of data, encryption, and code, but this internship has forced me to think about the “Human Layer” of technology. My time has been split between internal lab operations, handling the daily to-do tasks, and external community engagement. I have represented the ODU Innovation Lab at high school science fairs, elementary schools, and workshops for adults with special needs. This experience has taught me that true innovation requires not just powerful tools, but the ability to make those tools accessible and secure for every user, regardless of their background or ability.
The value of technical integrity and adaptive communication are the most important things I’ve learned. Further, I have realized that the success of any technological deployment depends entirely on the “pre-flight” work. In my cybersecurity studies, we talk about the importance of a secure supply chain; I practiced a manual version of this during my mini supply project. I was responsible for researching and auditing a list of materials needed for an upcoming activity. This wasn’t just a simple shopping trip; it was a lesson in quality control and asset management. I had to ensure the supplies were compatible with our specific hardware, safe for use by K-12 students, and durable enough for repeated community use.
For example, when looking for supplies for the boat project, I had to consider the “attack surface” of the activity; could a student accidentally break the sensor? Are the weights small enough to be a choking hazard? By managing these to-do tasks with a detail-oriented mindset, I ensured that our outreach events remained fully operational. I learned that if the background logistics fail, the front-facing education fails as well. Professionalism in a lab environment is often defined by the work no one sees: the organization, the inventorying, and the constant maintenance of the tools.
In addition to work involving lab logistics, I have been heavily involved in three distinct types of community outreach that tested my ability to “translate” technology for different age groups.
1. High School Outreach: The Science Fair My first major event was representing the Innovation Lab at a local high school science fair. This was a “high-level” engagement where I spoke to students about our program and explained our lasering activities. As a cybersecurity student, I found myself explaining the logic behind the laser engraver, 3d printing, designing things and programs. This is very similar to how a script interacts with an operating system. By speaking to high schoolers about the technical “how-to,” I was able to advocate for our program while also practicing my ability to explain complex hardware-to-software interfaces.
2. Elementary Outreach: Spheros and K-5 Logic Taking the Sphero robot balls to a K-5 elementary school was a complete shift in energy. From a technical perspective, this was a live exercise in mobile device management and Bluetooth signal integrity. Managing eighteen Spheros, 2 at a time, in a room full of children means managing two- four simultaneous Bluetooth connections. I had to troubleshoot connection drops and signal interference on the fly. I realized that children are the ultimate “stress testers” for technology. If a user interface is confusing or a connection is weak, they will find the flaw immediately. This reinforced the importance of robust, user-friendly design in any technical deployment.
3. STEM Outreach: High School Buoyancy and Iterative Design Working with 12th graders in the buoyancy lab provided a great opportunity to see how students handle technical challenges over time. In the first session, we built boats to test basic displacement and see which designs would actually stay afloat in the water. When they returned for the second session, the focus shifted to independent design, where they had to apply what they learned to build their own custom boats from scratch. As a cybersecurity student, I viewed this as a “testing and patching” phase. The students had to identify the “vulnerabilities” in their first designs, like poor weight distribution or weak hulls, and “patch” them in their final versions to ensure the system (the boat) wouldn’t fail when deployed in the water.
4. Community Engagement: Creative Imaging and Laser Iteration A separate and equally impactful activity involved working with adults with special needs on a two-part creative project. In the first session, I helped them create custom images and decide how they should be placed onto their specific pieces of material. This was a lesson in “user interface” and “input validation,” as I had to ensure their artistic designs could be correctly processed by our lab software. When they came back for the second session, we took those same skills and upgraded the project by lasering their designs onto coasters. Seeing them recognize the process and successfully transition from simple material placement to permanent laser engraving showed me how technology can be a powerful tool for building confidence and consistent skills in a diverse community.
Overall, the first 50 hours have been an intensive training period in both technical logistics and community leadership. I have successfully balanced the methodical to-do tasks of the lab with the unpredictable, high-energy nature of community events. I have met my learning objectives by maintaining the integrity of our equipment and successfully facilitating workshops for K-12, high schoolers, and special needs populations. I have moved from being a student who understands technology in a vacuum to an intern who can deploy it effectively in the real world.
Reflection 2 – Internship Reflection Paper Second 50 Hours
Working as a cybersecurity student intern for these 50 hours has given me a much clearer picture of what it actually takes to survive and thrive in this industry long-term. Through a detailed interview with Professor Charlie Kirkpatrick, who has over 40 years of experience in the field, I realized that cybersecurity is less about knowing a specific tool today and more about being able to adapt when that tool becomes obsolete tomorrow. Professor Kirkpatrick started his career in the 1970s and 80s when “cybersecurity” wasn’t even a degree or a job title yet. Hearing how he transitioned from a soil scientist to a CIO taught me that a career in tech is a marathon of constant learning, not a sprint where you stop once you get your diploma.
During this period of my internship, I spent a lot of time thinking about the “human” side of the SOC (Security Operations Center) and the corporate office. Professor Kirkpatrick shared a story about a major tax fraud incident involving “farm use” vehicle credits being claimed in the middle of Los Angeles. This stood out to me because it wasn’t a “hacker” in a hoodie breaking a firewall; it was a logic problem that required a human to look at the data and realize something didn’t make sense. It made me realize that as a student, I need to focus on the “why” behind the alerts I see, rather than just clicking through a dashboard.
The value of critical thinking and professional networking are the most important things I’ve learned. Further, I’ve come to understand that my technical skills are only half of the equation. Professor Kirkpatrick emphasized that communication is the number one skill employers look for. If I can find a major vulnerability but I can’t write a report that a manager understands, my technical skill doesn’t provide much value to the company. This has pushed me to be more intentional with how I document my work and how I explain technical concepts to my peers who might not be in the cybersecurity program.
In addition to technical work, I have learned that the “hidden” job market is driven almost entirely by who you know and how you present yourself online. Professor Kirkpatrick gave me very practical advice to secure my own domain name and build an e-portfolio to show off my ODU projects. He noted that while certifications like Security+ are important to get past HR, your personal network and your “proof of work” are what actually land you the job. This has motivated me to treat my LinkedIn profile as a living resume and to start saving all my best class projects as artifacts for my future portfolio.
Overall, the second 50 hours have helped me shift my mindset from just being a student to being a young professional. I’ve learned that I need to be “present”, sitting in the front, asking questions, and building relationships with my professors and mentors now. I am realizing that the most successful people in this field aren’t necessarily the ones who knew the most on day one, but the ones who were willing to keep learning and stay curious. I feel much more confident heading into the next phase of my internship and field with these insights in mind.
Reflection 3 – Third 50 reflection hours
Reaching the 150-hour mark of my internship has been an eye-opening experience. While my first 100 hours were mostly about learning the ropes and helping with behind-the-scenes logistics, these last 50 hours have been all about hands-on and seeing projects through from start to finish. As a Cybersecurity student, it’s been interesting to see how the “process” of running a lab is a lot like following a security protocol, everything has to happen in a specific order for the system to work.
Hands on problem solving
One of the most rewarding parts of this period was going back to work with adults with disabilities for another boat-building event.
The Task: We gave the participants everyday materials like aluminum foil, sticks, and tape to see if they could build something that floats.
What I Learned: It wasn’t just about the boats; it was about seeing how people solve problems when they are given specific constraints. In my cybersecurity classes, we talk about building defenses within a budget or with limited hardware. This was a “real-life” version of that. Watching them test their designs and make quick fixes reminded me that technology (and security) needs to be accessible and functional for everyone.
Learning the “Workflow”: Custom Apparel
I also spent a lot of time helping with outreach events where we made custom t-shirts. This taught me a lot about following a strict Standard Operating Procedure (SOP). The process had four main steps:
Printing: Getting the designs and pictures ready in all different sizes.
Curing: Putting the prints into the oven so the ink sets correctly.
Prep: Carefully cutting out each design so it looks professional.
Pressing: Using the heat press to transfer the image onto the shirt.
Summer Camp Kickoff
Finally, Summer Camp officially started this week! It’s been high energy from day one.
Day One: The kids jumped right in and built their first versions of boats.
The Goal: Instead of just building one and moving on, they are spending the whole week here. Today was all about testing what they built and finding ways to improve it.
The Connection: This is basically beta testing. The kids found the “vulnerabilities” in their boat designs today, and tomorrow they’ll spend the day patching those holes and making the boats faster and stronger. It’s cool to see the “trial and error” process happen in real time.
Conclusion
Hitting 150 hours feels like a huge milestone. I’ve gone from just watching how things work to actually leading these activities and troubleshooting problems on the fly. Whether it’s helping a kid fix a leak in their boat or making sure the heat press is at the right setting, I’m learning how to communicate technical ideas in a way that anyone can understand. I feel a lot more confident in my professional skills and look forward to finishing the semester strong.
Final Paper –
April 9, 2026
Anajah Owens
KAitlyn McCoy
ODU Innovation Lab
CYSE 368 / Internship – Spring 2026
Introduction
My selection of the Innovation Lab at Old Dominion University for my 300-hour internship was a deliberate move to step outside the traditional “server room” mindset often associated with the cybersecurity field. As a Cybersecurity major, I spend a significant portion of my academic life analyzing network protocols, studying theoretical threats, and working within the rigid constraints of lab environments. However, I have come to realize that technical proficiency is only half of the battle; understanding the human element is equally critical. I was drawn to the Lab because of its unique position within the Center for Educational Innovation and Opportunity (CEIO) and its direct involvement in the ODU Lab School Network.
The Innovation Lab serves as a bridge between the university’s high-level research and the local Norfolk community. It operationalizes several key initiatives, such as the SmithTech (Computer Science) and Maritime (MEESA) schools. My motivation was to observe how these “future-ready” skills are taught to the next generation of digital students and people. In a traditional IT setting, the goal is often to lock down a system to prevent errors. In the Innovation Lab, the goal is to create a space where experimentation, and the inevitable mistakes that come with it, are protected. I wanted to see how a makerspace environment could balance this need for creative freedom with the technical security required to protect a public-facing network of IoT devices.
To ensure my growth as both a technician and a leader, I established three core learning objectives in my Memorandum of Agreement (MOA). These goals served as my professional compass during the first 50 hours of my internship:
Technical Literacy and IoT Management: My primary goal was to gain mastery over the specialized hardware that defines a modern makerspace. This includes laser cutters, 3D printers, and programmable robotics like the Sphero fleet. From a cybersecurity standpoint, these tools represent a complex ecosystem of IoT devices. I pursued to understand their maintenance, the software interfaces used to control them, and how to manage their security within a high-traffic community hub.
Professional Communication and Inclusive Facilitation: Cybersecurity often involves explaining complex risks to non-technical stakeholders. I used this internship to develop the “soft skills” required for technical leadership. By facilitating workshops for diverse groups, including K-12 students, adults, and adults with special needs, I aimed to learn how to translate technical concepts into accessible instructions, ensuring every visitor could “design without fear.”
Logistics and Project Management: The final objective focused on the operational side of the CEIO. I sought to manage the logistics for outreach events, such as high school science fairs and STEM workshops. This involved managing equipment inventory and ensuring that technical resources were deployed safely and efficiently to meet our community impact goals.
The Innovation Lab & CEIO
The Innovation Lab, located 600 Butler Farm Rd at the Penn Center, is a cornerstone of ODU’s outreach efforts. It is an inclusive makerspace that prioritizes Human-Centered Design. Unlike a typical computer lab, the Innovation Lab is a noisy, vibrant environment filled with the smell of wood being laser-engraved and the sound of students collaborating. The organization’s mission is to bridge the digital divide by providing access to high-end fabrication tools and STEM education to those who might not otherwise have these opportunities.
As an intern, I observed that the Lab’s “product” isn’t just the items created on a 3D printer; it is the confidence built through the design process. The Lab serves a vast demographic, from elementary students in the ODU Lab School Network to local educators looking for new ways to engage their classrooms. This diversity requires a high level of technical adaptability. For a cybersecurity student, this organization serves as a reminder that the “digital divide” is not just about access to hardware, but access to the digital literacy and security needed to use that hardware safely.
The Experience
My introduction to the Lab began with an Immersive Orientation Day, a training session day from 9-3 pm, that immediately signaled the Lab’s unique culture. Rather than a dry lecture on safety manuals, the day was designed as an “immersive experience” to welcome us into a safe, supportive design space. Through activities involving improv and reflection, we were encouraged to embrace vulnerability and experimentation.
This orientation grounded us in the CEIO mission and introduced the shared frameworks we would use to facilitate workshops. The most impactful part of the day was developing a “Personal Design Saying” to guide our work. Mine was: “Mistakes Make Progress Happen.” This mantra reminded me that my role was not just to act as “tech support,” but to ensure that the environment remained secure enough for others to feel free to fail. The more mistakes, the more you learn and grow from there. This training day shifted my perspective; I realized that in a makerspace, the most important “system” I would be managing wasn’t the robots or the computers, but the human connections that make innovation possible.
Management
Organizational Leadership and Dual-Layered Supervision
The management environment at the Innovation Lab is characterized by a sophisticated, dual-layered structure that balances Linear Accountability with Lateral Collaboration. Because the lab operates as a high-traffic community hub under the Center for Educational Innovation and Opportunity (CEIO), it requires a supervision model that is both rigid enough to ensure safety and flexible enough to allow for creative facilitation. This “Matrix” management approach ensures that while there is a clear chain of command for administrative and safety issues, the day-to-day execution of workshops and outreach events remains fluid and responsive to the needs of the participants.
The Linear Chain of Command
For administrative and high-level decisions, the lab follows a clear vertical path. The Program Manager oversees the strategic goals, deciding which outreach events we attend and how the lab aligns with the university’s mission. Directly under them is the Graduate Assistant (GA), who served as my primary supervisor. The GA handled the day-to-day logistics, such as managing the weekly schedule, and ensuring I had the proper training for machines like the laser engraver. As a cybersecurity student, I recognize this linear path as the lab’s “administrative root.” It provides a clear protocol for reporting technical failures or safety concerns, ensuring that the integrity of the lab’s high-value hardware is never compromised by a lack of clear authority.
Lateral Collaboration and External “Matrix” Supervision
While the formal hierarchy is vertical, the actual facilitation of events often shifts into a Lateral Supervision model. This is most evident during community outreach events and K-12 workshops where “other people”, such as the coordinators or external partners, take a temporary lead in the management of the space. In these scenarios, the management environment becomes a Matrix structure, where I report to the event lead for the success of that specific program while still remaining accountable to the Lab’s internal standards. This lateral flow is essential when working with children or adults with special needs; it allows us to troubleshoot technical glitches on the fly, such as Bluetooth interference with a Sphero robot, through peer-to-peer communication rather than waiting for a top-down command.
Supervision Style: The Facilitator-Coach Approach
The supervision I received was not about being watched over my shoulder; it was about being coached. My supervisors used a Facilitator-Coach approach. Instead of giving me a list of “do this, then that,” they provided me with the “why” and the “how-to” and then stepped back to let me execute.
For example, when I was working on the “Mini Supply Project,” my supervisor didn’t just tell me what materials to buy. They coached me on how to research material safety and how to audit our current stock and what was needed. When a technical glitch happened, like a robot refusing to pair with a tablet, the GA wouldn’t just fix it for me. They would ask, “What have you tried so far?” and guide me through the troubleshooting steps. This also happened and the GA helped me when shirts needed to be printed. I coordinate with her to make sure everything goes smoothly and effortlessly. Any problem, I take it up with her, and if not her, then the PM. This style was perfect for a cybersecurity student because it forced me to think methodically and stay calm under pressure, which is exactly how you have to handle a real-world technical incident.
Management Effectiveness for the Internship
This management environment was highly effective for my growth because it replaced traditional oversight with stewardship. This gave me the independence to act as a technical leader while maintaining the safety and integrity of the lab’s mission.
Trust and Autonomy: Because the Program Manager and GA trusted me and other interns with the “Daily To-Dos,” I felt a sense of ownership over the space. This made me much more proactive in catching issues (printer) before they became expensive problems.
Support for Failure: The most effective part of the management was the “Design Without Fear” culture. Knowing that my supervisors viewed a failed 3D print or a software error as a learning opportunity rather than a mistake gave me the confidence to take on harder projects, like facilitating the buoyancy experiment for 12th graders.
Work Duties & Projects
Internal Lab Operations and Technical Upkeep
A significant portion of my internship was dedicated to the “behind-the-scenes” work that keeps a makerspace functional. As a cybersecurity major, I treated this as Asset Management; if the hardware isn’t maintained, the entire system fails.
Daily Maintenance & “Pre-Flight” Checks: My shifts usually began with a series of ” to-dos.” This included calibrating the 3D printers, and ensuring the heat presses reached the correct operating temperatures. This makes sure that before the visitors come, everything needs to be up, running, and ready so no issues would occur. This routine taught me the importance of technical readiness; you can’t have a successful workshop if the equipment fails ten minutes after the students arrive.
The “Mini Supply Project”: One of my primary tasks was a manual version of secure supply chain management. I was responsible for researching and auditing a list of materials needed for upcoming activities. This wasn’t just a simple shopping trip; it was a lesson in quality control. I had to ensure the supplies were compatible with our specific hardware, safe for use by K-12 students, and durable enough for repeated community use.
Digital Organization: I also managed the digital side of the inventory, ensuring that we had the right amount for our projects. This ensured that our outreach events remained fully operational and that the background logistics didn’t fail.
Community Outreach and Event Facilitation
High School Information Table & Outreach: I represented the Innovation Lab at local high schools by managing a professional information table. My goal was to act as the “face” of the lab, speaking to students and faculty about our resources. I focused specifically on promoting our Spring Break and Summer programs, explaining how these camps provide hands-on experience with advanced technology. This was a lesson in professional communication, I had to explain the benefits of the lab in a way that got high schoolers excited about STEM careers.
Elementary Robotics Workshops (Sphero): Taking the Sphero robot balls to K-5 elementary schools was a live exercise in mobile device management. Managing eighteen Spheros in a room full of children means managing multiple simultaneous Bluetooth connections. I frequently had to troubleshoot connection drops and signal interference on the fly, which reinforced the importance of technical patience.
Advanced STEM Labs (The Buoyancy Project): I assisted 12th-grade students with an engineering project where they had to design and build boats to test water displacement. As a cybersecurity student, I viewed this as a “testing and patching” phase. The students had to identify the “vulnerabilities” in their first designs and “patch” them in their final versions to ensure the boat wouldn’t fail when deployed.
Specialized Project: Creative Imaging with Adults with Special Needs
One of the most impactful projects I led involved working with adults with special needs on a two-part creative project. This was a lesson in User Interface and Input Validation.
Phase 1 (Digital Placement): I helped the participants create custom digital images and decide how they should be placed on their material. I had to ensure their artistic designs could be correctly processed by our lab software.
Phase 2 (The Permanent Engrave): For the second session, I facilitated the transition from making bags to laser engraving their designs onto coasters. This required me to handle the technical setup of the laser while allowing the participants to stay involved in the creative process. Seeing them successfully move from a digital idea to a permanent physical object showed me how technology can build confidence in a diverse community.
Cybersecurity Skills and Technical Growth
Technical Asset Management and Quality Control
In cybersecurity, you cannot protect what you do not know you have. My work on the “Mini Supply Project” and daily to-dos served as a foundational exercise in Asset Management.
Supply Chain Integrity: By auditing the specific fabric substrates used in the T-shirt printing process, I was practicing a physical form of supply chain security. Ensuring that only “authorized” materials were used and that the heat-press configurations (temperature and pressure) were exactly right prevented “system failures”, in this case, ruined garments or equipment damage. This taught me that quality assurance and following strict protocols are just as vital in a lab as they are in a cybersecurity network.
Operational Readiness: Performing “pre-flight” checks on 3D printers and heat presses mirrored the routine monitoring required in a Security Operations Center (SOC). It taught me that technical reliability is built on consistent, proactive maintenance rather than reactive “firefighting.”
Network Connectivity and IoT Troubleshooting
Facilitating the Sphero robot workshops was a live study in Internet of Things (IoT) management and wireless security.
Device Synchronization: Managing a fleet of eighteen robots across multiple tablets required a deep understanding of Bluetooth signal integrity and device pairing protocols.
Real-Time Incident Response: When robots lost connectivity or experienced signal interference in a crowded classroom, I had to perform rapid troubleshooting. This reinforced the cybersecurity concept of Availability, ensuring that the technical service remained accessible to the “users” (the students) despite environmental interference or technical glitches.
Iterative Design and Vulnerability Testing
Assisting with the 12th-grade Buoyancy Project allowed me to apply the concept of Testing and Patching to physical engineering.
Identifying Weak Points: Just as a penetration tester looks for vulnerabilities in code, I helped students identify structural weaknesses in their boat designs.
The Patching Process: We used an iterative approach, where students would test a design, observe the point of failure, and then “patch” the design with better materials or structural changes. This cycle of testing, failing, and remediating is the exact logic used in securing software lifecycles.
Professional Communication and “Technical Translation”
Representing the lab at high school information tables was an exercise in Security Awareness Training.
Communicating Risk and Reward: To promote the Spring Break and Summer programs, I had to explain complex technical concepts, like how a digital file becomes a 3D object, to a non-technical audience.
Bridging the Gap: In the cybersecurity industry, practitioners must often explain technical vulnerabilities to managers or clients who may not have a technical background. Practicing this “technical translation” at the lab improved my ability to communicate clearly and professionally, a skill that is just as important as technical coding.
ODU Cybersecurity Curriculum Connection
Networking and Connectivity
In my networking courses, I learned about the OSI model and how data moves across different layers. At the lab, this became tangible when managing the Sphero robots.
Layer 1 & 2 (Physical and Data Link): When a robot wouldn’t connect, I had to troubleshoot the physical Bluetooth radio and the pairing protocols between the tablet and the device.
Network Availability: My classes taught me that “Availability” is a core part of the CIA triad (Confidentiality, Integrity, and Availability). In a classroom setting with 20 kids, keeping the “network” of robots available was a constant technical challenge that required me to apply my knowledge of signal interference and device management.
Cyber Law and Ethics
Working with diverse populations, especially children and adults with special needs, brought the ethical side of cybersecurity to the forefront.
Data Privacy: Even in a makerspace, we handle user information when creating custom designs. My coursework in Cyber Law taught me the importance of Personally Identifiable Information (PII). I made sure that the digital designs created by our participants were handled respectfully and that their creative “data” wasn’t left exposed on public-facing lab computers.
Inclusive Access: ODU’s curriculum emphasizes the social impact of technology. By facilitating the “making bags” project and laser engraving for adults with special needs, I was practicing “Ethical Hacking” in its truest sense, using technology to break down barriers and provide access to those who are often left out of the digital conversation.
System Analysis and Vulnerability Testing
My experience with the 12th-grade Buoyancy Project felt like a physical version of a vulnerability assessment.
The “Pentesting” Mindset: In class, we talk about finding “exploits” in software. At the lab, I helped students find “exploits” in their boat designs. If a boat tipped over, that was a “vulnerability” we had to patch.
Iterative Security: The lesson I learned in my ODU labs, that security is a process, not a product, was mirrored here. We tested, failed, patched, and tested again until the “system” (the boat) was secure enough to perform its function.
Professional Mentorship: The Kirkpatrick Interview
To bridge the gap between academic theory and industry reality, I conducted a professional interview with Professor Charlie Kirkpatrick. This conversation was a pivotal moment in my internship, as it shifted my focus from merely learning tools to understanding the long-term mindset required for a career in cybersecurity.
The Core Insight: Adaptation Over Mastery
Professor Kirkpatrick emphasized that the cybersecurity landscape changes so rapidly that “mastering” a single piece of software is less important than developing the ability to learn how to learn.
The Lab Connection: I saw this firsthand at the Innovation Lab. One day I was troubleshooting a Sphero robot’s bluetooth, and the next I was researching safe power settings for the printer.
Professional Application: The interview reinforced that a successful cybersecurity professional must be a “forever student.” Whether it is a new encryption standard or a new piece of fabrication hardware, the ability to quickly digest technical documentation and apply it safely is the most valuable skill I can possess.
The Importance of Professional Branding
A major takeaway from our discussion was the need to treat my professional identity as a “living project.” Professor Kirkpatrick advised me to move beyond a static resume and start building an e-portfolio and a strong LinkedIn presence.
Visual Evidence: He noted that in technical fields, showing is better than telling. This encouraged me to document my work at the lab, such as the “making bags” project or the buoyancy lab, to provide concrete evidence of my ability to facilitate complex technical tasks.
Networking Strategy: We discussed the “hidden job market” and how being present in the ODU cybersecurity community, attending workshops, and engaging with professors early on can lead to opportunities that never hit a public job board.
Finally, we spoke about the “translation” of technical data. Professor Kirkpatrick pointed out that a common weakness for young professionals is the inability to explain why a technical issue matters to a non-technical manager.
Refining My Communication: This insight made me look at my high school outreach differently. Instead of just listing the specs of a 3D printer, I began focusing on the outcomes, how the technology solves problems and prepares students for the future. This “technical translation” is a skill I will carry into every security briefing I lead in the future.
Self-Analysis: Strengths, Weaknesses, and Growth
This self-analysis reflects my journey across the entirety of my internship at the Innovation Lab. Over the course of my hundreds of hours on-site, I moved from a student observing a makerspace to a professional capable of managing complex technical environments and diverse community groups.
Technical Strengths: Asset Mastery and Troubleshooting
My greatest strength developed during this internship was my Technical Adaptability.
Hardware Proficiency: By the end of my hours, I was no longer just a “user” of the lab; I was a master of the fleet. I could move seamlessly between setting up a Sphero robot logic course for kids to configuring a high-precision job on the printer and making shirts.
Methodical Troubleshooting: My background in cybersecurity gave me a significant advantage in diagnosing technical failures. Whether it was a Bluetooth connection drop or a 3D printer nozzle clog, I learned to approach these “incidents” with a calm, step-by-step methodology. I didn’t just fix the problem; I documented the “why” to prevent it from happening during the next shift.
Areas for Growth: The Complexity of Group Facilitation
Early in my hours, my primary weakness was Managing Technical Chaos.
Facilitation Under Pressure: Facilitating an event with twenty middle schoolers all using tablets at once is a high-stress environment. I initially struggled to balance the technical needs (fixing robots) with the educational needs (keeping kids engaged).
Growth: Over time, I developed “soft-skill patches.” I learned to use lateral collaboration, working with fellow interns and event leads, to divide and conquer. By the time I reached my final hours, I could manage a crowded room while simultaneously handling the technical “backend” of the workshop.
Professional Evolution: From Technician to Steward
The most significant change in my self-perception was moving from a Technician mindset to a Stewardship mindset.
Internalizing Responsibility: Early on, I waited for instructions. By the halfway point, I was conducting my own audits, such as the “Mini Supply Project,” without needing help. I began to see the lab not just as a place where I worked, but as a system I was responsible for protecting and maintaining.
Ethics and Inclusion: Leading the project making bags and coasters for adults with special needs taught me that technical skill is meaningless if it isn’t accessible. My growth here was emotional as much as it was professional; I learned that as a cybersecurity professional, my job is to protect people, not just data.
Time and Project Management
Managing hundreds of hours required a high level of Self-Governance.
Consistency: I had to balance my academic load at ODU with the demands of the lab. This required me to treat my internship as a professional job, showing up for “pre-flight” checks early and staying late to ensure the lab was secure for the next day.
Documentation: I kept rigorous logs of my activities, which helped me track my progress toward my MOA goals. This practice of “logging and auditing” is a core cybersecurity habit that I have now successfully integrated into my daily workflow.
Future Professional Plans
This section outlines how I intend to leverage the hundreds of hours of experience gained at the Innovation Lab to launch my career in cybersecurity. The transition from student to intern has provided me with a clear roadmap for professional development that balances technical certification with proactive personal branding.
Digital Branding and the E-Portfolio
One of the most concrete takeaways from my internship, and specifically from my interview with Professor Charlie Kirkpatrick, was the necessity of a professional digital presence that goes beyond a standard resume.
Developing the E-Portfolio: I am currently in the process of building a comprehensive e-portfolio. This site will not just list my classes at ODU, but will feature high-quality documentation of my lab projects. I plan to include detailed sections on technical troubleshooting, community facilitation, and inclusive design, specifically showcasing the special project making bags and the Sphero robotics workshops. By “showing rather than just telling,” I can prove to future employers that I have hands-on experience with hardware-software interfaces.
LinkedIn Optimization: I am treating my LinkedIn profile as a “living resume.” By highlighting my experience managing high-end hardware and leading STEM outreach at the Innovation Lab, I am positioning myself as a candidate who possesses both technical expertise and the “soft skills” required for client-facing security roles.
Continued Academic and Certification Focus
The internship has reinforced the importance of the ODU cybersecurity curriculum while highlighting areas where I want to specialize further as I finish my degree.
Specialization in IoT Security: My time managing eighteen Sphero robots simultaneously has sparked a deep interest in the security of the Internet of Things (IoT). My future plans include taking advanced coursework at ODU focusing on wireless protocols and device authentication. I want to better understand how to secure the types of interconnected hardware I managed in the lab, which are becoming increasingly common in modern business environments.
Industry Certifications: I am currently mapping out my path toward industry-standard certifications, specifically the CompTIA Security+. My hundreds of hours of hands-on experience with technical assets, maintenance protocols, and troubleshooting has given me a practical “mental model” that makes studying these theoretical concepts much easier. I no longer just read about system availability; I have lived it.
Professional Networking and the “Hidden” Job Market
Moving forward, I plan to be much more aggressive in my networking within the ODU and Norfolk tech communities.
Active Engagement: Following Professor Kirkpatrick’s advice, I will no longer rely solely on public job boards. I plan to attend local cybersecurity meetups and stay engaged with my professors and mentors from the Innovation Lab.
Long-Term Mentorship: I intend to maintain the professional relationships I built during this internship. The “Facilitator-Coach” model I experienced has taught me the value of having a technical support system. As I transition into my first full-time role, I will seek out similar environments that prioritize growth, adaptability, and the “Design Without Fear” mindset I practiced during my time as an intern.
Analysis of Professional Skills Developed
During my hundreds of hours at the Innovation Lab, I developed a hybrid skill set that combines technical “maker” abilities with administrative oversight. I mastered the configuration of heat-press machines and 3D printers, which required a deep understanding of hardware-software interfaces. Beyond the machinery, I refined my “technical translation” skills, the ability to explain complex processes to non-technical users, such as high school students during outreach events or adults during the project making bags. In the cybersecurity world, the ability to communicate risk and protocol to a general audience is just as vital as the technical defense itself.
Assessment of the Internship Experience
This internship exceeded my expectations by providing a “sandbox” for real-world problem-solving. While my primary focus is cybersecurity, the lab environment forced me to apply security logic to physical assets. I successfully met my MOA objectives by maintaining lab integrity and facilitating community STEM growth. The “Facilitator-Coach” model used by my supervisors provided the perfect balance of independence and support, allowing me to take ownership of the lab’s success while having a safety net for complex troubleshooting.
Future Professional Plans
My time at the lab has directly influenced my roadmap for the next two years. I plan to specialize in IoT (Internet of Things) Security, inspired by the challenges of managing eighteen connected Sphero robots. My immediate goals include:
• Certification: Completing the CompTIA Security+ exam using the system availability concepts I practiced in the lab.
• Networking: Leveraging the advice from Professor Charlie Kirkpatrick to build an e-portfolio and actively engage with the ODU cybersecurity community on LinkedIn.
• Application: Seeking a junior analyst role where I can apply my experience in asset management and configuration control.
Self-Reflection and Growth
The most significant growth I experienced was in my professional confidence. At the start of the semester, I was a student learning theory; by the end, I was a facilitator leading 12th-grade buoyancy labs and representing the Innovation Lab at high school recruitment tables. I learned to “Design Without Fear,” meaning I no longer see technical errors as failures, but as data points for improvement. This mindset is essential for a cybersecurity professional who must remain calm and analytical during system breaches or technical outages.
Conclusion
The internship at the Innovation Lab has been a cornerstone of my education at Old Dominion University, bridging the gap between academic theory and physical application by proving that cybersecurity principles like Supply Chain Integrity and Asset Management are universal across all technical fields. Operating within a sophisticated dual-layered management structure, I benefited from a “Facilitator-Coach” supervision style that balanced a linear chain of command with a flexible “matrix” model during community outreach, empowering me to move beyond basic technical tasks toward significant stewardship responsibilities. Throughout my hundreds of hours, my duties evolved from internal upkeep and the calibration of hardware like 3D printers and heat presses to leading complex community initiatives, such as managing recruitment tables for high school students, facilitating Sphero robot coding workshops for K-5 students, and guiding 12th-grade buoyancy engineering labs. A particularly impactful project involved working with adults to empower them through technology by making bags and custom coasters, illustrating that technical tools can be inclusive instruments for community growth. Although I initially felt a gap between my cybersecurity major and the general STEM focus of the lab, I discovered I was practicing core security principles, including asset management, IoT connectivity troubleshooting, and “patching” physical design vulnerabilities, in every task. My professional interview with Professor Charlie Kirkpatrick further reinforced the importance of “learning how to learn” and building a strong digital brand through an e-portfolio and LinkedIn, teaching me that cybersecurity is often the “silent infrastructure” of any technical system. I leave this internship with a refined ability to translate complex concepts for non-technical users and a “Design Without Fear” mindset, fully prepared to specialize in IoT security and pursue certifications like CompTIA Security+ as a versatile, community-minded leader in the cybersecurity field.