[mrnoble]

I have coached the same team since 2003. Some years, I reacted against seeing teams with limited student buy-in and erred toward the student-led model. Some years, I reacted against poor organization and outcome and erred toward mentor-led. I've been part of teams where student leaders did stupid things that cost team unity, safety, and a competitive robot. I've been part of teams where over-controlling adults did the same things. We currently have a mission statement that makes it clear what our expectations and goals are for both students and adults, and which usually helps cut off problems before they happen.

Currently I think that if, for example, I can provide the students with something valuable to do for the team by giving them a CAD/CAM part to work with, I'll do it as long as it fits their vision and as long as at least one student is involved in the process enough to learn how it works, in hopes that they will be the ones who do the same thing next year.

It really is a difficult balancing act to reign in my own ideas and passions without allowing students to set themselves up for a poor season through lack of experience and foresight. I've certainly learned not to judge other teams as harshly as I did eight years ago. I hope I'm a better coach and mentor than I used to be, and that all the students I teach come away from the season feeling successful and proud of their work. I hope that students who were already passionate about an engineering future aren't discouraged, and that students who never considered such an idea before their FIRST experience are coming away inspired. If I'm helping to facilitate these things, then maybe I'm fulfilling my role as an adult on the team.