In the small southern Trinidad community of Princes Town, few could have predicted that a quiet child with an interest in technology would one day contribute to machine learning research at NASA and build a career in the global energy industry.
But for Tevin Achong, the journey from a local STEM vacation camp to becoming a Data Engineer at Shell Trinidad and Tobago demonstrates the transformative power of long-term educational investment, mentorship, and persistence.
His story has become one of Trinidad and Tobago’s most inspiring STEM scholarship success stories — particularly for young Caribbean students wondering whether global technology careers are within reach.
The Early Years: STEM Exposure Through NIHERST
Tevin’s introduction to science and engineering began at approximately age 10 after attending a STEM vacation camp hosted by National Institute of Higher Education, Research, Science and Technology (NIHERST).
The programme was sponsored by Shell and targeted high-performing SEA students from communities across Trinidad and Tobago.
The scholarship bursary programme provided:
- Tuition support
- School supplies
- Access to STEM workshops
- Exposure to engineering and technology
- Learning opportunities at The University of the West Indies (UWI)
For Tevin, these early interventions planted the seeds for a future career in technology.
Research consistently shows that early STEM exposure increases long-term participation in science and engineering fields, particularly among students from underserved communities (UNESCO, 2021).
Building a STEM Career Path in Trinidad and Tobago
Tevin’s academic pathway reflected both determination and adaptability.
He progressed from:
- CSEC studies at St. Stephen’s College
- Applied Engineering studies at University of Trinidad and Tobago (UTT)
- A diploma in Software Engineering
- A BSc in Computer Science at UWI
Throughout this journey, Shell continued supporting him through scholarship assistance that covered accommodation, transportation, and living expenses.
According to Tevin:
“Without that kind of support, students like me would not have been able to stay the course.”
This highlights a growing recognition among corporations that strategic CSR investment in STEM education creates long-term human capital development and future workforce readiness.
Off to NASA: A Caribbean Student’s Global Breakthrough
In 2014, Tevin first learned about the NASA International Internship Project (NASA I2), a programme designed to foster international STEM collaboration and research experience.
The programme allows undergraduate and graduate students from around the world to participate in research-based projects at NASA facilities.
Tevin quietly set a goal:
“It would be so exciting to go to NASA.”
Five years later, he applied.
How to Get a NASA Internship as a Caribbean Student
Tevin’s experience offers valuable lessons for Caribbean students interested in international STEM opportunities.
Step 1: Monitor STEM Opportunity Platforms
According to Tevin, NIHERST provided application details and updates through its website and outreach channels.
Step 2: Build a Strong Academic Foundation
Applicants needed to be:
- Undergraduate or graduate STEM students
- Academically strong
- Capable of research-based collaboration
Step 3: Prepare Financially and Seek Sponsorship
Acceptance into NASA I2 did not include full funding.
Tevin’s participation required approximately TTD $80,000, which he secured through:
- Corporate sponsorship from Shell
- Community fundraising
- Viral social media support
- Crowdfunding assistance
His story demonstrates how community networks can help bridge opportunity gaps for Caribbean students.
Fighting Imposter Syndrome in Global Tech Spaces
One of the most powerful aspects of Tevin’s story is his openness about self-doubt.
Although accepted into NASA, he questioned whether he truly belonged among students from elite universities such as:
- MIT
- Stanford
- Carnegie Mellon
He described experiencing intense imposter syndrome — the psychological feeling of inadequacy despite evidence of competence.
Overcoming Self-Doubt in STEM
Tevin credits several factors with helping him navigate this period:
- Family encouragement
- Mentorship support
- Continuous self-learning
- Asking for help when needed
- Staying focused on growth rather than comparison
He described this as his greatest personal victory:
“Proving to myself that I deserved to be there.”
Research shows imposter syndrome is common in STEM environments, especially among first-generation students and individuals from underrepresented regions (Bravata et al., 2020).
The NASA Research Experience
Tevin participated in a four-month programme at NASA’s California research facilities alongside international students studying:
- Computer Science
- Biology
- Mechanical Engineering
- Physics
- Engineering
His project focused on machine learning and satellite imagery analysis.
What Is Machine Learning?
Machine Learning is a branch of artificial intelligence where computer systems learn patterns from data to make predictions or decisions without being explicitly programmed for every task.
Tevin’s NASA project involved:
- Feeding satellite imagery into machine learning systems
- Detecting flooded regions of the Earth
- Training models to identify environmental patterns automatically
This type of technology is increasingly important for:
- Disaster management
- Climate resilience
- Agriculture
- Urban planning
- Emergency response systems
The experience allowed Tevin to move beyond theoretical classroom learning into practical AI application.
The Importance of Mentorship in STEM
Tevin frequently credits his NASA mentor, Brian Coltin, with helping him navigate both technical and personal challenges.
According to Tevin:
“He coached me through the technical aspects of the programme and guided me through the people side of things.”
Mentorship remains one of the most critical factors influencing STEM retention and career progression, particularly for students from smaller developing countries.
Returning Home: From NASA Intern to Shell Data Engineer
After completing the internship, Tevin returned to Trinidad and Tobago to finish his Computer Science degree at UWI, graduating in 2020.
Shortly afterward, he applied for a Data Scientist role at Shell.
Initially unsuccessful, he was later offered another opportunity:
Data Engineer.
The moment represented the culmination of years of persistence, scholarship support, and technical development.
Understanding Shell’s “Digital Pod”
Tevin now works within Shell’s Digital Pod — a multidisciplinary team responsible for driving digital innovation within the company.
The team includes a data engineer, a Data Scientist, a Data Analyst, a Software Engineer, a Product Integration Manager and a Digital Lead. As a Data Engineer, Tevin focuses on preparing and organizing data pipelines that support analytics and machine learning operations.
Data Engineer vs Data Scientist: What’s the Difference?
Many students confuse these two career paths.
Data Engineer
Responsible for:
- Data architecture
- Data storage systems
- Data pipelines
- Data quality and accessibility
Data Scientist
Responsible for:
- Predictive modeling
- Statistical analysis
- AI and machine learning algorithms
- Business forecasting
Both roles are increasingly essential in modern energy companies undergoing digital transformation.
Remote Work, Balance, and the Future of STEM Careers
Tevin began his professional career during the COVID-19 pandemic, working remotely from home.
Like many young professionals in technology, he discovered both the advantages and limitations of remote work.
He appreciates:
- Reduced commuting
- Flexibility
- Productivity benefits
But also values:
- Face-to-face collaboration
- Team culture
- Work-life separation
His experience reflects broader global conversations around hybrid work environments in STEM industries.
Why Tevin Achong’s Story Matters
Tevin’s journey is larger than individual success.
It demonstrates how:
- Corporate-sponsored STEM scholarships can change lives
- Early exposure to science and technology matters
- Caribbean students can compete globally
- Mentorship creates long-term impact
- Community investment strengthens national talent pipelines
His story also challenges outdated assumptions about geography and opportunity.
World-class talent can emerge from small communities when access, support, and belief align.
The Bigger Lesson for CSR and Education
For CSR leaders and policymakers, Tevin’s success reinforces the importance of long-term, ecosystem-based investment in education. Meaningful corporate social investment allowed him to progress a pathway which started with a primary school scholarship, moving through to STEM camp exposure, university support, international internship and then to professional employment
It is a model of sustainable human capital development — one capable of helping Trinidad and Tobago compete in the global digital economy.
References
Bravata, D. M., Watts, S. A., Keefer, A. L., Madhusudhan, D. K., Taylor, K. T., Clark, D. M., Nelson, R. S., Cokley, K. O., & Hagg, H. K. (2020). Prevalence, predictors, and treatment of impostor syndrome: A systematic review. Journal of General Internal Medicine, 35(4), 1252–1275. https://doi.org/10.1007/s11606-019-05364-1
NASA. (2021). NASA International Internship Project (NASA I2). Retrieved from https://www.nasa.gov/
National Institute of Higher Education, Research, Science and Technology. (2021). STEM education and innovation programmes. Retrieved from https://www.niherst.gov.tt/
Shell Trinidad and Tobago. (2021). Social investment and education programmes in Trinidad and Tobago. Retrieved from https://www.shell.com.tt/
UNESCO. (2021). Engineering for sustainable development: Delivering on the Sustainable Development Goals. United Nations Educational, Scientific and Cultural Organization. https://unesdoc.unesco.org/
The University of the West Indies. (2020). Computer science and digital transformation education in the Caribbean. Retrieved from https://www.uwi.edu/