Aurora Delgado Camones is a young leader from the Ancash region of Peru who had the opportunity to attend TechGirls, an international exchange program that empowers young women with skills in technology, leadership, and global collaboration.
She is the founder and CEO of WarmiTech, an organization that brings technology education to rural and Indigenous communities in Peru. From Ancash, a Quechua-speaking region, she has demonstrated remarkable vision and leadership by designing digital literacy and technology training programs for young people from underserved backgrounds.
Application: How a Passion Led Me to TechGirls
Ever since high school, I have been interested in leadership programs and volunteer activities, which inspired me to constantly learn new languages. Being part of these spaces opened my eyes to opportunities like the exchange programs offered by the U.S. Embassy in Peru.
I found out about TechGirls through social media and from conversations with friends who had participated in similar programs. They encouraged me to apply, believing that my profile matched what TechGirls was looking for.
The application process was entirely in English, starting with basic personal information and a section to upload academic transcripts. The most challenging part was the essays — 150 to 250 words each — where I had to explain why I wanted to join TechGirls, list my extracurricular activities (both STEM and non-STEM), and share examples of community action, volunteer work, school leadership, and projects I had led.
In the project section, I explained my personal story, vision, and the impact I could bring. I proposed creating WarmiTech — offering STEM workshops and classes in Quechua to bridge education gaps. My goal was to personally lead these sessions or connect participants with professionals who could empower them even further.
Second Phase: The Interview
The second stage was a short, 20-minute interview. In Peru’s case, I was interviewed by three representatives from the U.S. Embassy in Peru. Some of their questions were similar to the ones in the application form, but I would recommend going beyond your original answers, adding new details, showing your English skills, and expressing genuine interest in the program.
Besides, I made sure to highlight where I come from, something I think stood out in my profile, along with my achievements and my vision for how I could grow and expand my project.
Extracurriculars & Honors: Beyond the Classroom
STEM: Projects and Challenges
NASA Space Apps Challenge – Hackathon Finalist
As part of a collaborative project, my team and I reached the national Top 10 out of 150 teams and 1,700 participants. We designed an educational app for children to explore ocean gardens, available in both Quechua and Aymara.
STEM para Todas
An event organized by the Pontificia Universidad CatĂłlica del PerĂş in partnership with the U.S. Embassy aimed at promoting STEM careers through talks by professionals in the field. As part of my application, I proposed the idea of a mobile application to promote ocean conservation through recycling and to measure carbon footprint via questionnaires.
The Junior Academy – New York Academy of Sciences
My first international research collaboration with teenagers from different countries. We worked in teams to create a project focused on personalized education for children with ADHD, Asperger’s, and attention challenges, using AI and learning apps. I highlighted this experience for its cultural exchange and teamwork.
The Coding School
An advanced virtual course in quantum mathematics, coding, technology, and AI, taught by university professors. It demonstrated my ability to adapt to rigorous, pre-university level classes.
Additional Activities Participation in Chicas en TecnologĂa and leadership roles in school clubs.
Non-STEM Activities
Leadership Program – Enseña Perú
A program focused on developing soft skills, designing community projects, and fostering leadership within my school and community.
Leadership Talk in Ancash
In the highlands of Ancash, I delivered a leadership conference to over 400 people. This experience strengthened my public speaking skills, allowed me to connect deeply with the audience, and I received positive feedback. It also broadened my vision for expanding my organization’s projects.
Additional Activities
Latin American Leadership Academy (LALA)
Member of Interact Club Pachacamac
Participant in Young Delegates
Member of Quinta Ola
Selected as the Regional Representative of Ancash at SENAJU
My TechGirls Journey
Virginia Tech: Living the College Experience
Our first week took place at Virginia Tech, where we experienced the full rhythm of American university life. We lived on campus, attended first-year-level classes, and shared daily life with 128 other participants from around the world. I joined the “Rivers” class in Environmental Engineering, where we studied U.S. rivers and their impact on communities and ecosystems.
The course was both theoretical and hands-on: we conducted field visits, measured river flows, analyzed species living in the water, and then studied our samples in laboratories. My focus was on data analysis, using Python and Excel to model river currents and predict environmental outcomes.
Beyond academics, we enjoyed cultural and recreational activities: karaoke nights, mini Olympics, and Barbecue Day — a cultural showcase where each delegation presented a piece of their heritage. Representing the three regions of Peru was a highlight, and witnessing the diversity of traditions from other countries was truly inspiring.
Michigan, Detroit: Life with a Host Family
In the second week, each regional group traveled to a different U.S. state. The Latin American participants, including myself, went to Detroit, Michigan, where volunteer host families welcomed us for 4–5 days.
This stage was particularly special because it allowed me to experience everyday American life — from meals at home to exploring the city. My host family took me shopping, sightseeing, and even on spontaneous adventures. Besides, we visited the Henry Ford Health Clinic, where we learned about ongoing research, visited laboratories, met professionals, and gained insight into the U.S. healthcare system.
Washington, D.C.: A Grand Finale
The final week brought all TechGirls participants back together in Washington, D.C., where we stayed in a hotel. Our days were filled with remarkable visits — touring NASA, observing telescopes, and meeting Peruvian NASA engineer Aracely Quispe was unforgettable. We also visited famous landmarks such as the White House and the national monuments.
The program concluded with a graduation ceremony, featuring inspiring speakers and heartfelt goodbyes over shared meals. It was bittersweet — in just three weeks, the exchange had flown by, leaving me with lifelong friendships, valuable skills, and a renewed vision for my projects back home.
From Exchange to Action: My Current Projects
TechGirls doesn’t end when the exchange finishes; the most impactful phase begins right after. The program includes 6 to 7 months of mentorship and support to implement a community project. They provide not only logistical guidance but also funding and resources, with one key requirement: your project must create real impact in your community. A minimum of 10 people reached is needed to graduate, but I aimed far beyond that.
For my project, I decided to continue and expand WarmiTech, the youth-led organization I founded to promote science and technology workshops in indigenous languages, especially Quechua. This mission is close to my heart, as many girls in my region have limited or no access to STEM opportunities, and even fewer in their native languages.
From November to December, I organized hands-on workshops in schools across remote areas of Ancash. These were 1–2 hour sessions on physics, biology, and chemistry explained in simple, engaging ways:
Demonstrating Newton’s First Law with a recycled-car balloon experiment.
Using a microscope so students could explore the tiny particles on leaves.
Some sessions were fully conducted in Quechua, ensuring children felt comfortable and connected. In total, 350 students participated. Beyond teaching STEM, I shared my own exchange experience, encouraging them to dream big, apply for opportunities, and envision themselves as future scholars and leaders.
After submitting my final report to TechGirls, I continued growing WarmiTech. I applied to the Girl Up funding program — and was selected, gaining additional support to scale our impact even further.
