Mission Statement
Orbit of Opportunity (O²) exists to democratize access to high-impact, hands-on STEM education by transforming curiosity into technical capability, credentials, and opportunity — especially for innovators from historically underrepresented communities.
Framework
The Orbit Model
O² programs are organized into Orbits — structured learning pathways built around real-world systems and measurable outcomes. Each Orbit combines:
Applied technical instruction
Real engineering concepts taught through doing, not just reading.
Hands-on system building or design
Students build functional systems from real components.
Performance-based mastery validation
Skills verified through demonstrations and challenges.
Credential or industry-aligned outcome
Every Orbit ends with a tangible, recognized outcome.
The Orbit Model ensures students leave not just inspired and qualified.
Meet the Founder
Dr. Anaiya Reliford
Founder & Lead Instructor
Dr. Anaiya Reliford holds a Ph.D. in Atmospheric Sciences and Bachelor's and Master's degrees in Chemical Engineering from Howard University. She is an FAA Part 107 Licensed Remote Pilot with extensive experience in flight operations, payload design, and atmospheric measurement using quadcopters.
Currently a Senior Research Scientist at the Research Institute for Tactical Autonomy, advancing AI/ML-powered tactical autonomy, intelligent decision-making, adaptive mission execution, and human-machine teaming in real-world air and space operations.
Over 10 years mentoring innovators ages 6–17 in robotics, engineering design, and aerodynamics. Her passion lies in bringing theory into practice to enhance STEM learning, particularly for underrepresented innovators.
Why I Built O²
I grew up in Stockton, California, a city where curiosity was abundant, but opportunities to explore that curiosity, especially in STEM, were not.
I was always strong in math and science. I finished my classwork quickly. I did my homework. But what I craved most was the part of school that let me build something.
Some of my earliest memories are of turning simple posterboard project assignments into three-dimensional experiences. For a project on habitats, I built the Nile River using dough for land, gel for water, and miniature figures for aquatic life and vegetation. For a 7th grade biology project, I built a fully edible cell model, constructing each organelle from candy and food items, simply because I wanted to do something exciting.
None of these project deliverables required a tangible product of that caliber. I chose to make them that way because it brought me immense joy to be creative and use my hands to solve problems. Building made learning come alive.
At sixteen, I moved across the country to attend Howard University. As I progressed through my studies and into internships and research environments, another pattern became clear. Very few of the students and professionals in these spaces looked like me. I was succeeding, but I was often one of the only ones.
I learned that middle school is the age when many students begin imagining possible careers. That led me to begin working with youth, designing small projects, and tutoring both privately and in groups so students could build strong foundations in math and science.
But over time, I realized something deeper. Tutoring alone is not enough. Exposure alone is not enough. There is a major gap between learning concepts and applying them, especially for students from under-resourced communities.
Not because they lack ability, but because they were never given the chance to practice.
I built Orbit of Opportunity to break the cycle. Consistent, high-quality, hands-on STEM experiences transform curiosity into confidence.
At O², students do not just learn about engineering, coding, or science.
Orbit of Opportunity exists because talent is everywhere. Opportunity is not. We are here to change that.
Join the mission.
Whether you're a student, educator, or organization — there's a place for you in the orbit.