August 1st- Certificates and Farewells

 

Meaning of Italian Hand Gestures

...autographing each other's EDW shirts...

August 1st- Discussion: Impact of Community-based Learning Initiatives

Transcript

https://otter.ai/u/_mz8a3S4OVxE-L0SbiYC3S1Cr70?view=summary

The meeting discussed the impact of community-based learning initiatives, emphasizing the importance of support and collaboration. Participants highlighted the success of the Engineering Design Workshop (EDW) in fostering creativity and technical skills, with examples from Mexico and Italy. The Italian contingent shared their efforts to expand the EDW methodology in Italy, facing administrative challenges. The group proposed creating a platform to facilitate communication and resource sharing, and discussed the potential for expanding the program globally. They also emphasized the need for better infrastructure, such as a dedicated website, to support these initiatives and raise awareness.

Action Items

* Explore creating a website or online platform to better facilitate communication, resource sharing, and coordination between groups running similar programs.

* Reach out to the Italian group to include their perspectives and experiences in a document/article to help promote the EDW model.

* Investigate ways to engage with companies like Arduino to potentially collaborate on supporting the expansion of the EDW program.

* Share information about the Interphase presentations happening on Monday by the group from the afternoon program.

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The Power of Community and Support in Hands-On Learning

We all just experienced something powerful together—something most of us enjoyed. The essence of this program wasn’t just about the projects we built, but the community we created while doing them. We supported each other, we took risks, and we grew. This is the kind of experience that’s often missing in schools. While you can't run all of education like this, leaving it out entirely is like trying to learn without oxygen—what’s the point of learning if it doesn’t connect to real life or a supportive community?

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A Vision for Global Impact and Collaboration

There’s a possibility that we, as a group, could help others—like schools in Italy or Barcelona—grow similar communities. Maybe you’ll help out with the Barcelona hackathon in October, or share your circuit-tuning keyboard project with them. Being in one room together created a sense of shared purpose. Can we become a kind of research and support center that helps others create this feeling in their own communities, adapted to local culture but rooted in the same structure?

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Spreading the Methodology and Mentorship

You now carry this experience with you. You’ve seen firsthand that this model works—it leads to exciting projects, meaningful connections, and real learning. Many of your mentors have been through EDW before and understand the approach. Now you do too. So how can you help others see the value? Some of you may return as mentors, but how can we scale this beyond our own circles? We’re not just looking for answers—but if you have any, we’ll gladly take them!

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Exponential Growth Through Shared Experience

There’s definitely interest in this kind of work. Just look at Mexico—there’s a strong student interest there, and the seeds you’ve planted are already growing. Two years ago, only Tony came. Then Tony brought Kami and Anil. Now they’ve returned with even more of you. That’s exponential growth. You have the power to do the same. We’re here to support you as you “infect” your hometowns with this mindset.

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Student-Led Expansion: The Sanger Hackathon

One of our students shared their story of organizing a hackathon in Sanger, California. It was a condensed version of what we’ve done here—one day of ideation, three days of building, and presentations on the last day. Students who were dragged in by their parents ended up coming in early because they were excited to work. Projects included an electric skateboard, a roller coaster, and an electric violin—all built in just three days. This shows the transformational power of hands-on, student-driven learning.

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Breaking Barriers and Opening Possibilities

In places like Sanger, students often don’t see opportunities beyond their hometowns. They aren’t encouraged to explore or believe they can achieve more. But by being part of this experience, students begin to see new possibilities for themselves and others. They learn that they are capable and deserving of access to programs like this.

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Reaching Local Communities and Changing Perceptions

At MIT, we’re encouraging students to reach out to their home communities. In October, some are heading to McAllen. Others are considering Providence. The idea is to make this approach visible and accessible—to show that yes, MIT and opportunities like it are within reach. Your experiences help change the narrative for students in places that might never have heard of programs like these.

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Creating Infrastructure for Ongoing Connection

We need to build infrastructure that supports this kind of work—places where people can share ideas, get help, or find mentors. Maybe that’s a stronger online presence, or a platform where students can say, “Here’s my idea. Here’s what I need.” The Engineering Design Workshop website has been helpful, but it could be improved—made more user-friendly and better organized by type of project or need.

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Sharing Tools and Creating Accessible Content

Some tools, like machine shop training, must be taught in person. Others—like coding or electronics—can be shared online. A platform that helps people find and use those tools, including in other languages, would go a long way. The experience in Denmark’s machine shop was eye-opening for some students—yes, these are dangerous tools, but with training, students can safely use them to do real engineering work.

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Italian Students Expanding the Program at Home

Our Italian contingent described their ongoing program, started in 2018 in Zara. They meet weekly, brainstorm project ideas, and use the “learn by doing” method to bring hands-on learning into more Italian schools. They’ve brought the model to three schools so far, including ones in Rome and Maglie. Projects have included an electromagnetic coil gun, an electric fencing scoring system, and RC cars with remote driving capability.

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Challenges with Administration and a Call to Action

Despite their success, they face challenges with Italian school administrations that don’t always support this approach. Their goal is to spread this type of education across Italy. Everyone should have the opportunity to work on something meaningful, not just a lucky few. To help make their case, they’ve written a document summarizing their projects, combining their input with summaries generated by ChatGPT.

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An Invitation to Contribute Perspectives

We want to include voices from all participants. Would you prefer to read what the Italian students wrote first, or submit your own reflections? Either way, your contributions are welcome. Sharing a range of student perspectives—whether in article form, letter, or reflection—can help communicate the power of this program to educators, administrators, and funders.

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Using AI to Share and Celebrate Student Projects

You can use tools like ChatGPT to turn reflections into articles, blog posts, or editorials. Some may be in Italian or Spanish. It's not just about translating language—it’s about capturing the local culture and voice. Sharing these stories helps us raise awareness, attract funding, and promote the value of the program globally.

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Final Reflections and Next Steps

Chiara will share the link to the Italian students’ article. If you want to contribute, you can read it or just send in your thoughts. This project is about raising awareness, celebrating student success, and helping others launch similar programs. We’re open to contributions from everyone—whether it’s a technical project, a hackathon, or something else entirely.

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Looking Forward to New Projects and Presentations

We’ll be taking pictures, handing out diplomas, and celebrating soon. If you have any final thoughts you want to share, now’s the time. If not, feel free to grab one of us later. And don’t forget—Monday there’s another presentation by students in the Interphase program who have been doing amazing work. You’ll get the info by email, and there will be a Zoom link for those who want to join remotely.

August 1st- Discussion- EDW Program Feedback

 

Transcript

https://otter.ai/u/o_xZMyYMz6jyMTVZbJb5tcQOm5k?view=summary

The meeting focused on feedback for the EDW program. Participants discussed the effectiveness of the project ideation process, suggesting more time for idea development and better communication within teams. They highlighted the importance of mentor support and the need for workshops on coding and electronics. The program's duration was debated, with some suggesting a five-week program for better planning and execution. Materials management was praised for its efficiency, but issues with timely delivery were noted. The idea of pre-program online seminars and customized program versions for different regions was proposed to enhance preparation and engagement.

Action Items

*  Explore creating pre-program online workshops or resources to introduce Arduino, coding, and other relevant skills.

* Investigate creating Italian/multilingual versions of existing EDW tutorial and project content.

* Consider extending the EDW program length to 5 or 6 weeks, with the first week focused on project ideation and planning.

* Improve the orientation and organization of the workshop materials and resources available to participants.

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Participants Took Ownership of Their Projects and Materials.
We began by organizing all our project materials and deciding who would take their work home. I asked participants to raise their hands if they were taking part of their project with them, and nearly 90% responded affirmatively. That level of engagement made me very happy. Even if students weren’t taking home the entire project, it was encouraging to see so many committed to preserving some aspect of their work.

Reflection on the Presentation Segment and the Value of Program Feedback.
One of my favorite parts of the presentations was hearing participants speak about what the program meant to them and how it could improve. This feedback is valuable, and we plan to record and summarize it using AI so we can remember this year and use it to make future iterations even better.

Participants Reflected on the Early Days of EDW and Project Ideation.
To prompt discussion, I asked students to think back to the beginning of the program—four weeks ago—when we explored what makes a good project idea, completed small builds, and took photographs. Several participants noted that while the early activities (like the LED and balloon pop challenges) were fun, the ideation process felt too long. Some wished we had formed teams sooner. Others appreciated the process of categorizing and refining ideas, particularly because it allowed everyone to contribute even if their original concept wasn’t chosen.

Student Opinions Varied on the Time Spent Developing Ideas.
While some felt the idea-generation phase could have been shortened, others saw value in the time spent refining categories. RC, for instance, liked how early discussions gave everyone a shared foundation and room to evolve their projects. He felt the timeline balanced creativity with collaboration, allowing ideas to adapt and improve organically.

Most Students Became More Invested in Their Projects Over Time.
When asked to give a thumbs-up/thumbs-down rating on how excited they were at the start of their projects versus later on, most students indicated growing enthusiasm as the project progressed. This suggests that even those initially unsure about their ideas found satisfaction through the process of building and problem-solving.

Students Suggested Anonymous Feedback Options to Increase Participation.
Some students suggested having a “secret box” or comment area for anonymous input. This would help students who feel hesitant to speak up publicly about their ideas or concerns. The group responded positively to the idea, recognizing the value in enabling quieter voices to be heard.

Concerns About Feasibility and Communication Were Raised.
There was discussion about the proposed hydrogen car project, which raised safety and feasibility concerns. One student noted that he would have preferred clearer guidance upfront if a project wasn’t technically possible or safe. We acknowledged this communication gap and discussed how both mentor styles—encouraging exploration and providing technical feedback—are essential but need to be balanced.

Failure Was Embraced as a Key Part of the Learning Process.
Failures were common across the room—some cool, some not—but nearly everyone agreed that these setbacks were learning opportunities. Students emphasized the importance of adapting their ideas based on what didn’t work and highlighted how iteration is central to engineering and design.

Team Dynamics and Communication Were Crucial in the First Week.
Students shared how important it was to get to know their teammates early on and maintain open communication. One student suggested that even dedicating the first week solely to team-building and discussion could prevent misalignment and disengagement later in the project.

Mentors Asked How to Teach These Lessons Earlier.
After reflecting on the importance of team communication and planning, mentors asked students how we might better teach these lessons at the start of the program. Students emphasized the value of experiential learning, noting that hearing advice isn’t the same as learning through doing.

Color-Coded Planning Boards Helped Clarify Team Roles.
One team shared that they used color-coded boards later in the program to assign roles and tasks. Initially shy, they found this visual and organized approach improved communication and helped them coordinate more effectively as the project developed. Commercial examples of such management tools include Trello and Smartsheets.

Prototype-Building Marked a Turning Point in the Process.
By the end of the first week, most teams had started building cardboard prototypes, which gave their projects a sense of momentum. Students agreed that this shift to hands-on work helped solidify their direction and made the experience feel more real.

Students Proposed a Short Intro Project to Kick Off EDW.
Several participants suggested beginning EDW with a two-day project that includes basic electronics and coding. This would give students a taste of the full design cycle and help them gain skills needed for their main projects. They also emphasized the value of interspersing ideation with hands-on work to keep engagement high. One such project might be be "light saber" with Neopixels controlled by an Arduino Nano and accelerometer sensor. See more examples at the Arduino Project Hub and MicroBit.

Workshops and Pre-Program Activities Could Enhance Skill Development.
The idea of running mentor-led workshops—on topics like Arduino, music theory, and art—was widely supported. Students liked the idea of optional afternoon sessions or even pre-program online modules( such as are run by MIT Beaverworks) to help them arrive better prepared. These workshops could also help students discover what they do or don’t enjoy before committing to a project.

Mentors Were Seen as Accessible and Supportive.
Students praised mentors for being approachable and helpful, especially when it came to explaining difficult concepts. Some noted it was easier to ask mentors for help than peers, as mentors were patient and nonjudgmental. This support helped create a collaborative learning environment.

Students Appreciated the Diversity of Skills Among Mentors.
Having mentors with different areas of expertise—ranging from coding to CAD design—allowed students to get tailored guidance within their groups. Many felt this improved the overall quality of their projects and made troubleshooting more efficient.

Working in a Shared Space Fostered Unexpected Collaborations.
Students enjoyed being in one large shared room, noting that it led to spontaneous collaboration between groups. For example, when two teams realized they were working on similar camera systems, they joined forces. This openness was also enabled by mentors moving between teams and sharing insights.

Materials and Ordering Logistics Were Smooth but Could Improve.
Most students were satisfied with how materials were ordered and received, especially when using Amazon and McMaster. However, there were reminders to order early, anticipate broken items, and store shared components neatly. Orientation on tool locations was another area for improvement.

Students Reflected on Program Length and Pacing.
There was consensus that four weeks was effective but felt slightly rushed. Some suggested extending the program to five weeks—using one week for ideation and four for building. Others proposed starting project ideation earlier via online meetings or modules. The key was ensuring enough time for iteration without overwhelming the summer schedule.

Workshops Could Be Tailored to Student Interests and Backgrounds.
Some students wanted more hands-on instruction in person, especially for topics like soldering and coding. There was also interest in regionalizing content for international students. For example, creating localized workshop materials in different languages or cultural contexts could make learning more accessible and inspiring.

The Value of Shared Experience Across Diverse Backgrounds.
Students and mentors alike appreciated the unique blend of cultural perspectives and technical disciplines within EDW. The program’s layout—similar to MIT’s interdisciplinary lab structure—encouraged hallway conversations and informal learning. This diversity enriched the learning environment and supported creativity and innovation.

Final Thoughts and Next Steps.
As the program drew to a close, students shared ideas for improving EDW in the future—more structured workshops, earlier orientation, clearer communication about safety and feasibility, and perhaps an additional week for planning. These reflections will be invaluable as we refine the program for future cohorts. Participants were also invited to help create resources (like orientation videos) to support future students.

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