Engineering Design Workshop- Discussion and Reflections
The end of the four-week summer engineering program provides a valuable opportunity to gather student feedback and reflect on the project ideation process. The instructors use this session as a testing platform to improve future iterations of the course. A key discussion point was the timing of team formation and project ideation. Some participants felt that forming teams earlier allowed members to shape the project together, while others suggested that incorporating more inspiring activities early on—such as working with telegraphs or weather balloons—could help generate better ideas before groups are finalized.
Integrating optional technical workshops throughout the program was highly recommended by the students to build essential engineering skills. Participants appreciated voluntary sessions that taught basic skills like wiring, soldering, and reading schematics. Many agreed that offering these workshops once a week during the active project phase makes the learning process more relevant and satisfying, as students can directly apply new knowledge to solve immediate problems. Additionally, there was interest in providing pre-program resources, such as instructional videos or a box of starter parts, to help students build a foundational understanding of electronics before arriving.
See resources at https://edw2026.blogspot.com/p/tech-notes.html
While the current four-week, four-hour daily schedule is generally effective, adjusting the program's timing presents complex logistical trade-offs. Extending the daily hours could provide more uninterrupted work time, though it might lead to fatigue and require additional snack breaks. Conversely, condensing the program into three weeks could negatively impact the ability to procure specialized parts online, a luxury not available during the intensive three-day international hackathons where teams must rely solely on provided materials. Ultimately, the consensus indicated that the existing four-week structure provides a healthy balance of time pressure and flexibility.
Balancing creative freedom with structured inspiration is crucial for helping students navigate the initial design phase. While introducing specific themes like "smart cities" or wearable technology might provide helpful scaffolding for beginners, many students argued that strict themes could limit their creativity and discourage unique ideas. Instead, participants suggested alternative methods for inspiration, such as practicing design with a hypothetical client or sharing stories of past playful projects. This approach encourages out-of-the-box thinking without forcing students into restrictive categories.
The program’s hands-off mentorship approach successfully fosters independent problem-solving and embraces the concept of failing fast. Instructors deliberately avoided micromanaging, allowing students the freedom to experiment and sometimes fail. While some students noted that earlier intervention could prevent them from wasting weeks on unviable ideas, most appreciated the autonomy to discover these lessons themselves. The primary goal remains for teams to achieve a Minimum Viable Product in a short timeframe, ensuring that the learning process takes precedence over a perfectly polished final presentation.
Expanding the program’s impact globally requires empowering students as agents of change while building strong partnerships with local educators. Instructors expressed a strong desire to help students launch similar engineering clubs and initiatives in their home countries. To achieve this, students requested access to lesson plans, structured activities, and continued mentorship via online platforms like WhatsApp to maintain a global community. Furthermore, bringing local teachers into the process is essential, as their support and understanding of the program's goals are necessary to reform traditional educational systems and foster a lasting environment of creative learning.
See examples at:
MIT Toy Design 2.00B-Electronics
Beaverworks Create Assitive Tech Online Course:
https://beaver-works-assistive-tech.mit.edu/create-challenge/create-course
Electronics Basics
https://www.engineeringdesignworkshop.com/electronics-basics.html
Arduino Workshop
https://sites.google.com/view/arduino-one/arduino-project-book
Microbit Workshop
https://sites.google.com/view/microbitaceraworkshop/microbit-computing
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