Hello, everyone. I’m here to take you on a journey quite different from what you’ve been hearing about. My focus today is on inspiring young women to become engineers, a cause I am deeply passionate about.
As an introduction, I spent a significant part of my academic career as a student of Dan Kleppner in the 1980s, working on cavity quantum electrodynamics. It was gratifying to hear Sarah Hirose’s summary of this fascinating field. After earning my PhD, I ventured into the industry for over a decade before returning to MIT as an instructor in mechanical engineering, although my roots are in physics.
Teaching at MIT: A Blend of Physics and Engineering
At MIT, I teach 2.671, a junior lab for mechanical engineers, which involves experiments and a project called “Go Forth and Measure.” Students pick a topic of interest, from sports analytics to cooking science, and develop a comprehensive project over the semester. They engage with advanced techniques like Fourier transforms and system identification, culminating in a poster session and a paper, emphasizing the importance of communication in engineering.
The Women’s Technology Program at MIT
The primary focus of my talk is the Women’s Technology Program (WTP) at MIT, designed to ignite high school girls’ interest in engineering and computer science. The program targets students who excel in math and science but are not already set on an engineering path. We seek to attract those who may not have considered engineering as a career and show them how exciting and rewarding it can be.
Program Overview
Founded in 2002, WTP was initiated by a male EECS grad student and has been directed by Cynthia Skier since 2003. In 2006, the program expanded to include mechanical engineering, a field that, at the time, had a notably low number of female faculty members. Our mission is to spark interest through hands-on classes, team-based projects, and exposure to a broad range of engineering topics.
Curriculum and Activities
WTP offers two tracks: Electrical Engineering and Computer Science (EECS) and Mechanical Engineering (ME). Each summer, we welcome 40 students in the EECS track and 20 in the ME track. The program spans four weeks, with three weeks dedicated to lab classes and projects, followed by a final week of special projects. EECS students build DC motors, while ME students design and construct Rube Goldberg machines.
Throughout the program, students are taught by female MIT grad students or recent graduates and supported by undergraduates who assist with homework and social activities. We also host guest speakers and industry tours to give the students a comprehensive view of engineering careers.
Week-by-Week Breakdown
Week 1: Statics
- Students learn basic mechanics, forces, and torques, enabling them to delve into materials, structures, and fluids.
- The week culminates in a crane design contest where they must balance the weight their crane can support with the crane’s own mass.
Week 2: Dynamics
- This week covers motion, energy, momentum, and introduces fluid dynamics and circuits.
- Students design and build airfoils, which are tested in MIT’s Wright Brothers wind tunnel, providing a hands-on understanding of aerodynamics.
Week 3: Field Trips and Experiments
- Students visit companies like Kiva Systems, now part of Amazon, and participate in activities like sensor-based measurements at amusement parks.
- They also create posters on various topics, practicing their presentation skills.
Week 4: Rube Goldberg Machines
- The final week is dedicated to designing complex, whimsical machines that perform simple tasks through a series of steps.
- Students calculate and estimate the physics behind each step, integrating what they’ve learned throughout the program.
Impact and Outcomes
WTP has had a profound impact on its participants. Many discover a newfound passion for engineering, with over 60% of alumni pursuing majors in engineering or computer science. Even those who decide against engineering leave with a clearer understanding of their interests, saving time and resources in their academic journey.
Our alumni often go on to prestigious institutions, including MIT, and many return to the program as mentors, continuing the cycle of inspiration and education.
Conclusion
The Women’s Technology Program at MIT is more than just a summer camp; it’s a transformative experience that opens doors and minds to the possibilities within engineering and science. By fostering a supportive and engaging environment, we help young women realize their potential and embark on paths they might never have considered.
If you know any young women with a knack for math and science, I encourage you to point them to our website. Thank you for your time, and I look forward to any questions you might have.
Q&A Session
Q: How many students are admitted each year, and what are the demographics?
- A: We admit 40 students into the EECS track and 20 into the ME track, totaling 60 girls each summer. We aim for a diverse cohort and try to include underrepresented groups through targeted outreach and collaboration with MIT admissions.
Q: Have you noticed any impact on the wider community or trends in applications?
- A: Yes, we often see increased interest from schools once a student has attended. Word spreads through friends, siblings, and teachers, gradually expanding our reach.
Q: Do you face any legal challenges in running a girls-only program?
- A: So far, we have not encountered legal issues. However, we recognize the importance of similar opportunities for boys, who could also benefit from hands-on engineering programs.
Q: Is the program open to international students?
- A: The program is primarily for U.S. citizens or international students attending school in the U.S., due to MIT’s restrictive international student admission policies.
Thank you again for your attention and support of this vital initiative.
