All MIT D-Lab students facilitate worldwide energy innovations via teamwork.

All MIT D-Lab students facilitate worldwide energy innovations via teamwork.

Every semester, students from MIT's D-Lab embark on projects aiming to improve the lives of people in disparate regions, from rural communities in Cameroon to informal settlements in Argentina, and even Afghanistan. This initiative is propelled by two longstanding courses, 2.651 / EC.711 and 2.652 / EC.712, which have been instrumental in promoting global development by bridging students with international organizations and communities.

For almost two decades, these courses, collectively referred to as MIT D-Lab's energy in global development classes, have taught students MIT's participatory approach to design and the study of energy technologies in low-resource environments. The courses have attracted students from various departments across MIT, with countless students returning for follow-up trips to the communities they worked with.

Josh Maldonado, an instructor at D-Lab and a former student of both courses, reflected on the transformative impact these classes have had. "Students often return home with a renewed appreciation for what they have, and they remain deeply connected to the communities they work with," Maldonado explained. "For some of us, it can even change the course of our careers."

The spring semester serves as the introduction to energy in global development, with follow-up summer trips for students. The fall semester presents the applications class, which focuses on specific projects. Students from Harvard University, Wellesley College, and MIT are welcome to enroll in both courses.

"MIT has always championed making a difference in the world," Maldonado said. "The ability to apply what we learn here in a meaningful way, while still students, truly exemplifies MIT's motto, 'mens et manus' ('mind and hand')."

Over the years, these courses have resulting in various projects aimed at mitigating challenges faced by communities in low-resource settings. From mitigating the effects of aquatic weeds for fishermen in Ghana to creating evaporative coolers for preserving fruits and vegetables in Mali, these projects aim to extend the educational experience beyond the classroom.

Kanokwan Tungkitkancharoen, a senior at MIT, enrolled in the introductory course this spring. "The diversity of students is remarkable, from chemistry to computer science to civil engineering," Tungkitkancharoen said. "This convergence not only mirrors real-world teamwork but also teaches us how to communicate effectively with various audiences."

Tungkitkancharoen's team collaborated with Weatherizers Without Borders to implement weatherization strategies in Bariloche, a southern Argentinian community. The students built model homes and employed heat-sensing cameras to demonstrate the impact of these strategies to both locals and policymakers in the region.

In Afghanistan, a project is underway to design micro-irrigation systems that aim to conserve water and support agricultural productivity. This project is a collaborative effort between the Ecology and Conservation Organization of Afghanistan, a local university, and the D-Lab classes.

For MIT master's student Khadija Ghanizada, who has served as a teaching assistant for both courses, these projects hold immense significance. "Despite being landlocked and facing issues like droughts and a heavily agricultural economy, Afghanistan has potential to see significant improvements," Ghanizada said. "The collaborative nature of these projects ensures that students keep scalability in mind, whether they are aiming to impact the world or just their own country."

As the spring semester draws to a close, students are looking forward to traveling to the regions they have worked with over the summer. These trips provide students with first-hand experience and the opportunity to implement their designs alongside local guides. Upon returning, students write reports detailing their experiences, allowing the D-Lab to refine the courses for future semesters.

"The travel and implementation phases are always eagerly anticipated by the students," Maldonado said. "They spend time preparing, considering the tools required, available local resources, and working with partners to secure those resources."

The projects undertaken by MIT D-Lab classes not only aim to create tangible solutions but also to empower local communities through knowledge sharing. By teaching students how to source, build, and maintain these solutions, the D-Lab encourages the growth of local markets and economies.

"Almost every project undertaken by the D-Lab is open-sourced," Maldonado explained. "When we visit these communities, we're not just teaching them how to use our solutions; we're teaching them how to create them as well. appropriately used technology can not only be widely adopted but can also foster a community of makers and fabricators."

1. The MIT D-Lab's energy in global development classes, comprising of 2.651 / EC.711 and 2.652 / EC.712, have been teaching students about MIT's participatory approach to design and the study of energy technologies in low-resource environments for two decades.
2. These courses, collectively known as MIT D-Lab's energy in global development classes, have attracted students from various departments across MIT, with many returning for follow-up trips to the communities they worked with.
3. During the spring semester, students are introduced to energy in global development, with follow-up summer trips for students. The fall semester presents the applications class, which focuses on specific projects.
4. Josh Maldonado, an instructor at D-Lab and a former student of both courses, discussed the transformative impact these classes have had, stating that they often inspire students to develop a renewed appreciation for what they have and maintain a deep connection to the communities they work with.
5. The MIT D-Lab's projects have addressed various challenges faced by communities in low-resource settings, such as mitigating the effects of aquatic weeds for fishermen in Ghana and creating evaporative coolers for preserving fruits and vegetables in Mali.
6. A senior at MIT, Kanokwan Tungkitkancharoen, is currently part of the introductory course and has observed a remarkable diversity of students from Chemistry to Computer Science to Civil Engineering.
7. Tungkitkancharoen's team collaborated with Weatherizers Without Borders to implement weatherization strategies in Bariloche, Argentina, building model homes and employing heat-sensing cameras to demonstrate the impact of these strategies to both locals and policymakers.
8. In Afghanistan, a project is underway to design micro-irrigation systems aiming to conserve water and support agricultural productivity, a collaborative effort between the Ecology and Conservation Organization of Afghanistan, a local university, and the D-Lab classes.
9. Khadija Ghanizada, an MIT master's student and teaching assistant for both courses, emphasized the significance of these projects, as they hold the potential to make a substantial improvement in a heavily agricultural economy like Afghanistan.
10. Over the summer, students travel to the regions they have worked with and implement their designs alongside local guides. Upon returning, they write reports detailing their experiences to help refine the courses for future semesters.
11. The MIT D-Lab promotes knowledge sharing and empowers local communities by teaching them how to source, build, and maintain solutions, fostering the growth of local markets and economies. The D-Lab also open-sources almost every project undertaken, encouraging the community of makers and fabricators.

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