MIT team wins grand prize at NASA’s First Nations Launch High-Power Rocket Competition

The members of the MIT First Nations Launch team had never built a drone before when they faced the 2024 NASA First Nations Launch High-Power Rocket Competition. This year’s challenge invited teams to design, build, and launch a high-power rocket carrying a scientific payload that deploys mid-air and safely returns to the ground, integrating Indigenous methodologies.

The eight-student team of all Indigenous students earned the compatition’s grand prize, as well as first place in the written portion.

Deploying a drone from a rocket

Building even the simplest drone demands precise calculations of weight, power, and functionality. But this drone had extra layers of complexity. It needed to fold inside the 7.5-inch diameter rocket and deploy to a full 16 x 16-inch configuration. Team captain and rising junior Hailey Polson explains: “The arms of the drone, which hold the propellers, need to lock in place. Once it unfolds, you don’t want it to re-fold while you’re trying to fly it around. Therefore, you need to have some kind of locking mechanism, as well as a mechanism to ensure it extends and unfolds properly.”

Deploying the drone from the rocket presented a significant challenge. The competition required that the drone’s separation from the rocket could not rely on gravity. To ensure successful deployment, the students planned to use a black powder charge to push the drone from an interior rail, but they had no prior experience testing explosives to see if it would work as intended. So, the team enlisted the expertise of their friends from the MIT Rocket Team, who helped conduct black powder testing in the MIT blast chamber.

Despite all these difficulties, the team decided to rise to the challenges of the competition yet again by designing their own parachute release mechanism, while many teams opted for commercial ones. They used an Arduino controller, a servo, and a special snap shackle. “We tested around 15 different ones because it’s pretty difficult to find something that a servo motor can easily pull and actually release in the correct way,” Polson says.

Once the parachute is released, the drone must be piloted to a safe landing. Nicole McGaa ’24 and second-year student Alex Zhindon-Romero took the FAA Part 107 drone pilot exam so they could legally pilot the drone.

The advantages of an all-indigenous team

According to a 2021 report from the U.S. National Science Foundation, Native Americans formed only 0.6 percent of the STEM workforce.

Polson grew up on the Cherokee Nation Reservation of Claremore, Oklahoma, where she enjoyed being surrounded by other people in her tribe and celebrating her rich culture. “I want to set an example for other people from my background that they can attend MIT, be a rocket scientist, and do basically anything they want and still feel connected to their community.”

Polson planned to join an Edgerton Center build team when she came to MIT, “but I never imagined there would be enough interest for an all-Indigenous build team,” she says. “It’s special because any build team forms a unique bond between the members and fosters a great sense of community. However, having that extra layer of shared values, aspirations, and backgrounds has really gone a long way in driving us towards the same goals. We are not only committed to excellence in engineering and achieving the tasks they ask of us, but also to helping each other and finding excellence within ourselves as engineers.”

The MIT First Nations Launch team was formed in 2022 to participate in the annual NASA Artemis student challenge. The team uses Indigenous methodologies and structures to learn and understand how engineers can shape the world through aerospace and beyond. Polson describes their Indigenous approach as “prioritizing both the human aspect, focusing on the interactions between our teammates, and making sure that they are getting everything they need out of this, as well as on the impacts beyond that, with outreach, education, and the environment.”

Professor J. Kim Vandiver, director of the Edgerton Center, says, “We non-Native American engineers have a lot to learn from these students. I am particularly drawn to their more holistic view of life and the interconnectedness of everything we do and the world in which we live.”

Nurturing success

The start and finish of a degree program are pivotal moments in the lives of MIT’s graduate students. In her first three years in MIT’s Department of Political Science, professor Mariya Grinberg’s mentorship has helped numerous students start their graduate journeys with confidence and direction. Nuh Gedik, who joined the Department of Physics in 2008, looks to the finish line: he finds joy in seeing his students reach personal and professional success at the end of their PhDs. Both were recently honored as “Committed to Caring” for their support of graduate students. 

Mariya Grinberg: Commitment to intellectual growth

When Mariya Grinberg joined the MIT Security Studies Program as a faculty member in 2021, the department was in a state of flux. The Covid-19 pandemic was in full swing, several core faculty members were nearing retirement, and the program had welcomed the largest cohort of PhD students in its history. As Grinberg entered the community, she embraced these challenges, meeting and exceeding her expected duties as an advisor.

In her role as assistant professor of political science, Grinberg’s research interests center on the question of how time and uncertainty shape the strategic decisions of states, focusing on economic statecraft, military planning, and questions of state sovereignty.

As a junior faculty member, Grinberg shoulders one of the largest advising loads in the department. Despite this, multiple nominators praised Grinberg for her prompt and discerning feedback. Students note her efforts in reading through and commenting on many rounds of paper drafts, supplemented by hour-long brainstorming sessions at her whiteboard. “It’s rare that someone can become both your most incisive critic and staunchest advocate,” a nominator noted. “I never took it for granted.”

Throughout these sessions, Grinberg delivers her advice with both confidence and empathy. One nominator shared how meetings put them at ease: “Normally, I am quite anxious about meeting with faculty, but I never felt that way during my meetings with Mariya.”

Grinberg believes that failure is an integral part of the learning process and encourages her students to embrace and learn from setbacks. She acknowledges that the pressure to accomplish tasks within time constraints often leaves little room for failure, which can lead to decision paralysis. Grinberg reassures her students that investing time in a dissertation idea, even if it turns out to be non-viable, is not time wasted.

When asked about her philosophy on mentorship, Grinberg emphasizes that the advice of mentors is just that — advice. It represents their best effort to steer students in what they perceive to be a fruitful direction, but it does not mean the advice is invariably correct. Grinberg encourages students to critically evaluate any feedback and make their own judgments that may not align with their advisor’s thoughts.

Grinberg shares a concept she first learned from a creative writing professor: “When someone tells you there is something wrong with your work, 90 percent of the time they are right. When someone tells you how to fix it, 90 percent of the time they are wrong.”

Nuh Gedik: Mentoring the next generation of scientists

Gedik is the Donner Professor of Physics at MIT. His group investigates quantum materials by using advanced optical and electron-based spectroscopies. Gedik employs these techniques to study topological insulators, high-temperature superconductors, and atomically layered materials.

When asked about what keeps him motivated, Gedik says that he is driven by the professional development of his students. Gedik prioritizes the growth of his students above all else, and believes that academic output follows naturally with personal and professional growth. One nominator shared one of Gedik’s favorite sayings: “Finding a job for you is my job.”

As a result of this mindset, the alumni of Gedik’s group have achieved spectacular professional success, including members who are now faculty at top universities such as Stanford, Harvard, and Columbia universities. Several group members are also in leadership roles at companies like Intel, Meta, or ASML.

Alongside his academic pursuits, Gedik is deeply committed to promoting diversity, equity, and inclusion within his research group and the broader academic community. He dedicates regular portions of the weekly group meetings to discussing literature and practices related to these topics. Not only do these discussions educate the group on important issues, but they also help lab members integrate inclusive practices into their day-to-day endeavors.

By integrating inclusive principles into his teaching and mentoring, Gedik creates a culture where students are supported personally and academically. In fact, a nominator shared that many of these practices stem from the professional development courses that Gedik voluntarily attends. His proactive approach not only benefits his current students, but also sets a standard that influences others as well.

In addition to his efforts within the lab, Gedik is proactive in scientific outreach and mentorship within the broader community. He attends annual science fairs in educationally under-resourced communities, aiming to inspire the younger generation to pursue careers in STEM. One nominator praises these fairs for “igniting interest in science and technology among diverse audiences,” with a particular focus on inspiring the younger generation.

Aspects of the Early Web I’d Like to See Come Back – Speckyboy

The early web (we’ll define it as 1995 – 2005) was an adventurous place. The narrative was that anyone could participate in this new medium. Thus, it attracted an eclectic mix of creators.

We tend to look back to these days with some cringe. Yes, the design and technology of that era were lacking. And there were very few standards to speak of. But there were also plenty of positives.

I’m biased – my web design journey began in this era. Therefore, I have a lot of nostalgia. I’ve written about it a time or 10.

But there are things I miss about those days. Practices and ideas that defined the enthusiasm of the time. Things that have long since faded.

As such, here are some parts of the early web I’d like to see come back – even if only for a day!

The Absence of Big Data

So-called big data wasn’t prevalent in the 90s. Google would plant those seeds in the decade. However, the web was yet to be controlled by trackers and algorithms.

Perhaps we didn’t have the same level of personalization. So what? The side benefit was a lack of manipulation.

We still saw this in the early days of Facebook and Twitter. Remember when your feeds were all in real time? It provided a sense of witnessing things as they happened.

Early search engines had similar perks. You were likely served the same results as someone on the other side of the world. Less convenient? Sure. But also less intrusive.

What we see now is ultimately controlled by companies. We don’t necessarily see the best search results. We see whatever Google’s algorithm deems appropriate.

Social media companies make it harder to view your feeds in chronological order. And advertisements are a little too personal, in my opinion.

It’s easy to understand why things have changed. Manipulating users is a profitable business. Plus, advertisers want to target specific audiences.

Still, I miss the days when the web had more randomness. Stumbling upon something new seems like a lost art.

Google's early days weren't dominated by big data.

The Simplicity of Website Design & Structure

“Things were simpler back then.” That’s a common refrain when adults talk about their childhood. I think it also applies to web design and structure.

There’s a good reason for that simplicity. HTML was basic. CSS didn’t even exist for part of this time. And there was only so much we could do with the day’s technology.

I can’t deny the prevalence of poor design. Web design was new. We were all amateurs in a sense. I played a role in making the place a bit unruly!

Even so, the limitations were often a good thing. The dangers of overcomplicating things became apparent. Designers eventually learned that simplicity was better for everyone.

On the other hand, we had very few standards or best practices. Things like performance, security, and accessibility received little consideration.

Today, we tend to overcomplicate things as a default. We use heavy content management systems (CMS) for brochure sites. We make a mess of security. And we use DIY tools without much thought about portability or ownership.

Perhaps the good parts of modern design can stay. But how about a resurgence of simplicity?

Early web designers had to navigate technical limitations.

The Impact of the Solo Entrepreneur

Entrepreneurship is still possible on the web. It’s the idea that an individual can make an impact with their creativity. That could be a product, service, or even great content.

I think it has become harder for individuals to succeed, though. There are too many mountains to climb.

Those algorithms make it harder to gain visibility. And there are so many people (and bots) competing for attention.

Not to say it was easy back in the day. But originality tended to shine through. Oddities like the Million Dollar Homepage are a prime example.

Early bloggers also had an opportunity to find a core audience. They built niche online communities dedicated to a shared interest.

Tools like WordPress make it easier to self-publish content. But reaching people has become a full-time job. Creators must often rely on sponsors and product placement to gain traction.

It used to be possible for content to spread organically. Search engines weren’t prioritizing big sites over small ones. Thus, anyone had a shot to be seen by potential followers.

What started as a side gig could turn into something more. That’s still possible in theory.

YouTube and TikTok are the flavors of the minute for this. But they are walled gardens. Doing something similar on an open platform is daunting.

Early web entrepreneurs benefitted from a nascent market.

The Freedom to Create and Connect

I love to think of the early web as uncharted territory. We couldn’t look to the past when populating this new medium. So, we made it up as we went along.

There were positives and negatives about this. Even then, some used the web for nefarious purposes. But they seemed like dark corners that were avoidable.

The bigger picture was all about freedom. Anyone could create and publish content. And the web would be a vehicle to make positive connections with others.

There was talk of the great potential it held for society. People without a voice suddenly gained one.

The biggest impediment at the time was access to technology. But that could be resolved through cheaper devices and widespread internet. The sky was the limit.

I believed in the web as a change agent. And that the world would be better for these newfound connections.

We haven’t quite gotten there. Repressive regimes have stifled free speech. Bot farms spread misinformation and create division. Large corporations make the rules with little oversight.

The web didn’t become a whole new world. It instead became a reflection of the one we already had.

Say it isn’t so, Tim Berners-Lee.

The web was once hailed as a beacon of free expression.

Letting the Past Guide Us

Here’s the good news: We now have a past era to look to. We can use it as a guide when building the web’s future.

I don’t expect Google, Facebook, or Twitter/X to change their ways. Not without the mandate of a governing body. But we also don’t have to follow their lead.

Those of us who build and publish can keep the ideals of the early web alive. Think of them as small pockets of resistance.

How do we do it? We can start by embracing open tools and platforms. Use a browser that focuses on user privacy. Publish with a CMS that gives you ownership. Support decentralized systems like the Fediverse.

Most of all, pass these lessons to the next generation. They haven’t experienced a truly open web. Show them why it’s worth having.

Perhaps the web was bound to be changed for the worse. But we can still use our little corner of it as a beacon of light.

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For developing designers, there’s magic in 2.737 (Mechatronics)

The field of mechatronics is multidisciplinary and interdisciplinary, occupying the intersection of mechanical systems, electronics, controls, and computer science. Mechatronics engineers work in a variety of industries — from space exploration to semiconductor manufacturing to product design — and specialize in the integrated design and development of intelligent systems. For students wanting to learn mechatronics, it might come as a surprise that one of the most powerful teaching tools available for the subject matter is simply a pen and a piece of paper.

“Students have to be able to work out things on a piece of paper, and make sketches, and write down key calculations in order to be creative,” says MIT professor of mechanical engineering David Trumper, who has been teaching class 2.737 (Mechatronics) since he joined the Institute faculty in the early 1990s. The subject is electrical and mechanical engineering combined, he says, but more than anything else, it’s design.

“If you just do electronics, but have no idea how to make the mechanical parts work, you can’t find really creative solutions. You have to see ways to solve problems across different domains,” says Trumper. “MIT students tend to have seen lots of math and lots of theory. The hands-on part is really critical to build that skill set; with hands-on experiences they’ll be more able to imagine how other things might work when they’re designing them.”

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A lot like magic
Video: Department of Mechanical Engineering

Audrey Cui ’24, now a graduate student in electrical engineering and computer science, confirms that Trumper “really emphasizes being able to do back-of-the-napkin calculations.” This simplicity is by design, and the critical thinking it promotes is essential for budding designers.

“Sitting behind a computer terminal, you’re using some existing tool in the menu system and not thinking creatively,” says Trumper. “To see the trade-offs, and get the clutter out of your thinking, it helps to work with a really simple tool — a piece of paper and, hopefully, multicolored pens to code things — you can design so much more creatively than if you’re stuck behind a screen. The ability to sketch things is so important.”

Trumper studies precision mechatronics, broadly, with a particular interest in mechatronic systems for demanding resolutions. Examples include projects that employ magnetic levitation, linear motors for driving precision manufacturing for semiconductors, and spacecraft attitude control. His work also explores lathes, milling applications, and even bioengineering platforms.

Class 2.737, which is offered every two years, is lab-based. Sketches and concepts come to life in focused experiences designed to expose students to key principles in a hands-on way and are very much informed by what Trumper has found important in his research. The two-week-long lab explorations range from controlling a motor to evaluating electronic scales to vibration isolations systems built on a speaker. One year, students constructed a working atomic force microscope.

“The touch and sense of how things actually work is really important,” Trumper says. “As a designer, you have to be able to imagine. If you think of some new configuration of a motor, you need to imagine how it would work and see it working, so you can do design iterations in your imagined space — to make that real requires that you’ve had experience with the actual thing.”

He says his former late colleague, Woodie Flowers SM ’68, MEng ’71, PhD ’73, used to call it “running the movie.” Trumper explains, “once you have the image in your mind, you can more easily picture what’s going on with the problem — what’s getting hot, where’s the stress, what do I like and not like about this design. If you can do that with a piece of paper and your imagination, now you design new things pretty creatively.”

Flowers had been the Pappalardo Professor Emeritus of Mechanical Engineering at the time of his passing in October 2019. He is remembered for pioneering approaches to education, and was instrumental in shaping MIT’s hands-on approach to engineering design education.

Class 2.737 tends to attract students who like to design and build their own things. “I want people who are heading toward being hardware geeks,” says Trumper, laughing. “And I mean that lovingly.” He says his most important objective for this class is that students learn real tools that they will find useful years from now in their own engineering research or practice.

“Being able to see how multiple pieces fit in together and create one whole working system is just really empowering to me as an aspiring engineer,” says Cui.

For fellow 2.737 student Zach Francis, the course offered foundations for the future along with a meaningful tie to the past. “This class reminded me about what I enjoy about engineering. You look at it when you’re a young kid and you’re like ‘that looks like magic!’ and then as an adult you can now make that. It’s the closest thing I’ve been to a wizard, and I like that a lot.” 

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