In MIT.nano’s laboratories, researchers use silicon wafers as the platform to shape transformative technologies such as quantum circuitry, microfluidic devices, or energy-harvesting structures. But these substrates can also serve as a canvas for an artist, as MIT Professor W. Craig Carter demonstrates in the latest One.MIT mosaic.

The One.MIT project celebrates the people of MIT by using the tools of MIT.nano to etch their collective names, arranged as a mosaic by Carter, into a silicon wafer just 8 inches in diameter. The latest edition of One.MIT — including 339,537 names of students, faculty, staff, and alumni associated with MIT from 1861 to September 2023 — is now on display in the ground-floor galleries at MIT.nano in the Lisa T. Su Building (Building 12).

“A spirit of innovation and a relentless drive to solve big problems have permeated the campus in every decade of our history. This passion for discovery, learning, and invention is the thread connecting MIT’s 21st-century family to our 19th-century beginnings and all the years in between,” says Vladimir Bulović, director of MIT.nano and the Fariborz Maseeh Chair in Emerging Technology. “One.MIT celebrates the MIT ethos and reminds us that no matter when we came to MIT, whatever our roles, we all leave a mark on this remarkable community.”

A team of students, faculty, staff, and alumni inscribed the design on the wafer inside the MIT.nano cleanrooms. Because the names are too small to be seen with the naked eye — they measure only microns high on the wafer — the One.MIT website allows anyone to look up a name and find its location in the mosaic.

Finding inspiration in the archives

The first two One.MIT art pieces, created in 2018 and 2020, were inscribed in silicon wafers 6 inches in diameter, slightly smaller than the latest art piece, which benefited from the newest MIT.nano tools that can fabricate 8-inch wafers. The first designs form well-known, historic MIT images: the Great Dome (2018) and the MIT seal (2020).

Carter, who is the Toyota Professor of Materials Processing and professor of materials science and engineering, created the designs and algorithms for each version of One.MIT. He started a search last summer for inspiration for the 2024 design. “The image needed to be iconic of MIT,” says Carter, “and also work within the constraints of a large-scale mosaic.”

Carter ultimately found the solution within the Institute Archives, in the form of a lithograph used on the cover of a program for the 1916 MIT rededication ceremony that celebrated the Institute’s move from Boston to Cambridge on its 50th anniversary.

Incorporating MIT nerdiness

Carter began by creating a black-and-white image, redrawing the lithograph’s architectural features and character elements. He recreated the kerns (spaces) and the fonts of the letters as algorithmic geometric objects.

The color gradient of the sky behind the dome presented a challenge because only two shades were available. To tackle this issue and impart texture, Carter created a Hilbert curve — a hierarchical, continuous curve made by replacing an element with a combination of four elements. Each of these four elements are replaced by another four elements, and so on. The resulting object is like a fractal — the curve changes shape as it goes from top to bottom, with 90-degree turns throughout.

“This was an opportunity to add a fun and ‘nerdy’ element — fitting for MIT,” says Carter.

To achieve both the gradient and the round wafer shape, Carter morphed the square Hilbert curve (consisting of 90-degree angles) into a disk shape using Schwarz-Christoffel mapping, a type of conformal mapping that can be used to solve problems in many different domains.

“Conformal maps are lovely convergences of physics and engineering with mathematics and geometry,” says Carter.

Because the conformal mapping is smooth and also preserves the angles, the square’s corners produce four singular points on the circle where the Hilbert curve’s line segments shrink to a point. The location of the four points in the upper part of the circle “squeezes” the curve and creates the gradient (and the texture of the illustration) — dense-to-sparse from top-to-bottom.

The final mosaic is made up of 6,476,403 characters, and Carter needed to use font and kern types that would fill as much of the wafer’s surface as possible without having names break up and wrap around to the next line. Carter’s algorithm alleviated this problem, at least somewhat, by searching for names that slotted into remaining spaces at the end of each row. The algorithm also performed an optimization over many different choices for the random order of the names. 

Finding — and wrangling — hundreds of thousands of names

In addition to the art and algorithms, the foundation of One.MIT is the extensive collection of names spanning more than 160 years of MIT. The names reflect students, alumni, faculty, and staff — the wide variety of individuals who have always formed the MIT community.

Annie Wang, research scientist and special projects coordinator for MIT.nano, again played an instrumental role in collecting the names for the project, just as she had for the 2018 and 2020 versions. Despite her experience, collating the names to construct the newest edition still presented several challenges, given the variety of input sources to the dataset and the need to format names in a consistent manner.

“Both databases and OCR-scanned text can be messy,” says Wang, referring to the electronic databases and old paper directories from which names were sourced. “And cleaning them up is a lot of work.”

Many names were listed in multiple places, sometimes spelled or formatted differently across sources. There were very short first and last names, very long first and last names — and also a portion of names in which more than one person had nearly identical names. And some groups are simply hard to find in the records. “One thing I wish we had,” comments Wang, “is a list of long-term volunteers at MIT who contribute so much but aren’t reflected in the main directories.”

Once the design was completed, Carter and Wang handed off a CAD file to Jorg Scholvin, associate director of fabrication at MIT.nano. Scholvin assembled a team that reflected One.MIT — students, faculty, staff, and alumni — and worked with them to fabricate the wafer inside MIT.nano’s cleanroom. The fab team included Carter; undergraduate students Akorfa Dagadu, Sean Luk, Emilia K. Szczepaniak, Amber Velez, and twin brothers Juan Antonio Luera and Juan Angel Luera; MIT Sloan School of Management EMBA student Patricia LaBorda; staff member Kevin Verrier of MIT Facilities; and alumnae Madeline Hickman '11 and Eboney Hearn '01, who is also the executive director of MIT Introduction to Technology, Engineering and Science (MITES).

In MIT.nano’s laboratories, researchers use silicon wafers as the platform to shape transformative technologies such as quantum circuitry, microfluidic devices, or energy-harvesting structures. But these substrates can also serve as a canvas for an artist, as MIT Professor W. Craig Carter demonstrates in the latest One.MIT mosaic.

The One.MIT project celebrates the people of MIT by using the tools of MIT.nano to etch their collective names, arranged as a mosaic by Carter, into a silicon wafer just 8 inches in diameter. The latest edition of One.MIT — including 339,537 names of students, faculty, staff, and alumni associated with MIT from 1861 to September 2023 — is now on display in the ground-floor galleries at MIT.nano in the Lisa T. Su Building (Building 12).

“A spirit of innovation and a relentless drive to solve big problems have permeated the campus in every decade of our history. This passion for discovery, learning, and invention is the thread connecting MIT’s 21st-century family to our 19th-century beginnings and all the years in between,” says Vladimir Bulović, director of MIT.nano and the Fariborz Maseeh Chair in Emerging Technology. “One.MIT celebrates the MIT ethos and reminds us that no matter when we came to MIT, whatever our roles, we all leave a mark on this remarkable community.”

A team of students, faculty, staff, and alumni inscribed the design on the wafer inside the MIT.nano cleanrooms. Because the names are too small to be seen with the naked eye — they measure only microns high on the wafer — the One.MIT website allows anyone to look up a name and find its location in the mosaic.

Finding inspiration in the archives

The first two One.MIT art pieces, created in 2018 and 2020, were inscribed in silicon wafers 6 inches in diameter, slightly smaller than the latest art piece, which benefited from the newest MIT.nano tools that can fabricate 8-inch wafers. The first designs form well-known, historic MIT images: the Great Dome (2018) and the MIT seal (2020).

Carter, who is the Toyota Professor of Materials Processing and professor of materials science and engineering, created the designs and algorithms for each version of One.MIT. He started a search last summer for inspiration for the 2024 design. “The image needed to be iconic of MIT,” says Carter, “and also work within the constraints of a large-scale mosaic.”

Carter ultimately found the solution within the Institute Archives, in the form of a lithograph used on the cover of a program for the 1916 MIT rededication ceremony that celebrated the Institute’s move from Boston to Cambridge on its 50th anniversary.

Incorporating MIT nerdiness

Carter began by creating a black-and-white image, redrawing the lithograph’s architectural features and character elements. He recreated the kerns (spaces) and the fonts of the letters as algorithmic geometric objects.

The color gradient of the sky behind the dome presented a challenge because only two shades were available. To tackle this issue and impart texture, Carter created a Hilbert curve — a hierarchical, continuous curve made by replacing an element with a combination of four elements. Each of these four elements are replaced by another four elements, and so on. The resulting object is like a fractal — the curve changes shape as it goes from top to bottom, with 90-degree turns throughout.

“This was an opportunity to add a fun and ‘nerdy’ element — fitting for MIT,” says Carter.

To achieve both the gradient and the round wafer shape, Carter morphed the square Hilbert curve (consisting of 90-degree angles) into a disk shape using Schwarz-Christoffel mapping, a type of conformal mapping that can be used to solve problems in many different domains.

“Conformal maps are lovely convergences of physics and engineering with mathematics and geometry,” says Carter.

Because the conformal mapping is smooth and also preserves the angles, the square’s corners produce four singular points on the circle where the Hilbert curve’s line segments shrink to a point. The location of the four points in the upper part of the circle “squeezes” the curve and creates the gradient (and the texture of the illustration) — dense-to-sparse from top-to-bottom.

The final mosaic is made up of 6,476,403 characters, and Carter needed to use font and kern types that would fill as much of the wafer’s surface as possible without having names break up and wrap around to the next line. Carter’s algorithm alleviated this problem, at least somewhat, by searching for names that slotted into remaining spaces at the end of each row. The algorithm also performed an optimization over many different choices for the random order of the names. 

Finding — and wrangling — hundreds of thousands of names

In addition to the art and algorithms, the foundation of One.MIT is the extensive collection of names spanning more than 160 years of MIT. The names reflect students, alumni, faculty, and staff — the wide variety of individuals who have always formed the MIT community.

Annie Wang, research scientist and special projects coordinator for MIT.nano, again played an instrumental role in collecting the names for the project, just as she had for the 2018 and 2020 versions. Despite her experience, collating the names to construct the newest edition still presented several challenges, given the variety of input sources to the dataset and the need to format names in a consistent manner.

“Both databases and OCR-scanned text can be messy,” says Wang, referring to the electronic databases and old paper directories from which names were sourced. “And cleaning them up is a lot of work.”

Many names were listed in multiple places, sometimes spelled or formatted differently across sources. There were very short first and last names, very long first and last names — and also a portion of names in which more than one person had nearly identical names. And some groups are simply hard to find in the records. “One thing I wish we had,” comments Wang, “is a list of long-term volunteers at MIT who contribute so much but aren’t reflected in the main directories.”

Once the design was completed, Carter and Wang handed off a CAD file to Jorg Scholvin, associate director of fabrication at MIT.nano. Scholvin assembled a team that reflected One.MIT — students, faculty, staff, and alumni — and worked with them to fabricate the wafer inside MIT.nano’s cleanroom. The fab team included Carter; undergraduate students Akorfa Dagadu, Sean Luk, Emilia K. Szczepaniak, Amber Velez, and twin brothers Juan Antonio Luera and Juan Angel Luera; MIT Sloan School of Management EMBA student Patricia LaBorda; staff member Kevin Verrier of MIT Facilities; and alumnae Madeline Hickman '11 and Eboney Hearn '01, who is also the executive director of MIT Introduction to Technology, Engineering and Science (MITES).

In MIT.nano’s laboratories, researchers use silicon wafers as the platform to shape transformative technologies such as quantum circuitry, microfluidic devices, or energy-harvesting structures. But these substrates can also serve as a canvas for an artist, as MIT Professor W. Craig Carter demonstrates in the latest One.MIT mosaic.

The One.MIT project celebrates the people of MIT by using the tools of MIT.nano to etch their collective names, arranged as a mosaic by Carter, into a silicon wafer just 8 inches in diameter. The latest edition of One.MIT — including 339,537 names of students, faculty, staff, and alumni associated with MIT from 1861 to September 2023 — is now on display in the ground-floor galleries at MIT.nano in the Lisa T. Su Building (Building 12).

“A spirit of innovation and a relentless drive to solve big problems have permeated the campus in every decade of our history. This passion for discovery, learning, and invention is the thread connecting MIT’s 21st-century family to our 19th-century beginnings and all the years in between,” says Vladimir Bulović, director of MIT.nano and the Fariborz Maseeh Chair in Emerging Technology. “One.MIT celebrates the MIT ethos and reminds us that no matter when we came to MIT, whatever our roles, we all leave a mark on this remarkable community.”

A team of students, faculty, staff, and alumni inscribed the design on the wafer inside the MIT.nano cleanrooms. Because the names are too small to be seen with the naked eye — they measure only microns high on the wafer — the One.MIT website allows anyone to look up a name and find its location in the mosaic.

Finding inspiration in the archives

The first two One.MIT art pieces, created in 2018 and 2020, were inscribed in silicon wafers 6 inches in diameter, slightly smaller than the latest art piece, which benefited from the newest MIT.nano tools that can fabricate 8-inch wafers. The first designs form well-known, historic MIT images: the Great Dome (2018) and the MIT seal (2020).

Carter, who is the Toyota Professor of Materials Processing and professor of materials science and engineering, created the designs and algorithms for each version of One.MIT. He started a search last summer for inspiration for the 2024 design. “The image needed to be iconic of MIT,” says Carter, “and also work within the constraints of a large-scale mosaic.”

Carter ultimately found the solution within the Institute Archives, in the form of a lithograph used on the cover of a program for the 1916 MIT rededication ceremony that celebrated the Institute’s move from Boston to Cambridge on its 50th anniversary.

Incorporating MIT nerdiness

Carter began by creating a black-and-white image, redrawing the lithograph’s architectural features and character elements. He recreated the kerns (spaces) and the fonts of the letters as algorithmic geometric objects.

The color gradient of the sky behind the dome presented a challenge because only two shades were available. To tackle this issue and impart texture, Carter created a Hilbert curve — a hierarchical, continuous curve made by replacing an element with a combination of four elements. Each of these four elements are replaced by another four elements, and so on. The resulting object is like a fractal — the curve changes shape as it goes from top to bottom, with 90-degree turns throughout.

“This was an opportunity to add a fun and ‘nerdy’ element — fitting for MIT,” says Carter.

To achieve both the gradient and the round wafer shape, Carter morphed the square Hilbert curve (consisting of 90-degree angles) into a disk shape using Schwarz-Christoffel mapping, a type of conformal mapping that can be used to solve problems in many different domains.

“Conformal maps are lovely convergences of physics and engineering with mathematics and geometry,” says Carter.

Because the conformal mapping is smooth and also preserves the angles, the square’s corners produce four singular points on the circle where the Hilbert curve’s line segments shrink to a point. The location of the four points in the upper part of the circle “squeezes” the curve and creates the gradient (and the texture of the illustration) — dense-to-sparse from top-to-bottom.

The final mosaic is made up of 6,476,403 characters, and Carter needed to use font and kern types that would fill as much of the wafer’s surface as possible without having names break up and wrap around to the next line. Carter’s algorithm alleviated this problem, at least somewhat, by searching for names that slotted into remaining spaces at the end of each row. The algorithm also performed an optimization over many different choices for the random order of the names. 

Finding — and wrangling — hundreds of thousands of names

In addition to the art and algorithms, the foundation of One.MIT is the extensive collection of names spanning more than 160 years of MIT. The names reflect students, alumni, faculty, and staff — the wide variety of individuals who have always formed the MIT community.

Annie Wang, research scientist and special projects coordinator for MIT.nano, again played an instrumental role in collecting the names for the project, just as she had for the 2018 and 2020 versions. Despite her experience, collating the names to construct the newest edition still presented several challenges, given the variety of input sources to the dataset and the need to format names in a consistent manner.

“Both databases and OCR-scanned text can be messy,” says Wang, referring to the electronic databases and old paper directories from which names were sourced. “And cleaning them up is a lot of work.”

Many names were listed in multiple places, sometimes spelled or formatted differently across sources. There were very short first and last names, very long first and last names — and also a portion of names in which more than one person had nearly identical names. And some groups are simply hard to find in the records. “One thing I wish we had,” comments Wang, “is a list of long-term volunteers at MIT who contribute so much but aren’t reflected in the main directories.”

Once the design was completed, Carter and Wang handed off a CAD file to Jorg Scholvin, associate director of fabrication at MIT.nano. Scholvin assembled a team that reflected One.MIT — students, faculty, staff, and alumni — and worked with them to fabricate the wafer inside MIT.nano’s cleanroom. The fab team included Carter; undergraduate students Akorfa Dagadu, Sean Luk, Emilia K. Szczepaniak, Amber Velez, and twin brothers Juan Antonio Luera and Juan Angel Luera; MIT Sloan School of Management EMBA student Patricia LaBorda; staff member Kevin Verrier of MIT Facilities; and alumnae Madeline Hickman '11 and Eboney Hearn '01, who is also the executive director of MIT Introduction to Technology, Engineering and Science (MITES).

In MIT.nano’s laboratories, researchers use silicon wafers as the platform to shape transformative technologies such as quantum circuitry, microfluidic devices, or energy-harvesting structures. But these substrates can also serve as a canvas for an artist, as MIT Professor W. Craig Carter demonstrates in the latest One.MIT mosaic.

The One.MIT project celebrates the people of MIT by using the tools of MIT.nano to etch their collective names, arranged as a mosaic by Carter, into a silicon wafer just 8 inches in diameter. The latest edition of One.MIT — including 339,537 names of students, faculty, staff, and alumni associated with MIT from 1861 to September 2023 — is now on display in the ground-floor galleries at MIT.nano in the Lisa T. Su Building (Building 12).

“A spirit of innovation and a relentless drive to solve big problems have permeated the campus in every decade of our history. This passion for discovery, learning, and invention is the thread connecting MIT’s 21st-century family to our 19th-century beginnings and all the years in between,” says Vladimir Bulović, director of MIT.nano and the Fariborz Maseeh Chair in Emerging Technology. “One.MIT celebrates the MIT ethos and reminds us that no matter when we came to MIT, whatever our roles, we all leave a mark on this remarkable community.”

A team of students, faculty, staff, and alumni inscribed the design on the wafer inside the MIT.nano cleanrooms. Because the names are too small to be seen with the naked eye — they measure only microns high on the wafer — the One.MIT website allows anyone to look up a name and find its location in the mosaic.

Finding inspiration in the archives

The first two One.MIT art pieces, created in 2018 and 2020, were inscribed in silicon wafers 6 inches in diameter, slightly smaller than the latest art piece, which benefited from the newest MIT.nano tools that can fabricate 8-inch wafers. The first designs form well-known, historic MIT images: the Great Dome (2018) and the MIT seal (2020).

Carter, who is the Toyota Professor of Materials Processing and professor of materials science and engineering, created the designs and algorithms for each version of One.MIT. He started a search last summer for inspiration for the 2024 design. “The image needed to be iconic of MIT,” says Carter, “and also work within the constraints of a large-scale mosaic.”

Carter ultimately found the solution within the Institute Archives, in the form of a lithograph used on the cover of a program for the 1916 MIT rededication ceremony that celebrated the Institute’s move from Boston to Cambridge on its 50th anniversary.

Incorporating MIT nerdiness

Carter began by creating a black-and-white image, redrawing the lithograph’s architectural features and character elements. He recreated the kerns (spaces) and the fonts of the letters as algorithmic geometric objects.

The color gradient of the sky behind the dome presented a challenge because only two shades were available. To tackle this issue and impart texture, Carter created a Hilbert curve — a hierarchical, continuous curve made by replacing an element with a combination of four elements. Each of these four elements are replaced by another four elements, and so on. The resulting object is like a fractal — the curve changes shape as it goes from top to bottom, with 90-degree turns throughout.

“This was an opportunity to add a fun and ‘nerdy’ element — fitting for MIT,” says Carter.

To achieve both the gradient and the round wafer shape, Carter morphed the square Hilbert curve (consisting of 90-degree angles) into a disk shape using Schwarz-Christoffel mapping, a type of conformal mapping that can be used to solve problems in many different domains.

“Conformal maps are lovely convergences of physics and engineering with mathematics and geometry,” says Carter.

Because the conformal mapping is smooth and also preserves the angles, the square’s corners produce four singular points on the circle where the Hilbert curve’s line segments shrink to a point. The location of the four points in the upper part of the circle “squeezes” the curve and creates the gradient (and the texture of the illustration) — dense-to-sparse from top-to-bottom.

The final mosaic is made up of 6,476,403 characters, and Carter needed to use font and kern types that would fill as much of the wafer’s surface as possible without having names break up and wrap around to the next line. Carter’s algorithm alleviated this problem, at least somewhat, by searching for names that slotted into remaining spaces at the end of each row. The algorithm also performed an optimization over many different choices for the random order of the names. 

Finding — and wrangling — hundreds of thousands of names

In addition to the art and algorithms, the foundation of One.MIT is the extensive collection of names spanning more than 160 years of MIT. The names reflect students, alumni, faculty, and staff — the wide variety of individuals who have always formed the MIT community.

Annie Wang, research scientist and special projects coordinator for MIT.nano, again played an instrumental role in collecting the names for the project, just as she had for the 2018 and 2020 versions. Despite her experience, collating the names to construct the newest edition still presented several challenges, given the variety of input sources to the dataset and the need to format names in a consistent manner.

“Both databases and OCR-scanned text can be messy,” says Wang, referring to the electronic databases and old paper directories from which names were sourced. “And cleaning them up is a lot of work.”

Many names were listed in multiple places, sometimes spelled or formatted differently across sources. There were very short first and last names, very long first and last names — and also a portion of names in which more than one person had nearly identical names. And some groups are simply hard to find in the records. “One thing I wish we had,” comments Wang, “is a list of long-term volunteers at MIT who contribute so much but aren’t reflected in the main directories.”

Once the design was completed, Carter and Wang handed off a CAD file to Jorg Scholvin, associate director of fabrication at MIT.nano. Scholvin assembled a team that reflected One.MIT — students, faculty, staff, and alumni — and worked with them to fabricate the wafer inside MIT.nano’s cleanroom. The fab team included Carter; undergraduate students Akorfa Dagadu, Sean Luk, Emilia K. Szczepaniak, Amber Velez, and twin brothers Juan Antonio Luera and Juan Angel Luera; MIT Sloan School of Management EMBA student Patricia LaBorda; staff member Kevin Verrier of MIT Facilities; and alumnae Madeline Hickman '11 and Eboney Hearn '01, who is also the executive director of MIT Introduction to Technology, Engineering and Science (MITES).

Want to get middle-school kids excited about science? Let them do their own experiments on MIT.nano’s state-of-the-art microscopes — with guidelines and adult supervision, of course. That was the brainchild of Carl Thrasher and Tao Cai, MIT graduate students who spearheaded the Electron Microscopy Elevating Representation and Growth in Education (EMERGE) program.

Held in November, EMERGE invited 18 eighth-grade students to the pilot event at MIT.nano, an interdisciplinary facility for nanoscale research, to get hands-on experience in microscopy and materials science.

The highlight of the two-hour workshop: Each student explored mystery samples of everyday materials using one of two scanning electron microscopes (SEMs), which scan material samples using a beam of electrons to form an image. Though highly sophisticated, the instruments generated readily understandable data — images of intricate structures in a butterfly wing or a strand of hair, for example.

The students had an immediate, tangible sense of success, says Thrasher, from MIT’s Department of Materials Science and Engineering (DMSE). He led the program along with Cai, also from DMSE, and Collette Gordon, a grad student in the Department of Chemistry.

“This experience helped build a sense of agency and autonomy around this area of science, nurturing budding self-confidence among the students,” Thrasher says. “We didn’t give the students instructions, just empowered them to solve problems. When you don’t tell them the solution, you get really surprised with what they come up with.”

Unlocking interest in the infinitesimal

The students were part of a multi-year science and engineering exploration program called MITES Saturdays, run by MIT Introduction to Technology, Engineering, and Science, or MITES. A team of volunteers was on hand to help students follow the guidance set out by Thrasher, ensuring the careful handling of the SEMs — worth roughly $500,000 each.

MITES Saturdays program administrator Lynsey Ford was thrilled to observe the students’ autonomous exploration and enthusiasm.

“Our students got to meet real scientists who listened to them, cared about the questions they were asking, and welcomed them into a world of science,” Ford says. “A supportive learning environment can be just as powerful for science discovery as a half-million-dollar microscope.”

The pilot workshop was the first step for Thrasher and his team in their goal to build EMERGE into a program with broad impact, engaging middle-to-high school students from a variety of communities.

The partnership with MITES Saturdays is crucial for this endeavor, says Thrasher, providing a platform to reach a wider audience. “Seeing students from diverse backgrounds participating in EMERGE reinforces the profound difference science education can have.”

MITES Saturdays students are high-achieving Massachusetts seventh through 12th graders from Boston, MIT’s hometown of Cambridge, and nearby Lawrence.

“The majority of students who participate in our programs would be the first person in their family to go to college. A lot of them are from families balancing some sort of financial hardship, and from populations that are historically underrepresented in STEM,” Ford says.

Experienced SEM users set up the instruments and prepared test samples so students could take turns exploring specimens such as burrs, butterfly wings, computer chips, hair, and pollen by operating the microscope to adjust magnification, focus, and stage location.

Students left the EMERGE event with copies of the electron microscope images they generated. Thrasher hopes they will use these materials in follow-up projects, ideally integrating them into existing school curricula so students can share their experiences.

EMERGE co-director Cai says students were excited with their experimentation, both in being able to access such high-end equipment and in seeing what materials like Velcro look like under an SEM (spoiler alert: it’s spaghetti).

“We definitely saw a spark,” Cai says. “The subject matter was complex, but the students always wanted to know more.” And the after-program feedback was positive, with most saying the experience was fun and challenging. The volunteers noted how engaged the students were with the SEMs and subject matter. One volunteer overheard students say, “I felt like a real scientist!”

Inspiring tomorrow’s scientists

EMERGE is based on the Scanning Electron Microscopy Educators program, a long-running STEM outreach program started in 1991 by the Air Force Research Laboratory and adopted by Michigan State University. As an Air Force captain stationed at Wright-Patterson Air Force Base in Ohio, Thrasher participated in the program as a volunteer SEM expert.

“I thought it was an incredible opportunity for young students and wanted to bring it here to MIT,” he says.

The pilot was made possible thanks to support from the MITES Saturdays team and the Graduate Materials Council (GMC), the DMSE graduate student organization. Cai and DMSE grad student Jessica Dong, who are both GMC outreach chairs, helped fund, organize, and coordinate the event.

The MITES Saturdays students included reflections on their experience with the SEMs in their final presentations at the MITES Fall Symposium in November.

“My favorite part of the semester was using the SEM as it introduced me to microscopy at the level of electrons,” said one student.

“Our students had an incredible time with the EMERGE team. We’re excited about the possibility of future partnerships with MIT.nano and other departments at MIT, giving our scholars exposure to the breadth of opportunities as future scientists,” says Eboney Hearn, MITES executive director.

With the success of the pilot, the EMERGE team is looking to offer more programs to the MITES students in the spring. Anna Osherov is excited to give students more access to the cumulative staff knowledge and cutting-edge equipment at MIT.nano, which opened in 2018. Osherov is associate director for Characterization.nano, a shared experimental facility for advanced imaging and analysis.

“Our mission is to support mature researchers — and to help inspire the future PhDs and professors who will come to MIT to learn, research, and innovate,” Osherov says. “Designing and offering such programs, aimed at fostering natural curiosity and creativity of young minds, has a tremendous long-term benefit to our society. We can raise tomorrow’s generation in a better way.”

For her part, Ford is still coasting on the students’ excitement. “They come into the program so curious and hungry for knowledge. They remind me every day how amazing the world is.”

In MIT.nano’s laboratories, researchers use silicon wafers as the platform to shape transformative technologies such as quantum circuitry, microfluidic devices, or energy-harvesting structures. But these substrates can also serve as a canvas for an artist, as MIT Professor W. Craig Carter demonstrates in the latest One.MIT mosaic.

The One.MIT project celebrates the people of MIT by using the tools of MIT.nano to etch their collective names, arranged as a mosaic by Carter, into a silicon wafer just 8 inches in diameter. The latest edition of One.MIT — including 339,537 names of students, faculty, staff, and alumni associated with MIT from 1861 to September 2023 — is now on display in the ground-floor galleries at MIT.nano in the Lisa T. Su Building (Building 12).

“A spirit of innovation and a relentless drive to solve big problems have permeated the campus in every decade of our history. This passion for discovery, learning, and invention is the thread connecting MIT’s 21st-century family to our 19th-century beginnings and all the years in between,” says Vladimir Bulović, director of MIT.nano and the Fariborz Maseeh Chair in Emerging Technology. “One.MIT celebrates the MIT ethos and reminds us that no matter when we came to MIT, whatever our roles, we all leave a mark on this remarkable community.”

A team of students, faculty, staff, and alumni inscribed the design on the wafer inside the MIT.nano cleanrooms. Because the names are too small to be seen with the naked eye — they measure only microns high on the wafer — the One.MIT website allows anyone to look up a name and find its location in the mosaic.

Finding inspiration in the archives

The first two One.MIT art pieces, created in 2018 and 2020, were inscribed in silicon wafers 6 inches in diameter, slightly smaller than the latest art piece, which benefited from the newest MIT.nano tools that can fabricate 8-inch wafers. The first designs form well-known, historic MIT images: the Great Dome (2018) and the MIT seal (2020).

Carter, who is the Toyota Professor of Materials Processing and professor of materials science and engineering, created the designs and algorithms for each version of One.MIT. He started a search last summer for inspiration for the 2024 design. “The image needed to be iconic of MIT,” says Carter, “and also work within the constraints of a large-scale mosaic.”

Carter ultimately found the solution within the Institute Archives, in the form of a lithograph used on the cover of a program for the 1916 MIT rededication ceremony that celebrated the Institute’s move from Boston to Cambridge on its 50th anniversary.

Incorporating MIT nerdiness

Carter began by creating a black-and-white image, redrawing the lithograph’s architectural features and character elements. He recreated the kerns (spaces) and the fonts of the letters as algorithmic geometric objects.

The color gradient of the sky behind the dome presented a challenge because only two shades were available. To tackle this issue and impart texture, Carter created a Hilbert curve — a hierarchical, continuous curve made by replacing an element with a combination of four elements. Each of these four elements are replaced by another four elements, and so on. The resulting object is like a fractal — the curve changes shape as it goes from top to bottom, with 90-degree turns throughout.

“This was an opportunity to add a fun and ‘nerdy’ element — fitting for MIT,” says Carter.

To achieve both the gradient and the round wafer shape, Carter morphed the square Hilbert curve (consisting of 90-degree angles) into a disk shape using Schwarz-Christoffel mapping, a type of conformal mapping that can be used to solve problems in many different domains.

“Conformal maps are lovely convergences of physics and engineering with mathematics and geometry,” says Carter.

Because the conformal mapping is smooth and also preserves the angles, the square’s corners produce four singular points on the circle where the Hilbert curve’s line segments shrink to a point. The location of the four points in the upper part of the circle “squeezes” the curve and creates the gradient (and the texture of the illustration) — dense-to-sparse from top-to-bottom.

The final mosaic is made up of 6,476,403 characters, and Carter needed to use font and kern types that would fill as much of the wafer’s surface as possible without having names break up and wrap around to the next line. Carter’s algorithm alleviated this problem, at least somewhat, by searching for names that slotted into remaining spaces at the end of each row. The algorithm also performed an optimization over many different choices for the random order of the names. 

Finding — and wrangling — hundreds of thousands of names

In addition to the art and algorithms, the foundation of One.MIT is the extensive collection of names spanning more than 160 years of MIT. The names reflect students, alumni, faculty, and staff — the wide variety of individuals who have always formed the MIT community.

Annie Wang, research scientist and special projects coordinator for MIT.nano, again played an instrumental role in collecting the names for the project, just as she had for the 2018 and 2020 versions. Despite her experience, collating the names to construct the newest edition still presented several challenges, given the variety of input sources to the dataset and the need to format names in a consistent manner.

“Both databases and OCR-scanned text can be messy,” says Wang, referring to the electronic databases and old paper directories from which names were sourced. “And cleaning them up is a lot of work.”

Many names were listed in multiple places, sometimes spelled or formatted differently across sources. There were very short first and last names, very long first and last names — and also a portion of names in which more than one person had nearly identical names. And some groups are simply hard to find in the records. “One thing I wish we had,” comments Wang, “is a list of long-term volunteers at MIT who contribute so much but aren’t reflected in the main directories.”

Once the design was completed, Carter and Wang handed off a CAD file to Jorg Scholvin, associate director of fabrication at MIT.nano. Scholvin assembled a team that reflected One.MIT — students, faculty, staff, and alumni — and worked with them to fabricate the wafer inside MIT.nano’s cleanroom. The fab team included Carter; undergraduate students Akorfa Dagadu, Sean Luk, Emilia K. Szczepaniak, Amber Velez, and twin brothers Juan Antonio Luera and Juan Angel Luera; MIT Sloan School of Management EMBA student Patricia LaBorda; staff member Kevin Verrier of MIT Facilities; and alumnae Madeline Hickman '11 and Eboney Hearn '01, who is also the executive director of MIT Introduction to Technology, Engineering and Science (MITES).

Want to get middle-school kids excited about science? Let them do their own experiments on MIT.nano’s state-of-the-art microscopes — with guidelines and adult supervision, of course. That was the brainchild of Carl Thrasher and Tao Cai, MIT graduate students who spearheaded the Electron Microscopy Elevating Representation and Growth in Education (EMERGE) program.

Held in November, EMERGE invited 18 eighth-grade students to the pilot event at MIT.nano, an interdisciplinary facility for nanoscale research, to get hands-on experience in microscopy and materials science.

The highlight of the two-hour workshop: Each student explored mystery samples of everyday materials using one of two scanning electron microscopes (SEMs), which scan material samples using a beam of electrons to form an image. Though highly sophisticated, the instruments generated readily understandable data — images of intricate structures in a butterfly wing or a strand of hair, for example.

The students had an immediate, tangible sense of success, says Thrasher, from MIT’s Department of Materials Science and Engineering (DMSE). He led the program along with Cai, also from DMSE, and Collette Gordon, a grad student in the Department of Chemistry.

“This experience helped build a sense of agency and autonomy around this area of science, nurturing budding self-confidence among the students,” Thrasher says. “We didn’t give the students instructions, just empowered them to solve problems. When you don’t tell them the solution, you get really surprised with what they come up with.”

Unlocking interest in the infinitesimal

The students were part of a multi-year science and engineering exploration program called MITES Saturdays, run by MIT Introduction to Technology, Engineering, and Science, or MITES. A team of volunteers was on hand to help students follow the guidance set out by Thrasher, ensuring the careful handling of the SEMs — worth roughly $500,000 each.

MITES Saturdays program administrator Lynsey Ford was thrilled to observe the students’ autonomous exploration and enthusiasm.

“Our students got to meet real scientists who listened to them, cared about the questions they were asking, and welcomed them into a world of science,” Ford says. “A supportive learning environment can be just as powerful for science discovery as a half-million-dollar microscope.”

The pilot workshop was the first step for Thrasher and his team in their goal to build EMERGE into a program with broad impact, engaging middle-to-high school students from a variety of communities.

The partnership with MITES Saturdays is crucial for this endeavor, says Thrasher, providing a platform to reach a wider audience. “Seeing students from diverse backgrounds participating in EMERGE reinforces the profound difference science education can have.”

MITES Saturdays students are high-achieving Massachusetts seventh through 12th graders from Boston, MIT’s hometown of Cambridge, and nearby Lawrence.

“The majority of students who participate in our programs would be the first person in their family to go to college. A lot of them are from families balancing some sort of financial hardship, and from populations that are historically underrepresented in STEM,” Ford says.

Experienced SEM users set up the instruments and prepared test samples so students could take turns exploring specimens such as burrs, butterfly wings, computer chips, hair, and pollen by operating the microscope to adjust magnification, focus, and stage location.

Students left the EMERGE event with copies of the electron microscope images they generated. Thrasher hopes they will use these materials in follow-up projects, ideally integrating them into existing school curricula so students can share their experiences.

EMERGE co-director Cai says students were excited with their experimentation, both in being able to access such high-end equipment and in seeing what materials like Velcro look like under an SEM (spoiler alert: it’s spaghetti).

“We definitely saw a spark,” Cai says. “The subject matter was complex, but the students always wanted to know more.” And the after-program feedback was positive, with most saying the experience was fun and challenging. The volunteers noted how engaged the students were with the SEMs and subject matter. One volunteer overheard students say, “I felt like a real scientist!”

Inspiring tomorrow’s scientists

EMERGE is based on the Scanning Electron Microscopy Educators program, a long-running STEM outreach program started in 1991 by the Air Force Research Laboratory and adopted by Michigan State University. As an Air Force captain stationed at Wright-Patterson Air Force Base in Ohio, Thrasher participated in the program as a volunteer SEM expert.

“I thought it was an incredible opportunity for young students and wanted to bring it here to MIT,” he says.

The pilot was made possible thanks to support from the MITES Saturdays team and the Graduate Materials Council (GMC), the DMSE graduate student organization. Cai and DMSE grad student Jessica Dong, who are both GMC outreach chairs, helped fund, organize, and coordinate the event.

The MITES Saturdays students included reflections on their experience with the SEMs in their final presentations at the MITES Fall Symposium in November.

“My favorite part of the semester was using the SEM as it introduced me to microscopy at the level of electrons,” said one student.

“Our students had an incredible time with the EMERGE team. We’re excited about the possibility of future partnerships with MIT.nano and other departments at MIT, giving our scholars exposure to the breadth of opportunities as future scientists,” says Eboney Hearn, MITES executive director.

With the success of the pilot, the EMERGE team is looking to offer more programs to the MITES students in the spring. Anna Osherov is excited to give students more access to the cumulative staff knowledge and cutting-edge equipment at MIT.nano, which opened in 2018. Osherov is associate director for Characterization.nano, a shared experimental facility for advanced imaging and analysis.

“Our mission is to support mature researchers — and to help inspire the future PhDs and professors who will come to MIT to learn, research, and innovate,” Osherov says. “Designing and offering such programs, aimed at fostering natural curiosity and creativity of young minds, has a tremendous long-term benefit to our society. We can raise tomorrow’s generation in a better way.”

For her part, Ford is still coasting on the students’ excitement. “They come into the program so curious and hungry for knowledge. They remind me every day how amazing the world is.”

In MIT.nano’s laboratories, researchers use silicon wafers as the platform to shape transformative technologies such as quantum circuitry, microfluidic devices, or energy-harvesting structures. But these substrates can also serve as a canvas for an artist, as MIT Professor W. Craig Carter demonstrates in the latest One.MIT mosaic.

The One.MIT project celebrates the people of MIT by using the tools of MIT.nano to etch their collective names, arranged as a mosaic by Carter, into a silicon wafer just 8 inches in diameter. The latest edition of One.MIT — including 339,537 names of students, faculty, staff, and alumni associated with MIT from 1861 to September 2023 — is now on display in the ground-floor galleries at MIT.nano in the Lisa T. Su Building (Building 12).

“A spirit of innovation and a relentless drive to solve big problems have permeated the campus in every decade of our history. This passion for discovery, learning, and invention is the thread connecting MIT’s 21st-century family to our 19th-century beginnings and all the years in between,” says Vladimir Bulović, director of MIT.nano and the Fariborz Maseeh Chair in Emerging Technology. “One.MIT celebrates the MIT ethos and reminds us that no matter when we came to MIT, whatever our roles, we all leave a mark on this remarkable community.”

A team of students, faculty, staff, and alumni inscribed the design on the wafer inside the MIT.nano cleanrooms. Because the names are too small to be seen with the naked eye — they measure only microns high on the wafer — the One.MIT website allows anyone to look up a name and find its location in the mosaic.

Finding inspiration in the archives

The first two One.MIT art pieces, created in 2018 and 2020, were inscribed in silicon wafers 6 inches in diameter, slightly smaller than the latest art piece, which benefited from the newest MIT.nano tools that can fabricate 8-inch wafers. The first designs form well-known, historic MIT images: the Great Dome (2018) and the MIT seal (2020).

Carter, who is the Toyota Professor of Materials Processing and professor of materials science and engineering, created the designs and algorithms for each version of One.MIT. He started a search last summer for inspiration for the 2024 design. “The image needed to be iconic of MIT,” says Carter, “and also work within the constraints of a large-scale mosaic.”

Carter ultimately found the solution within the Institute Archives, in the form of a lithograph used on the cover of a program for the 1916 MIT rededication ceremony that celebrated the Institute’s move from Boston to Cambridge on its 50th anniversary.

Incorporating MIT nerdiness

Carter began by creating a black-and-white image, redrawing the lithograph’s architectural features and character elements. He recreated the kerns (spaces) and the fonts of the letters as algorithmic geometric objects.

The color gradient of the sky behind the dome presented a challenge because only two shades were available. To tackle this issue and impart texture, Carter created a Hilbert curve — a hierarchical, continuous curve made by replacing an element with a combination of four elements. Each of these four elements are replaced by another four elements, and so on. The resulting object is like a fractal — the curve changes shape as it goes from top to bottom, with 90-degree turns throughout.

“This was an opportunity to add a fun and ‘nerdy’ element — fitting for MIT,” says Carter.

To achieve both the gradient and the round wafer shape, Carter morphed the square Hilbert curve (consisting of 90-degree angles) into a disk shape using Schwarz-Christoffel mapping, a type of conformal mapping that can be used to solve problems in many different domains.

“Conformal maps are lovely convergences of physics and engineering with mathematics and geometry,” says Carter.

Because the conformal mapping is smooth and also preserves the angles, the square’s corners produce four singular points on the circle where the Hilbert curve’s line segments shrink to a point. The location of the four points in the upper part of the circle “squeezes” the curve and creates the gradient (and the texture of the illustration) — dense-to-sparse from top-to-bottom.

The final mosaic is made up of 6,476,403 characters, and Carter needed to use font and kern types that would fill as much of the wafer’s surface as possible without having names break up and wrap around to the next line. Carter’s algorithm alleviated this problem, at least somewhat, by searching for names that slotted into remaining spaces at the end of each row. The algorithm also performed an optimization over many different choices for the random order of the names. 

Finding — and wrangling — hundreds of thousands of names

In addition to the art and algorithms, the foundation of One.MIT is the extensive collection of names spanning more than 160 years of MIT. The names reflect students, alumni, faculty, and staff — the wide variety of individuals who have always formed the MIT community.

Annie Wang, research scientist and special projects coordinator for MIT.nano, again played an instrumental role in collecting the names for the project, just as she had for the 2018 and 2020 versions. Despite her experience, collating the names to construct the newest edition still presented several challenges, given the variety of input sources to the dataset and the need to format names in a consistent manner.

“Both databases and OCR-scanned text can be messy,” says Wang, referring to the electronic databases and old paper directories from which names were sourced. “And cleaning them up is a lot of work.”

Many names were listed in multiple places, sometimes spelled or formatted differently across sources. There were very short first and last names, very long first and last names — and also a portion of names in which more than one person had nearly identical names. And some groups are simply hard to find in the records. “One thing I wish we had,” comments Wang, “is a list of long-term volunteers at MIT who contribute so much but aren’t reflected in the main directories.”

Once the design was completed, Carter and Wang handed off a CAD file to Jorg Scholvin, associate director of fabrication at MIT.nano. Scholvin assembled a team that reflected One.MIT — students, faculty, staff, and alumni — and worked with them to fabricate the wafer inside MIT.nano’s cleanroom. The fab team included Carter; undergraduate students Akorfa Dagadu, Sean Luk, Emilia K. Szczepaniak, Amber Velez, and twin brothers Juan Antonio Luera and Juan Angel Luera; MIT Sloan School of Management EMBA student Patricia LaBorda; staff member Kevin Verrier of MIT Facilities; and alumnae Madeline Hickman '11 and Eboney Hearn '01, who is also the executive director of MIT Introduction to Technology, Engineering and Science (MITES).

Want to get middle-school kids excited about science? Let them do their own experiments on MIT.nano’s state-of-the-art microscopes — with guidelines and adult supervision, of course. That was the brainchild of Carl Thrasher and Tao Cai, MIT graduate students who spearheaded the Electron Microscopy Elevating Representation and Growth in Education (EMERGE) program.

Held in November, EMERGE invited 18 eighth-grade students to the pilot event at MIT.nano, an interdisciplinary facility for nanoscale research, to get hands-on experience in microscopy and materials science.

The highlight of the two-hour workshop: Each student explored mystery samples of everyday materials using one of two scanning electron microscopes (SEMs), which scan material samples using a beam of electrons to form an image. Though highly sophisticated, the instruments generated readily understandable data — images of intricate structures in a butterfly wing or a strand of hair, for example.

The students had an immediate, tangible sense of success, says Thrasher, from MIT’s Department of Materials Science and Engineering (DMSE). He led the program along with Cai, also from DMSE, and Collette Gordon, a grad student in the Department of Chemistry.

“This experience helped build a sense of agency and autonomy around this area of science, nurturing budding self-confidence among the students,” Thrasher says. “We didn’t give the students instructions, just empowered them to solve problems. When you don’t tell them the solution, you get really surprised with what they come up with.”

Unlocking interest in the infinitesimal

The students were part of a multi-year science and engineering exploration program called MITES Saturdays, run by MIT Introduction to Technology, Engineering, and Science, or MITES. A team of volunteers was on hand to help students follow the guidance set out by Thrasher, ensuring the careful handling of the SEMs — worth roughly $500,000 each.

MITES Saturdays program administrator Lynsey Ford was thrilled to observe the students’ autonomous exploration and enthusiasm.

“Our students got to meet real scientists who listened to them, cared about the questions they were asking, and welcomed them into a world of science,” Ford says. “A supportive learning environment can be just as powerful for science discovery as a half-million-dollar microscope.”

The pilot workshop was the first step for Thrasher and his team in their goal to build EMERGE into a program with broad impact, engaging middle-to-high school students from a variety of communities.

The partnership with MITES Saturdays is crucial for this endeavor, says Thrasher, providing a platform to reach a wider audience. “Seeing students from diverse backgrounds participating in EMERGE reinforces the profound difference science education can have.”

MITES Saturdays students are high-achieving Massachusetts seventh through 12th graders from Boston, MIT’s hometown of Cambridge, and nearby Lawrence.

“The majority of students who participate in our programs would be the first person in their family to go to college. A lot of them are from families balancing some sort of financial hardship, and from populations that are historically underrepresented in STEM,” Ford says.

Experienced SEM users set up the instruments and prepared test samples so students could take turns exploring specimens such as burrs, butterfly wings, computer chips, hair, and pollen by operating the microscope to adjust magnification, focus, and stage location.

Students left the EMERGE event with copies of the electron microscope images they generated. Thrasher hopes they will use these materials in follow-up projects, ideally integrating them into existing school curricula so students can share their experiences.

EMERGE co-director Cai says students were excited with their experimentation, both in being able to access such high-end equipment and in seeing what materials like Velcro look like under an SEM (spoiler alert: it’s spaghetti).

“We definitely saw a spark,” Cai says. “The subject matter was complex, but the students always wanted to know more.” And the after-program feedback was positive, with most saying the experience was fun and challenging. The volunteers noted how engaged the students were with the SEMs and subject matter. One volunteer overheard students say, “I felt like a real scientist!”

Inspiring tomorrow’s scientists

EMERGE is based on the Scanning Electron Microscopy Educators program, a long-running STEM outreach program started in 1991 by the Air Force Research Laboratory and adopted by Michigan State University. As an Air Force captain stationed at Wright-Patterson Air Force Base in Ohio, Thrasher participated in the program as a volunteer SEM expert.

“I thought it was an incredible opportunity for young students and wanted to bring it here to MIT,” he says.

The pilot was made possible thanks to support from the MITES Saturdays team and the Graduate Materials Council (GMC), the DMSE graduate student organization. Cai and DMSE grad student Jessica Dong, who are both GMC outreach chairs, helped fund, organize, and coordinate the event.

The MITES Saturdays students included reflections on their experience with the SEMs in their final presentations at the MITES Fall Symposium in November.

“My favorite part of the semester was using the SEM as it introduced me to microscopy at the level of electrons,” said one student.

“Our students had an incredible time with the EMERGE team. We’re excited about the possibility of future partnerships with MIT.nano and other departments at MIT, giving our scholars exposure to the breadth of opportunities as future scientists,” says Eboney Hearn, MITES executive director.

With the success of the pilot, the EMERGE team is looking to offer more programs to the MITES students in the spring. Anna Osherov is excited to give students more access to the cumulative staff knowledge and cutting-edge equipment at MIT.nano, which opened in 2018. Osherov is associate director for Characterization.nano, a shared experimental facility for advanced imaging and analysis.

“Our mission is to support mature researchers — and to help inspire the future PhDs and professors who will come to MIT to learn, research, and innovate,” Osherov says. “Designing and offering such programs, aimed at fostering natural curiosity and creativity of young minds, has a tremendous long-term benefit to our society. We can raise tomorrow’s generation in a better way.”

For her part, Ford is still coasting on the students’ excitement. “They come into the program so curious and hungry for knowledge. They remind me every day how amazing the world is.”

Want to get middle-school kids excited about science? Let them do their own experiments on MIT.nano’s state-of-the-art microscopes — with guidelines and adult supervision, of course. That was the brainchild of Carl Thrasher and Tao Cai, MIT graduate students who spearheaded the Electron Microscopy Elevating Representation and Growth in Education (EMERGE) program.

Held in November, EMERGE invited 18 eighth-grade students to the pilot event at MIT.nano, an interdisciplinary facility for nanoscale research, to get hands-on experience in microscopy and materials science.

The highlight of the two-hour workshop: Each student explored mystery samples of everyday materials using one of two scanning electron microscopes (SEMs), which scan material samples using a beam of electrons to form an image. Though highly sophisticated, the instruments generated readily understandable data — images of intricate structures in a butterfly wing or a strand of hair, for example.

The students had an immediate, tangible sense of success, says Thrasher, from MIT’s Department of Materials Science and Engineering (DMSE). He led the program along with Cai, also from DMSE, and Collette Gordon, a grad student in the Department of Chemistry.

“This experience helped build a sense of agency and autonomy around this area of science, nurturing budding self-confidence among the students,” Thrasher says. “We didn’t give the students instructions, just empowered them to solve problems. When you don’t tell them the solution, you get really surprised with what they come up with.”

Unlocking interest in the infinitesimal

The students were part of a multi-year science and engineering exploration program called MITES Saturdays, run by MIT Introduction to Technology, Engineering, and Science, or MITES. A team of volunteers was on hand to help students follow the guidance set out by Thrasher, ensuring the careful handling of the SEMs — worth roughly $500,000 each.

MITES Saturdays program administrator Lynsey Ford was thrilled to observe the students’ autonomous exploration and enthusiasm.

“Our students got to meet real scientists who listened to them, cared about the questions they were asking, and welcomed them into a world of science,” Ford says. “A supportive learning environment can be just as powerful for science discovery as a half-million-dollar microscope.”

The pilot workshop was the first step for Thrasher and his team in their goal to build EMERGE into a program with broad impact, engaging middle-to-high school students from a variety of communities.

The partnership with MITES Saturdays is crucial for this endeavor, says Thrasher, providing a platform to reach a wider audience. “Seeing students from diverse backgrounds participating in EMERGE reinforces the profound difference science education can have.”

MITES Saturdays students are high-achieving Massachusetts seventh through 12th graders from Boston, MIT’s hometown of Cambridge, and nearby Lawrence.

“The majority of students who participate in our programs would be the first person in their family to go to college. A lot of them are from families balancing some sort of financial hardship, and from populations that are historically underrepresented in STEM,” Ford says.

Experienced SEM users set up the instruments and prepared test samples so students could take turns exploring specimens such as burrs, butterfly wings, computer chips, hair, and pollen by operating the microscope to adjust magnification, focus, and stage location.

Students left the EMERGE event with copies of the electron microscope images they generated. Thrasher hopes they will use these materials in follow-up projects, ideally integrating them into existing school curricula so students can share their experiences.

EMERGE co-director Cai says students were excited with their experimentation, both in being able to access such high-end equipment and in seeing what materials like Velcro look like under an SEM (spoiler alert: it’s spaghetti).

“We definitely saw a spark,” Cai says. “The subject matter was complex, but the students always wanted to know more.” And the after-program feedback was positive, with most saying the experience was fun and challenging. The volunteers noted how engaged the students were with the SEMs and subject matter. One volunteer overheard students say, “I felt like a real scientist!”

Inspiring tomorrow’s scientists

EMERGE is based on the Scanning Electron Microscopy Educators program, a long-running STEM outreach program started in 1991 by the Air Force Research Laboratory and adopted by Michigan State University. As an Air Force captain stationed at Wright-Patterson Air Force Base in Ohio, Thrasher participated in the program as a volunteer SEM expert.

“I thought it was an incredible opportunity for young students and wanted to bring it here to MIT,” he says.

The pilot was made possible thanks to support from the MITES Saturdays team and the Graduate Materials Council (GMC), the DMSE graduate student organization. Cai and DMSE grad student Jessica Dong, who are both GMC outreach chairs, helped fund, organize, and coordinate the event.

The MITES Saturdays students included reflections on their experience with the SEMs in their final presentations at the MITES Fall Symposium in November.

“My favorite part of the semester was using the SEM as it introduced me to microscopy at the level of electrons,” said one student.

“Our students had an incredible time with the EMERGE team. We’re excited about the possibility of future partnerships with MIT.nano and other departments at MIT, giving our scholars exposure to the breadth of opportunities as future scientists,” says Eboney Hearn, MITES executive director.

With the success of the pilot, the EMERGE team is looking to offer more programs to the MITES students in the spring. Anna Osherov is excited to give students more access to the cumulative staff knowledge and cutting-edge equipment at MIT.nano, which opened in 2018. Osherov is associate director for Characterization.nano, a shared experimental facility for advanced imaging and analysis.

“Our mission is to support mature researchers — and to help inspire the future PhDs and professors who will come to MIT to learn, research, and innovate,” Osherov says. “Designing and offering such programs, aimed at fostering natural curiosity and creativity of young minds, has a tremendous long-term benefit to our society. We can raise tomorrow’s generation in a better way.”

For her part, Ford is still coasting on the students’ excitement. “They come into the program so curious and hungry for knowledge. They remind me every day how amazing the world is.”

Want to get middle-school kids excited about science? Let them do their own experiments on MIT.nano’s state-of-the-art microscopes — with guidelines and adult supervision, of course. That was the brainchild of Carl Thrasher and Tao Cai, MIT graduate students who spearheaded the Electron Microscopy Elevating Representation and Growth in Education (EMERGE) program.

Held in November, EMERGE invited 18 eighth-grade students to the pilot event at MIT.nano, an interdisciplinary facility for nanoscale research, to get hands-on experience in microscopy and materials science.

The highlight of the two-hour workshop: Each student explored mystery samples of everyday materials using one of two scanning electron microscopes (SEMs), which scan material samples using a beam of electrons to form an image. Though highly sophisticated, the instruments generated readily understandable data — images of intricate structures in a butterfly wing or a strand of hair, for example.

The students had an immediate, tangible sense of success, says Thrasher, from MIT’s Department of Materials Science and Engineering (DMSE). He led the program along with Cai, also from DMSE, and Collette Gordon, a grad student in the Department of Chemistry.

“This experience helped build a sense of agency and autonomy around this area of science, nurturing budding self-confidence among the students,” Thrasher says. “We didn’t give the students instructions, just empowered them to solve problems. When you don’t tell them the solution, you get really surprised with what they come up with.”

Unlocking interest in the infinitesimal

The students were part of a multi-year science and engineering exploration program called MITES Saturdays, run by MIT Introduction to Technology, Engineering, and Science, or MITES. A team of volunteers was on hand to help students follow the guidance set out by Thrasher, ensuring the careful handling of the SEMs — worth roughly $500,000 each.

MITES Saturdays program administrator Lynsey Ford was thrilled to observe the students’ autonomous exploration and enthusiasm.

“Our students got to meet real scientists who listened to them, cared about the questions they were asking, and welcomed them into a world of science,” Ford says. “A supportive learning environment can be just as powerful for science discovery as a half-million-dollar microscope.”

The pilot workshop was the first step for Thrasher and his team in their goal to build EMERGE into a program with broad impact, engaging middle-to-high school students from a variety of communities.

The partnership with MITES Saturdays is crucial for this endeavor, says Thrasher, providing a platform to reach a wider audience. “Seeing students from diverse backgrounds participating in EMERGE reinforces the profound difference science education can have.”

MITES Saturdays students are high-achieving Massachusetts seventh through 12th graders from Boston, MIT’s hometown of Cambridge, and nearby Lawrence.

“The majority of students who participate in our programs would be the first person in their family to go to college. A lot of them are from families balancing some sort of financial hardship, and from populations that are historically underrepresented in STEM,” Ford says.

Experienced SEM users set up the instruments and prepared test samples so students could take turns exploring specimens such as burrs, butterfly wings, computer chips, hair, and pollen by operating the microscope to adjust magnification, focus, and stage location.

Students left the EMERGE event with copies of the electron microscope images they generated. Thrasher hopes they will use these materials in follow-up projects, ideally integrating them into existing school curricula so students can share their experiences.

EMERGE co-director Cai says students were excited with their experimentation, both in being able to access such high-end equipment and in seeing what materials like Velcro look like under an SEM (spoiler alert: it’s spaghetti).

“We definitely saw a spark,” Cai says. “The subject matter was complex, but the students always wanted to know more.” And the after-program feedback was positive, with most saying the experience was fun and challenging. The volunteers noted how engaged the students were with the SEMs and subject matter. One volunteer overheard students say, “I felt like a real scientist!”

Inspiring tomorrow’s scientists

EMERGE is based on the Scanning Electron Microscopy Educators program, a long-running STEM outreach program started in 1991 by the Air Force Research Laboratory and adopted by Michigan State University. As an Air Force captain stationed at Wright-Patterson Air Force Base in Ohio, Thrasher participated in the program as a volunteer SEM expert.

“I thought it was an incredible opportunity for young students and wanted to bring it here to MIT,” he says.

The pilot was made possible thanks to support from the MITES Saturdays team and the Graduate Materials Council (GMC), the DMSE graduate student organization. Cai and DMSE grad student Jessica Dong, who are both GMC outreach chairs, helped fund, organize, and coordinate the event.

The MITES Saturdays students included reflections on their experience with the SEMs in their final presentations at the MITES Fall Symposium in November.

“My favorite part of the semester was using the SEM as it introduced me to microscopy at the level of electrons,” said one student.

“Our students had an incredible time with the EMERGE team. We’re excited about the possibility of future partnerships with MIT.nano and other departments at MIT, giving our scholars exposure to the breadth of opportunities as future scientists,” says Eboney Hearn, MITES executive director.

With the success of the pilot, the EMERGE team is looking to offer more programs to the MITES students in the spring. Anna Osherov is excited to give students more access to the cumulative staff knowledge and cutting-edge equipment at MIT.nano, which opened in 2018. Osherov is associate director for Characterization.nano, a shared experimental facility for advanced imaging and analysis.

“Our mission is to support mature researchers — and to help inspire the future PhDs and professors who will come to MIT to learn, research, and innovate,” Osherov says. “Designing and offering such programs, aimed at fostering natural curiosity and creativity of young minds, has a tremendous long-term benefit to our society. We can raise tomorrow’s generation in a better way.”

For her part, Ford is still coasting on the students’ excitement. “They come into the program so curious and hungry for knowledge. They remind me every day how amazing the world is.”

Want to get middle-school kids excited about science? Let them do their own experiments on MIT.nano’s state-of-the-art microscopes — with guidelines and adult supervision, of course. That was the brainchild of Carl Thrasher and Tao Cai, MIT graduate students who spearheaded the Electron Microscopy Elevating Representation and Growth in Education (EMERGE) program.

Held in November, EMERGE invited 18 eighth-grade students to the pilot event at MIT.nano, an interdisciplinary facility for nanoscale research, to get hands-on experience in microscopy and materials science.

The highlight of the two-hour workshop: Each student explored mystery samples of everyday materials using one of two scanning electron microscopes (SEMs), which scan material samples using a beam of electrons to form an image. Though highly sophisticated, the instruments generated readily understandable data — images of intricate structures in a butterfly wing or a strand of hair, for example.

The students had an immediate, tangible sense of success, says Thrasher, from MIT’s Department of Materials Science and Engineering (DMSE). He led the program along with Cai, also from DMSE, and Collette Gordon, a grad student in the Department of Chemistry.

“This experience helped build a sense of agency and autonomy around this area of science, nurturing budding self-confidence among the students,” Thrasher says. “We didn’t give the students instructions, just empowered them to solve problems. When you don’t tell them the solution, you get really surprised with what they come up with.”

Unlocking interest in the infinitesimal

The students were part of a multi-year science and engineering exploration program called MITES Saturdays, run by MIT Introduction to Technology, Engineering, and Science, or MITES. A team of volunteers was on hand to help students follow the guidance set out by Thrasher, ensuring the careful handling of the SEMs — worth roughly $500,000 each.

MITES Saturdays program administrator Lynsey Ford was thrilled to observe the students’ autonomous exploration and enthusiasm.

“Our students got to meet real scientists who listened to them, cared about the questions they were asking, and welcomed them into a world of science,” Ford says. “A supportive learning environment can be just as powerful for science discovery as a half-million-dollar microscope.”

The pilot workshop was the first step for Thrasher and his team in their goal to build EMERGE into a program with broad impact, engaging middle-to-high school students from a variety of communities.

The partnership with MITES Saturdays is crucial for this endeavor, says Thrasher, providing a platform to reach a wider audience. “Seeing students from diverse backgrounds participating in EMERGE reinforces the profound difference science education can have.”

MITES Saturdays students are high-achieving Massachusetts seventh through 12th graders from Boston, MIT’s hometown of Cambridge, and nearby Lawrence.

“The majority of students who participate in our programs would be the first person in their family to go to college. A lot of them are from families balancing some sort of financial hardship, and from populations that are historically underrepresented in STEM,” Ford says.

Experienced SEM users set up the instruments and prepared test samples so students could take turns exploring specimens such as burrs, butterfly wings, computer chips, hair, and pollen by operating the microscope to adjust magnification, focus, and stage location.

Students left the EMERGE event with copies of the electron microscope images they generated. Thrasher hopes they will use these materials in follow-up projects, ideally integrating them into existing school curricula so students can share their experiences.

EMERGE co-director Cai says students were excited with their experimentation, both in being able to access such high-end equipment and in seeing what materials like Velcro look like under an SEM (spoiler alert: it’s spaghetti).

“We definitely saw a spark,” Cai says. “The subject matter was complex, but the students always wanted to know more.” And the after-program feedback was positive, with most saying the experience was fun and challenging. The volunteers noted how engaged the students were with the SEMs and subject matter. One volunteer overheard students say, “I felt like a real scientist!”

Inspiring tomorrow’s scientists

EMERGE is based on the Scanning Electron Microscopy Educators program, a long-running STEM outreach program started in 1991 by the Air Force Research Laboratory and adopted by Michigan State University. As an Air Force captain stationed at Wright-Patterson Air Force Base in Ohio, Thrasher participated in the program as a volunteer SEM expert.

“I thought it was an incredible opportunity for young students and wanted to bring it here to MIT,” he says.

The pilot was made possible thanks to support from the MITES Saturdays team and the Graduate Materials Council (GMC), the DMSE graduate student organization. Cai and DMSE grad student Jessica Dong, who are both GMC outreach chairs, helped fund, organize, and coordinate the event.

The MITES Saturdays students included reflections on their experience with the SEMs in their final presentations at the MITES Fall Symposium in November.

“My favorite part of the semester was using the SEM as it introduced me to microscopy at the level of electrons,” said one student.

“Our students had an incredible time with the EMERGE team. We’re excited about the possibility of future partnerships with MIT.nano and other departments at MIT, giving our scholars exposure to the breadth of opportunities as future scientists,” says Eboney Hearn, MITES executive director.

With the success of the pilot, the EMERGE team is looking to offer more programs to the MITES students in the spring. Anna Osherov is excited to give students more access to the cumulative staff knowledge and cutting-edge equipment at MIT.nano, which opened in 2018. Osherov is associate director for Characterization.nano, a shared experimental facility for advanced imaging and analysis.

“Our mission is to support mature researchers — and to help inspire the future PhDs and professors who will come to MIT to learn, research, and innovate,” Osherov says. “Designing and offering such programs, aimed at fostering natural curiosity and creativity of young minds, has a tremendous long-term benefit to our society. We can raise tomorrow’s generation in a better way.”

For her part, Ford is still coasting on the students’ excitement. “They come into the program so curious and hungry for knowledge. They remind me every day how amazing the world is.”

Want to get middle-school kids excited about science? Let them do their own experiments on MIT.nano’s state-of-the-art microscopes — with guidelines and adult supervision, of course. That was the brainchild of Carl Thrasher and Tao Cai, MIT graduate students who spearheaded the Electron Microscopy Elevating Representation and Growth in Education (EMERGE) program.

Held in November, EMERGE invited 18 eighth-grade students to the pilot event at MIT.nano, an interdisciplinary facility for nanoscale research, to get hands-on experience in microscopy and materials science.

The highlight of the two-hour workshop: Each student explored mystery samples of everyday materials using one of two scanning electron microscopes (SEMs), which scan material samples using a beam of electrons to form an image. Though highly sophisticated, the instruments generated readily understandable data — images of intricate structures in a butterfly wing or a strand of hair, for example.

The students had an immediate, tangible sense of success, says Thrasher, from MIT’s Department of Materials Science and Engineering (DMSE). He led the program along with Cai, also from DMSE, and Collette Gordon, a grad student in the Department of Chemistry.

“This experience helped build a sense of agency and autonomy around this area of science, nurturing budding self-confidence among the students,” Thrasher says. “We didn’t give the students instructions, just empowered them to solve problems. When you don’t tell them the solution, you get really surprised with what they come up with.”

Unlocking interest in the infinitesimal

The students were part of a multi-year science and engineering exploration program called MITES Saturdays, run by MIT Introduction to Technology, Engineering, and Science, or MITES. A team of volunteers was on hand to help students follow the guidance set out by Thrasher, ensuring the careful handling of the SEMs — worth roughly $500,000 each.

MITES Saturdays program administrator Lynsey Ford was thrilled to observe the students’ autonomous exploration and enthusiasm.

“Our students got to meet real scientists who listened to them, cared about the questions they were asking, and welcomed them into a world of science,” Ford says. “A supportive learning environment can be just as powerful for science discovery as a half-million-dollar microscope.”

The pilot workshop was the first step for Thrasher and his team in their goal to build EMERGE into a program with broad impact, engaging middle-to-high school students from a variety of communities.

The partnership with MITES Saturdays is crucial for this endeavor, says Thrasher, providing a platform to reach a wider audience. “Seeing students from diverse backgrounds participating in EMERGE reinforces the profound difference science education can have.”

MITES Saturdays students are high-achieving Massachusetts seventh through 12th graders from Boston, MIT’s hometown of Cambridge, and nearby Lawrence.

“The majority of students who participate in our programs would be the first person in their family to go to college. A lot of them are from families balancing some sort of financial hardship, and from populations that are historically underrepresented in STEM,” Ford says.

Experienced SEM users set up the instruments and prepared test samples so students could take turns exploring specimens such as burrs, butterfly wings, computer chips, hair, and pollen by operating the microscope to adjust magnification, focus, and stage location.

Students left the EMERGE event with copies of the electron microscope images they generated. Thrasher hopes they will use these materials in follow-up projects, ideally integrating them into existing school curricula so students can share their experiences.

EMERGE co-director Cai says students were excited with their experimentation, both in being able to access such high-end equipment and in seeing what materials like Velcro look like under an SEM (spoiler alert: it’s spaghetti).

“We definitely saw a spark,” Cai says. “The subject matter was complex, but the students always wanted to know more.” And the after-program feedback was positive, with most saying the experience was fun and challenging. The volunteers noted how engaged the students were with the SEMs and subject matter. One volunteer overheard students say, “I felt like a real scientist!”

Inspiring tomorrow’s scientists

EMERGE is based on the Scanning Electron Microscopy Educators program, a long-running STEM outreach program started in 1991 by the Air Force Research Laboratory and adopted by Michigan State University. As an Air Force captain stationed at Wright-Patterson Air Force Base in Ohio, Thrasher participated in the program as a volunteer SEM expert.

“I thought it was an incredible opportunity for young students and wanted to bring it here to MIT,” he says.

The pilot was made possible thanks to support from the MITES Saturdays team and the Graduate Materials Council (GMC), the DMSE graduate student organization. Cai and DMSE grad student Jessica Dong, who are both GMC outreach chairs, helped fund, organize, and coordinate the event.

The MITES Saturdays students included reflections on their experience with the SEMs in their final presentations at the MITES Fall Symposium in November.

“My favorite part of the semester was using the SEM as it introduced me to microscopy at the level of electrons,” said one student.

“Our students had an incredible time with the EMERGE team. We’re excited about the possibility of future partnerships with MIT.nano and other departments at MIT, giving our scholars exposure to the breadth of opportunities as future scientists,” says Eboney Hearn, MITES executive director.

With the success of the pilot, the EMERGE team is looking to offer more programs to the MITES students in the spring. Anna Osherov is excited to give students more access to the cumulative staff knowledge and cutting-edge equipment at MIT.nano, which opened in 2018. Osherov is associate director for Characterization.nano, a shared experimental facility for advanced imaging and analysis.

“Our mission is to support mature researchers — and to help inspire the future PhDs and professors who will come to MIT to learn, research, and innovate,” Osherov says. “Designing and offering such programs, aimed at fostering natural curiosity and creativity of young minds, has a tremendous long-term benefit to our society. We can raise tomorrow’s generation in a better way.”

For her part, Ford is still coasting on the students’ excitement. “They come into the program so curious and hungry for knowledge. They remind me every day how amazing the world is.”

Want to get middle-school kids excited about science? Let them do their own experiments on MIT.nano’s state-of-the-art microscopes — with guidelines and adult supervision, of course. That was the brainchild of Carl Thrasher and Tao Cai, MIT graduate students who spearheaded the Electron Microscopy Elevating Representation and Growth in Education (EMERGE) program.

Held in November, EMERGE invited 18 eighth-grade students to the pilot event at MIT.nano, an interdisciplinary facility for nanoscale research, to get hands-on experience in microscopy and materials science.

The highlight of the two-hour workshop: Each student explored mystery samples of everyday materials using one of two scanning electron microscopes (SEMs), which scan material samples using a beam of electrons to form an image. Though highly sophisticated, the instruments generated readily understandable data — images of intricate structures in a butterfly wing or a strand of hair, for example.

The students had an immediate, tangible sense of success, says Thrasher, from MIT’s Department of Materials Science and Engineering (DMSE). He led the program along with Cai, also from DMSE, and Collette Gordon, a grad student in the Department of Chemistry.

“This experience helped build a sense of agency and autonomy around this area of science, nurturing budding self-confidence among the students,” Thrasher says. “We didn’t give the students instructions, just empowered them to solve problems. When you don’t tell them the solution, you get really surprised with what they come up with.”

Unlocking interest in the infinitesimal

The students were part of a multi-year science and engineering exploration program called MITES Saturdays, run by MIT Introduction to Technology, Engineering, and Science, or MITES. A team of volunteers was on hand to help students follow the guidance set out by Thrasher, ensuring the careful handling of the SEMs — worth roughly $500,000 each.

MITES Saturdays program administrator Lynsey Ford was thrilled to observe the students’ autonomous exploration and enthusiasm.

“Our students got to meet real scientists who listened to them, cared about the questions they were asking, and welcomed them into a world of science,” Ford says. “A supportive learning environment can be just as powerful for science discovery as a half-million-dollar microscope.”

The pilot workshop was the first step for Thrasher and his team in their goal to build EMERGE into a program with broad impact, engaging middle-to-high school students from a variety of communities.

The partnership with MITES Saturdays is crucial for this endeavor, says Thrasher, providing a platform to reach a wider audience. “Seeing students from diverse backgrounds participating in EMERGE reinforces the profound difference science education can have.”

MITES Saturdays students are high-achieving Massachusetts seventh through 12th graders from Boston, MIT’s hometown of Cambridge, and nearby Lawrence.

“The majority of students who participate in our programs would be the first person in their family to go to college. A lot of them are from families balancing some sort of financial hardship, and from populations that are historically underrepresented in STEM,” Ford says.

Experienced SEM users set up the instruments and prepared test samples so students could take turns exploring specimens such as burrs, butterfly wings, computer chips, hair, and pollen by operating the microscope to adjust magnification, focus, and stage location.

Students left the EMERGE event with copies of the electron microscope images they generated. Thrasher hopes they will use these materials in follow-up projects, ideally integrating them into existing school curricula so students can share their experiences.

EMERGE co-director Cai says students were excited with their experimentation, both in being able to access such high-end equipment and in seeing what materials like Velcro look like under an SEM (spoiler alert: it’s spaghetti).

“We definitely saw a spark,” Cai says. “The subject matter was complex, but the students always wanted to know more.” And the after-program feedback was positive, with most saying the experience was fun and challenging. The volunteers noted how engaged the students were with the SEMs and subject matter. One volunteer overheard students say, “I felt like a real scientist!”

Inspiring tomorrow’s scientists

EMERGE is based on the Scanning Electron Microscopy Educators program, a long-running STEM outreach program started in 1991 by the Air Force Research Laboratory and adopted by Michigan State University. As an Air Force captain stationed at Wright-Patterson Air Force Base in Ohio, Thrasher participated in the program as a volunteer SEM expert.

“I thought it was an incredible opportunity for young students and wanted to bring it here to MIT,” he says.

The pilot was made possible thanks to support from the MITES Saturdays team and the Graduate Materials Council (GMC), the DMSE graduate student organization. Cai and DMSE grad student Jessica Dong, who are both GMC outreach chairs, helped fund, organize, and coordinate the event.

The MITES Saturdays students included reflections on their experience with the SEMs in their final presentations at the MITES Fall Symposium in November.

“My favorite part of the semester was using the SEM as it introduced me to microscopy at the level of electrons,” said one student.

“Our students had an incredible time with the EMERGE team. We’re excited about the possibility of future partnerships with MIT.nano and other departments at MIT, giving our scholars exposure to the breadth of opportunities as future scientists,” says Eboney Hearn, MITES executive director.

With the success of the pilot, the EMERGE team is looking to offer more programs to the MITES students in the spring. Anna Osherov is excited to give students more access to the cumulative staff knowledge and cutting-edge equipment at MIT.nano, which opened in 2018. Osherov is associate director for Characterization.nano, a shared experimental facility for advanced imaging and analysis.

“Our mission is to support mature researchers — and to help inspire the future PhDs and professors who will come to MIT to learn, research, and innovate,” Osherov says. “Designing and offering such programs, aimed at fostering natural curiosity and creativity of young minds, has a tremendous long-term benefit to our society. We can raise tomorrow’s generation in a better way.”

For her part, Ford is still coasting on the students’ excitement. “They come into the program so curious and hungry for knowledge. They remind me every day how amazing the world is.”

Want to get middle-school kids excited about science? Let them do their own experiments on MIT.nano’s state-of-the-art microscopes — with guidelines and adult supervision, of course. That was the brainchild of Carl Thrasher and Tao Cai, MIT graduate students who spearheaded the Electron Microscopy Elevating Representation and Growth in Education (EMERGE) program.

Held in November, EMERGE invited 18 eighth-grade students to the pilot event at MIT.nano, an interdisciplinary facility for nanoscale research, to get hands-on experience in microscopy and materials science.

The highlight of the two-hour workshop: Each student explored mystery samples of everyday materials using one of two scanning electron microscopes (SEMs), which scan material samples using a beam of electrons to form an image. Though highly sophisticated, the instruments generated readily understandable data — images of intricate structures in a butterfly wing or a strand of hair, for example.

The students had an immediate, tangible sense of success, says Thrasher, from MIT’s Department of Materials Science and Engineering (DMSE). He led the program along with Cai, also from DMSE, and Collette Gordon, a grad student in the Department of Chemistry.

“This experience helped build a sense of agency and autonomy around this area of science, nurturing budding self-confidence among the students,” Thrasher says. “We didn’t give the students instructions, just empowered them to solve problems. When you don’t tell them the solution, you get really surprised with what they come up with.”

Unlocking interest in the infinitesimal

The students were part of a multi-year science and engineering exploration program called MITES Saturdays, run by MIT Introduction to Technology, Engineering, and Science, or MITES. A team of volunteers was on hand to help students follow the guidance set out by Thrasher, ensuring the careful handling of the SEMs — worth roughly $500,000 each.

MITES Saturdays program administrator Lynsey Ford was thrilled to observe the students’ autonomous exploration and enthusiasm.

“Our students got to meet real scientists who listened to them, cared about the questions they were asking, and welcomed them into a world of science,” Ford says. “A supportive learning environment can be just as powerful for science discovery as a half-million-dollar microscope.”

The pilot workshop was the first step for Thrasher and his team in their goal to build EMERGE into a program with broad impact, engaging middle-to-high school students from a variety of communities.

The partnership with MITES Saturdays is crucial for this endeavor, says Thrasher, providing a platform to reach a wider audience. “Seeing students from diverse backgrounds participating in EMERGE reinforces the profound difference science education can have.”

MITES Saturdays students are high-achieving Massachusetts seventh through 12th graders from Boston, MIT’s hometown of Cambridge, and nearby Lawrence.

“The majority of students who participate in our programs would be the first person in their family to go to college. A lot of them are from families balancing some sort of financial hardship, and from populations that are historically underrepresented in STEM,” Ford says.

Experienced SEM users set up the instruments and prepared test samples so students could take turns exploring specimens such as burrs, butterfly wings, computer chips, hair, and pollen by operating the microscope to adjust magnification, focus, and stage location.

Students left the EMERGE event with copies of the electron microscope images they generated. Thrasher hopes they will use these materials in follow-up projects, ideally integrating them into existing school curricula so students can share their experiences.

EMERGE co-director Cai says students were excited with their experimentation, both in being able to access such high-end equipment and in seeing what materials like Velcro look like under an SEM (spoiler alert: it’s spaghetti).

“We definitely saw a spark,” Cai says. “The subject matter was complex, but the students always wanted to know more.” And the after-program feedback was positive, with most saying the experience was fun and challenging. The volunteers noted how engaged the students were with the SEMs and subject matter. One volunteer overheard students say, “I felt like a real scientist!”

Inspiring tomorrow’s scientists

EMERGE is based on the Scanning Electron Microscopy Educators program, a long-running STEM outreach program started in 1991 by the Air Force Research Laboratory and adopted by Michigan State University. As an Air Force captain stationed at Wright-Patterson Air Force Base in Ohio, Thrasher participated in the program as a volunteer SEM expert.

“I thought it was an incredible opportunity for young students and wanted to bring it here to MIT,” he says.

The pilot was made possible thanks to support from the MITES Saturdays team and the Graduate Materials Council (GMC), the DMSE graduate student organization. Cai and DMSE grad student Jessica Dong, who are both GMC outreach chairs, helped fund, organize, and coordinate the event.

The MITES Saturdays students included reflections on their experience with the SEMs in their final presentations at the MITES Fall Symposium in November.

“My favorite part of the semester was using the SEM as it introduced me to microscopy at the level of electrons,” said one student.

“Our students had an incredible time with the EMERGE team. We’re excited about the possibility of future partnerships with MIT.nano and other departments at MIT, giving our scholars exposure to the breadth of opportunities as future scientists,” says Eboney Hearn, MITES executive director.

With the success of the pilot, the EMERGE team is looking to offer more programs to the MITES students in the spring. Anna Osherov is excited to give students more access to the cumulative staff knowledge and cutting-edge equipment at MIT.nano, which opened in 2018. Osherov is associate director for Characterization.nano, a shared experimental facility for advanced imaging and analysis.

“Our mission is to support mature researchers — and to help inspire the future PhDs and professors who will come to MIT to learn, research, and innovate,” Osherov says. “Designing and offering such programs, aimed at fostering natural curiosity and creativity of young minds, has a tremendous long-term benefit to our society. We can raise tomorrow’s generation in a better way.”

For her part, Ford is still coasting on the students’ excitement. “They come into the program so curious and hungry for knowledge. They remind me every day how amazing the world is.”

Want to get middle-school kids excited about science? Let them do their own experiments on MIT.nano’s state-of-the-art microscopes — with guidelines and adult supervision, of course. That was the brainchild of Carl Thrasher and Tao Cai, MIT graduate students who spearheaded the Electron Microscopy Elevating Representation and Growth in Education (EMERGE) program.

Held in November, EMERGE invited 18 eighth-grade students to the pilot event at MIT.nano, an interdisciplinary facility for nanoscale research, to get hands-on experience in microscopy and materials science.

The highlight of the two-hour workshop: Each student explored mystery samples of everyday materials using one of two scanning electron microscopes (SEMs), which scan material samples using a beam of electrons to form an image. Though highly sophisticated, the instruments generated readily understandable data — images of intricate structures in a butterfly wing or a strand of hair, for example.

The students had an immediate, tangible sense of success, says Thrasher, from MIT’s Department of Materials Science and Engineering (DMSE). He led the program along with Cai, also from DMSE, and Collette Gordon, a grad student in the Department of Chemistry.

“This experience helped build a sense of agency and autonomy around this area of science, nurturing budding self-confidence among the students,” Thrasher says. “We didn’t give the students instructions, just empowered them to solve problems. When you don’t tell them the solution, you get really surprised with what they come up with.”

Unlocking interest in the infinitesimal

The students were part of a multi-year science and engineering exploration program called MITES Saturdays, run by MIT Introduction to Technology, Engineering, and Science, or MITES. A team of volunteers was on hand to help students follow the guidance set out by Thrasher, ensuring the careful handling of the SEMs — worth roughly $500,000 each.

MITES Saturdays program administrator Lynsey Ford was thrilled to observe the students’ autonomous exploration and enthusiasm.

“Our students got to meet real scientists who listened to them, cared about the questions they were asking, and welcomed them into a world of science,” Ford says. “A supportive learning environment can be just as powerful for science discovery as a half-million-dollar microscope.”

The pilot workshop was the first step for Thrasher and his team in their goal to build EMERGE into a program with broad impact, engaging middle-to-high school students from a variety of communities.

The partnership with MITES Saturdays is crucial for this endeavor, says Thrasher, providing a platform to reach a wider audience. “Seeing students from diverse backgrounds participating in EMERGE reinforces the profound difference science education can have.”

MITES Saturdays students are high-achieving Massachusetts seventh through 12th graders from Boston, MIT’s hometown of Cambridge, and nearby Lawrence.

“The majority of students who participate in our programs would be the first person in their family to go to college. A lot of them are from families balancing some sort of financial hardship, and from populations that are historically underrepresented in STEM,” Ford says.

Experienced SEM users set up the instruments and prepared test samples so students could take turns exploring specimens such as burrs, butterfly wings, computer chips, hair, and pollen by operating the microscope to adjust magnification, focus, and stage location.

Students left the EMERGE event with copies of the electron microscope images they generated. Thrasher hopes they will use these materials in follow-up projects, ideally integrating them into existing school curricula so students can share their experiences.

EMERGE co-director Cai says students were excited with their experimentation, both in being able to access such high-end equipment and in seeing what materials like Velcro look like under an SEM (spoiler alert: it’s spaghetti).

“We definitely saw a spark,” Cai says. “The subject matter was complex, but the students always wanted to know more.” And the after-program feedback was positive, with most saying the experience was fun and challenging. The volunteers noted how engaged the students were with the SEMs and subject matter. One volunteer overheard students say, “I felt like a real scientist!”

Inspiring tomorrow’s scientists

EMERGE is based on the Scanning Electron Microscopy Educators program, a long-running STEM outreach program started in 1991 by the Air Force Research Laboratory and adopted by Michigan State University. As an Air Force captain stationed at Wright-Patterson Air Force Base in Ohio, Thrasher participated in the program as a volunteer SEM expert.

“I thought it was an incredible opportunity for young students and wanted to bring it here to MIT,” he says.

The pilot was made possible thanks to support from the MITES Saturdays team and the Graduate Materials Council (GMC), the DMSE graduate student organization. Cai and DMSE grad student Jessica Dong, who are both GMC outreach chairs, helped fund, organize, and coordinate the event.

The MITES Saturdays students included reflections on their experience with the SEMs in their final presentations at the MITES Fall Symposium in November.

“My favorite part of the semester was using the SEM as it introduced me to microscopy at the level of electrons,” said one student.

“Our students had an incredible time with the EMERGE team. We’re excited about the possibility of future partnerships with MIT.nano and other departments at MIT, giving our scholars exposure to the breadth of opportunities as future scientists,” says Eboney Hearn, MITES executive director.

With the success of the pilot, the EMERGE team is looking to offer more programs to the MITES students in the spring. Anna Osherov is excited to give students more access to the cumulative staff knowledge and cutting-edge equipment at MIT.nano, which opened in 2018. Osherov is associate director for Characterization.nano, a shared experimental facility for advanced imaging and analysis.

“Our mission is to support mature researchers — and to help inspire the future PhDs and professors who will come to MIT to learn, research, and innovate,” Osherov says. “Designing and offering such programs, aimed at fostering natural curiosity and creativity of young minds, has a tremendous long-term benefit to our society. We can raise tomorrow’s generation in a better way.”

For her part, Ford is still coasting on the students’ excitement. “They come into the program so curious and hungry for knowledge. They remind me every day how amazing the world is.”

Want to get middle-school kids excited about science? Let them do their own experiments on MIT.nano’s state-of-the-art microscopes — with guidelines and adult supervision, of course. That was the brainchild of Carl Thrasher and Tao Cai, MIT graduate students who spearheaded the Electron Microscopy Elevating Representation and Growth in Education (EMERGE) program.

Held in November, EMERGE invited 18 eighth-grade students to the pilot event at MIT.nano, an interdisciplinary facility for nanoscale research, to get hands-on experience in microscopy and materials science.

The highlight of the two-hour workshop: Each student explored mystery samples of everyday materials using one of two scanning electron microscopes (SEMs), which scan material samples using a beam of electrons to form an image. Though highly sophisticated, the instruments generated readily understandable data — images of intricate structures in a butterfly wing or a strand of hair, for example.

The students had an immediate, tangible sense of success, says Thrasher, from MIT’s Department of Materials Science and Engineering (DMSE). He led the program along with Cai, also from DMSE, and Collette Gordon, a grad student in the Department of Chemistry.

“This experience helped build a sense of agency and autonomy around this area of science, nurturing budding self-confidence among the students,” Thrasher says. “We didn’t give the students instructions, just empowered them to solve problems. When you don’t tell them the solution, you get really surprised with what they come up with.”

Unlocking interest in the infinitesimal

The students were part of a multi-year science and engineering exploration program called MITES Saturdays, run by MIT Introduction to Technology, Engineering, and Science, or MITES. A team of volunteers was on hand to help students follow the guidance set out by Thrasher, ensuring the careful handling of the SEMs — worth roughly $500,000 each.

MITES Saturdays program administrator Lynsey Ford was thrilled to observe the students’ autonomous exploration and enthusiasm.

“Our students got to meet real scientists who listened to them, cared about the questions they were asking, and welcomed them into a world of science,” Ford says. “A supportive learning environment can be just as powerful for science discovery as a half-million-dollar microscope.”

The pilot workshop was the first step for Thrasher and his team in their goal to build EMERGE into a program with broad impact, engaging middle-to-high school students from a variety of communities.

The partnership with MITES Saturdays is crucial for this endeavor, says Thrasher, providing a platform to reach a wider audience. “Seeing students from diverse backgrounds participating in EMERGE reinforces the profound difference science education can have.”

MITES Saturdays students are high-achieving Massachusetts seventh through 12th graders from Boston, MIT’s hometown of Cambridge, and nearby Lawrence.

“The majority of students who participate in our programs would be the first person in their family to go to college. A lot of them are from families balancing some sort of financial hardship, and from populations that are historically underrepresented in STEM,” Ford says.

Experienced SEM users set up the instruments and prepared test samples so students could take turns exploring specimens such as burrs, butterfly wings, computer chips, hair, and pollen by operating the microscope to adjust magnification, focus, and stage location.

Students left the EMERGE event with copies of the electron microscope images they generated. Thrasher hopes they will use these materials in follow-up projects, ideally integrating them into existing school curricula so students can share their experiences.

EMERGE co-director Cai says students were excited with their experimentation, both in being able to access such high-end equipment and in seeing what materials like Velcro look like under an SEM (spoiler alert: it’s spaghetti).

“We definitely saw a spark,” Cai says. “The subject matter was complex, but the students always wanted to know more.” And the after-program feedback was positive, with most saying the experience was fun and challenging. The volunteers noted how engaged the students were with the SEMs and subject matter. One volunteer overheard students say, “I felt like a real scientist!”

Inspiring tomorrow’s scientists

EMERGE is based on the Scanning Electron Microscopy Educators program, a long-running STEM outreach program started in 1991 by the Air Force Research Laboratory and adopted by Michigan State University. As an Air Force captain stationed at Wright-Patterson Air Force Base in Ohio, Thrasher participated in the program as a volunteer SEM expert.

“I thought it was an incredible opportunity for young students and wanted to bring it here to MIT,” he says.

The pilot was made possible thanks to support from the MITES Saturdays team and the Graduate Materials Council (GMC), the DMSE graduate student organization. Cai and DMSE grad student Jessica Dong, who are both GMC outreach chairs, helped fund, organize, and coordinate the event.

The MITES Saturdays students included reflections on their experience with the SEMs in their final presentations at the MITES Fall Symposium in November.

“My favorite part of the semester was using the SEM as it introduced me to microscopy at the level of electrons,” said one student.

“Our students had an incredible time with the EMERGE team. We’re excited about the possibility of future partnerships with MIT.nano and other departments at MIT, giving our scholars exposure to the breadth of opportunities as future scientists,” says Eboney Hearn, MITES executive director.

With the success of the pilot, the EMERGE team is looking to offer more programs to the MITES students in the spring. Anna Osherov is excited to give students more access to the cumulative staff knowledge and cutting-edge equipment at MIT.nano, which opened in 2018. Osherov is associate director for Characterization.nano, a shared experimental facility for advanced imaging and analysis.

“Our mission is to support mature researchers — and to help inspire the future PhDs and professors who will come to MIT to learn, research, and innovate,” Osherov says. “Designing and offering such programs, aimed at fostering natural curiosity and creativity of young minds, has a tremendous long-term benefit to our society. We can raise tomorrow’s generation in a better way.”

For her part, Ford is still coasting on the students’ excitement. “They come into the program so curious and hungry for knowledge. They remind me every day how amazing the world is.”