The Driving Question

How can I design and create a mobile app for my NGO that allows us to educate people and easily engage followers and volunteers?

The Project: Connecting Communities Through Code

In response to his driving question, Sarfo developed a mobile application aimed at addressing digital isolation among youth in Ghana.

Despite widespread access to smartphones and technology, many young people lack access to relevant, accessible information about their communities, their country, and the wider world. Sarfo identified this gap not as a lack of tools, but as a lack of connection.

The Core Idea: His solution was to design an app that:

• Shares curated news and global trends in a simple format
• Promotes local and international events with accessible registration
• Creates a digital hub for community interaction and knowledge sharing
• Provides access to free learning resources and courses

By using tools already present in users’ daily lives, the project focused on accessibility rather than complexity.

Design, Development & Iteration

Sarfo’s process followed a structured cycle of learning, designing, building, and iterating.

Learning the System:
He began by identifying his target audience, youth aged roughly 16–24 in Ghana, and researching the devices they use. This led him to select technologies that would allow cross-platform development for both Android and iOS within a limited timeframe.

Designing for Impact:
Through multiple iterations, Sarfo refined his UI/UX approach, moving from text-heavy, unclear layouts to a more intuitive and visually engaging interface. His design principles focused on simplicity, consistency, clarity, and efficiency, ensuring the app would be easy to navigate and meaningful for users.

Building the App:
Using React Native, he developed the app from scratch, managing authentication systems, data storage, and version control.

Iterating Through Feedback:
Sarfo created a structured feedback system using shared documents where testers could report issues and suggest improvements. This allowed him to continuously refine the app, addressing bugs, improving usability, and adapting features based on real user experience.

Challenges & Breakthroughs

The development process presented both technical and creative challenges.

Technical Obstacles:
Debugging complex code and resolving “mysterious bugs”
Managing authentication systems
Maintaining code stability and accessibility across devices

Design Challenges:
Translating ideas into clear, user-friendly interfaces
Balancing functionality with simplicity
Through persistence and iteration, Sarfo moved from early prototypes to a fully functional application ready for user testing, marking a significant milestone in both technical skill and problem-solving ability.

Final Product: A Platform for Access

The final app serves as a centralized platform where users can access news, events, and educational resources while connecting with their community.

The Impact:

• Increased awareness of local and global issues among youth
• Strengthened community engagement through shared events and information
• Improved confidence and access to opportunities for young users

By transforming existing technology into a meaningful tool, the app begins to address the issue of digital isolation at its root.

The Summative Reflection

For Sarfo, this project extended beyond coding or technical development. It became a way to rethink access, equity, and the role of technology in everyday life.

What started as a passion for programming evolved into a solution with real-world impact. Through this process, he not only developed technical expertise, but also a deeper understanding of how technology can bring people together.

As he reflected, the goal was never just to build an app, but to ensure that young people are not left out simply because they lack access to information.

The Driving Question

How can I develop my understandings on the global coffee industry and its local variations through primary & secondary research?

The Project: Coffee as a Learning Journey

In response to his driving question, Halca developed a multi-year body of work using coffee as a framework to explore global systems, culture, and identity.

The Research Foundation: Beginning with a mastery project, Halca investigated five key areas: the history of coffee, production systems, seed-to-cup processes, producing countries, and the global coffee industry. Through over 20 secondary sources and primary café observations across multiple countries, he built a comprehensive understanding of coffee as both a cultural ritual and an economic force.

Systems & Equity: Expanding on this foundation, he conducted a comparative research study on coffee trade systems in Ethiopia. By analyzing traditional commodity markets alongside certifications like Fairtrade and Rainforest Alliance, Halca evaluated their impact on smallholder farmers. His findings revealed that even systems designed to promote equity can carry bias, often highlighting success while overlooking limitations. This reflects core principles of industry analysis, where understanding both opportunities and constraints is essential.

Production & Sustainability: Shifting focus to Brazil, Halca explored sustainable farming practices such as agroforestry and examined how land ownership and environmental systems shape coffee production. This work emphasized that innovation in coffee begins at the level of farmers and ecosystems, not just in cafés.

Final Product: From Knowledge to Action

The culmination of Halca’s learning extended beyond research into community impact.

The Service Initiative: In Indonesia, he designed and led a coffee workshop for young adults from an orphanage, addressing gaps between education and employment. The workshop covered brewing techniques, flavor profiling, and coffee tasting, creating access to skills and new opportunities.

The Reflection: Through this experience, Halca recognized that knowledge gains value when it is shared. Coffee became not only a subject of study, but a tool for connection, access, and empowerment.

Driving Question:

How might I develop my understanding of Marine communication through the use of coding as well as bioacoustics in the form of a fully functional communication device ?

The Project: Marine Communication & Bioacoustics Exploration

In response to the driving question, Liam F. developed a year-long mastery project titled “Whale Talk,” combining marine biology, bioacoustics, and technology. The project explored how marine mammals communicate and how humans might interpret these signals through innovative technological design. Through a combination of fieldwork, experimentation, and technical development, Liam investigated the intersection of science, engineering, and environmental curiosity.

The Design Goal

Working from a self-defined vision, the student aimed to design and develop a functional hydrophone-based communication system capable of recording, processing, and interpreting underwater sound.

Creative Direction:
The project blended scientific research with technological innovation, integrating marine biology concepts with coding, electronics, and device design.

Production Process:
Liam iteratively developed his device across multiple terms and locations, progressing from early research and field data collection to building, coding, and assembling a functional prototype. This included learning soldering, waterproofing, and Raspberry Pi integration.

Final Outputs:
The final project resulted in a custom-built hydrophone system connected to a Raspberry Pi, incorporating a speaker system, camera integration, and coded input/output features. The project was supported by a comprehensive process portfolio documenting research, development, and experimentation.

Innovation & Ethics

The project explored how innovation in technology can deepen our understanding of the natural world:

Scientific Exploration:
Research into marine mammal communication highlighted the complexity of underwater ecosystems and the potential of bioacoustics as a tool for discovery.

Technological Innovation:
The development of a self-designed hydrophone system required creative problem-solving, including overcoming challenges related to waterproofing, power supply, and device integration.

Ethical Awareness:
Field research emphasized responsible data collection and respect for marine environments, reinforcing the importance of protecting ocean ecosystems while conducting scientific inquiry.

Final Product: A Bioacoustic Communication System

The Assessment:
A fully developed prototype of a hydrophone-based communication device, supported by a detailed process portfolio documenting research, coding, and engineering development.

Academic Component:
An integration of marine biology research, coding practice, and applied engineering, demonstrating interdisciplinary learning across science and technology.

The Summative Reflection:
The student reflected on the complexity of building a functional communication device without an existing blueprint, emphasizing creativity, persistence, and adaptability. While the device is still evolving in functionality, the project exceeded initial expectations in both scope and progress. Liam expressed a strong commitment to continuing this work in the future, with the long-term goal of better understanding and potentially communicating with marine life.

Driving Question:

How can I communicate the results of my own study into the impacts of commercial whale watching on marine mammals to a scientific/non-scientific audience?

The Project: Cetacean Research & Scientific Communication

In response to the driving question, Shangrila X. developed a year-long mastery project titled “Everywhere and Nowhere,” exploring cetaceans and the relationship between marine mammal behavior and human activity. The project sits at the intersection of marine biology, behavioral science, and scientific communication, combining research, field experiences, and data analysis.

Through this work, Shangrila investigated how scientists study whale populations using tools such as photo identification, spatial data, and emerging technologies. A central focus of the project examined the behavioral impacts of commercial whale watching, particularly in the Salish Sea, while also exploring how these findings can be effectively communicated to different audiences.

The Design Goal

Working from a self-defined vision, the student aimed to design and conduct a research-informed study on the impacts of commercial whale watching, while developing multiple methods to communicate findings to both scientific and general audiences.

Creative Direction:
The project blended scientific research with storytelling and communication, translating complex marine science concepts into accessible formats.

Production Process:
Shangrila engaged in an iterative process of research, fieldwork, and skill-building. This included completing the Bigg’s 201 course with the Orca Behavior Institute, participating in field observations, and developing technical skills in GIS mapping and statistical analysis using R.

Final Outputs:
The project resulted in a research-informed body of work including data analysis (GIS maps and datasets), scientific writing, and exploratory communication formats aimed at both expert and public audiences.

Final Product: A Research & Communication Project

The Assessment:
A comprehensive mastery project combining marine research, spatial data analysis, and scientific communication, supported by documented coursework, field notes, and a process portfolio.

Academic Component:
Completion of the Bigg’s 201 course through the Orca Behavior Institute, alongside independent research into cetacean behavior, GIS analysis, and statistical exploration using R.

The Summative Reflection:
The student reflected on the challenges of conducting independent research in a complex and multi-perspective field. Through the process, Shangrila developed stronger critical thinking skills, particularly in questioning assumptions and engaging with scientific uncertainty. The project also strengthened confidence in both research and communication, highlighting the importance of making science accessible. Moving forward, Shangrila aims to deepen technical skills in data analysis while continuing to explore how marine science can inspire broader public understanding and conservation efforts.

Driving Question:

How might I refurbish a van to a standard at which I can comfortably travel, live, and thrive in ?

Project Summary:

Sally, a grade 12 student from the UK, has always had a passion for adventure and the outdoors. Whether playing rugby, helping in the garden, or camping, she was often found outside, regardless of the weather. This love for nature inspired her mastery project: transforming a cargo van into a tiny home on wheels, aptly named “Vroom Room.”

The project began with Sally purchasing a 2016 Renault Kangoo van, which she named Reggie. The process was lengthy, involving careful consideration of mileage, age, and build size. Once she had the van, Sally embarked on learning interior design, focusing on color schemes and creating electrical systems, particularly solar-powered ones. She developed a 3D model using an analogous color scheme with yellows, greens, and oranges.

Sally faced significant challenges, especially with the electrical system. Despite seeking help from friends experienced in robotics, she had to experiment repeatedly before successfully creating a dual system powered by solar energy and the van’s starter battery. This system now supports a fridge, USB ports, spotlights, and a water pump.

The construction phase involved measuring, cutting, insulating, and wiring the van. Sally encountered multiple obstacles, such as ensuring the wiring wouldn’t break from the van’s vibrations and addressing condensation issues to prevent mold. Time constraints also pressured her, but with the help of an external mentor specializing in furniture design, she completed the interior furnishings swiftly.

With the assistance of another mentor in renewable engineering, Sally learned wiring, soldering, and connecting systems. After overcoming numerous hurdles, she successfully transformed the bare cargo van into a functional tiny home. The finished van includes a bed, foldable tables, flowing water, and fully operational electrics.

Driving Question:

How can I promote political and civic education in my local community in Belo Horizonte through engaging workshops for young people?

Product output from this module:

A curriculum created by me to teach political education and securing external funding to allow for its implementation.

Project Summary:

Luiza, a senior from Brazil, has always been passionate about politics. Her Service Learning Mastery project, “Agents of Change: Empowering Brazilian Youth through Political Education,” stemmed from her concern about the political apathy prevalent in Brazil. Statistics show that two-thirds of the Brazilian population feel disconnected from politics, posing a threat to the country’s democracy.

Through the service learning curriculum, Luiza delved into this issue, discovering that the root cause of political apathy was a lack of political education. She conducted a strategic statistics project, engaging with young people in her community to understand their views on politics and education’s role in shaping political engagement. She found that politics were not effectively communicated to young people, making it difficult for them to see their potential impact.

To address this, Luiza aimed to promote political and civic education through engaging workshops for young people. She invested time in learning about politics and education, drawing inspiration from Paulo Freire’s critical pedagogy, which emphasizes active, reflective learning rather than traditional, passive education.

Luiza designed a three-lesson plan focusing on public policy creation in Brazil, emphasizing hands-on, interactive activities. The first session introduced students to politics and democratic values, encouraging them to see themselves as current political agents. The second session involved analyzing local issues and developing solutions. In the final session, students implemented their solutions to effect change in their community.

Securing an international grant through Civics Unplugged, Luiza conducted her workshops with 20 students at an NGO in her hometown. Initially, students associated politics with corruption, but by the end, they saw it as a means for social change and collective effort. They identified and addressed hygiene issues at the NGO, benefiting 400 students.

Luiza found the project both challenging and rewarding, witnessing significant personal growth and the empowerment of other students. She expressed gratitude to her teachers, mentors, and the NGO for their support and belief in her vision.

Driving question:

How can I create a prosthetic device using my knowledge of haptics, brain computer interface and human body?

Product output from this module:

1. A virtual environment

2. A pair of haptic gloves

3. A system that uses the above along with a BCI to allow someone with disability in hand to function as a prosthetic device.

Module Summary:

Mishkatul, one of our senior students, from Bangladesh, presented her mastery project, VRTouch, which aims to integrate haptic technology with virtual reality (VR). Inspired by her early interest in creating devices, such as a traffic LED glove for her country’s congested roads, Mishkatul explored the potential of haptics to enhance VR experiences. She aimed to create a haptic device that allows users to feel weight and tactile sensations in a virtual environment.

Mishkatul’s project involved creating a haptic feedback glove with actuators that simulate pressure, temperature, texture, and weight. She encountered various challenges, particularly with soldering small components, but her passion and perseverance helped her overcome these obstacles. She constructed prototypes and tested them, integrating them with VR technology to create immersive experiences like a virtual gym.

Throughout her project, Mishkatul was guided by mentors, including Kenzie from TGS and Ross, a PhD student from Berkeley, who provided support and resources. She also conducted extensive research, reading over 50 academic papers to deepen her understanding of haptics and VR.

Mishkatul’s future plans include studying biomedical engineering at the University of Rochester, where she hopes to further develop her ideas and contribute to advancements in haptic technology for prosthetic and robotic arms. Her project exemplifies her dedication to blending technology and empathy to create innovative solutions.

Driving Question:

How can I design a wellness app that effectively promotes healthy lifestyle choices for individuals of all ages and fitness levels?

Project Summary:

ana P., from India and Zambia, decided to undertake her year-long mastery project to create a wellness app designed to promote healthy lifestyle choices suitable for individuals of all ages and fitness levels, which she called “Treat Yourself”

Yana’s passion for baking and yoga, which have been consistent interests in her life despite other fleeting hobbies, inspired her to create this app. As she grew older and became busier with school and travel, she found herself spending less time on these activities. Through this project, Yana aims to reconnect with her passions, master them, and share them with others via her app.

The primary goal of her project is to design a functioning wellness app that features healthy recipes and mindfulness activities. Currently halfway through the project, Yana has developed a prototype of the app using a low-code online platform. She prepared for the content creation by completing several online courses, including certifications in nutrition, vegan and gluten-free baking, and yoga teaching.

Yana provides a brief demonstration of the app, showcasing its blog section where users can read about her experiences, such as meditating in Bosnia or trying a digital detox. Another feature of the app is yoga videos, which was a new and somewhat embarrassing experience for her as she transitioned from teaching live classes to filming and narrating them. Additionally, the app includes various recipes contributed by Yana and fellow TGs students, like gluten-free cupcakes, protein balls, and yogurt bowls.

Looking ahead, Yana plans to consider publishing and the associated rights after graduating from TGS. She intends to create more content, develop additional prototypes, and release the app for feedback.

Driving Question:

How can virtual assistant technologies be utilized to design a safe smart home for the elderly and dependent individuals?

Project Summary:

Gabriel T., one of our seniors from Ecuador, has undertaken a project to address the challenges faced by elderly and dependent individuals through the integration of virtual assistant technology into their homes. Motivated by the struggles his grandparents faced with dementia and limited mobility, Gabriel sought to enhance their daily lives while lightening the load on their caregivers. This project was driven by the belief that technology could significantly increase independence and quality of life for the elderly and dependent, while also supporting caregivers in their essential roles.

The heart of Gabriel’s project lies in the strategic deployment of Amazon Alexa devices throughout his grandparents’ home. These devices were carefully placed to address specific needs: improving communication, enhancing organization, and providing entertainment. For instance, Alexa enabled his grandparents to communicate more effectively with their caregivers, despite challenges such as a weak voice. It also helped caregivers stay organized by reminding them of tasks that are easily overlooked in the busyness of daily routines, like adding items to the shopping list or remembering to administer medication.

One of the most impactful aspects of Gabriel’s project was the introduction of routines and entertainment options through Alexa. His grandparents now had access to audiobooks, music, and routines that provided structure to their day. For instance, Gabriel programmed an alarm system that alerted caregivers if something was wrong, providing immediate assistance when needed. These enhancements not only improved the quality of life for his grandparents but also provided them with a greater sense of security and independence.

The initiative also highlighted the broader potential of technology to support elderly and dependent individuals across different households. By documenting and sharing his approach, Gabriel aimed to create a replicable model that could be implemented in other households facing similar challenges. This approach not only illustrated the transformative power of technology but also emphasized the importance of compassion and human touch in caregiving.

In conclusion, Gabriel T.’s project represents a significant step forward in leveraging technology to support vulnerable members of society. It demonstrated how digital solutions can be integrated into daily life to enhance independence, improve quality of care, and provide peace of mind to both caregivers and their charges. Through his efforts, Gabriel has shown that with thoughtful design and implementation, technology can play a pivotal role in promoting dignity, security, and happiness in the lives of elderly and dependent individuals.

Driving Question:

How can I use my personal life experiences to write and illustrate a children’s book that explores the topics of race, culture and identity?

Project Summary:

Samara M., one of our senior students, shared a deeply personal project inspired by her multicultural background, having lived in Kenya, China, Malaysia, and Tanzania. Despite loving books like “Alexander and the Terrible, Horrible, No Good, Very Bad Day” and “The Gruffalo,” she felt a lack of stories that reflected her unique experiences.

Identifying as a third culture kid, Samara highlighted the challenges and feelings of isolation that come with this identity. To bridge this gap, she created a children’s story that resonates with the third culture experience and beyond.

Samara conducted research across schools in Kenya and Tanzania, revealing a significant underrepresentation of black characters in children’s books. Motivated by these findings and Susan Sontag’s belief that stories shape our world, Samara wrote “The Little Frog’s Dilemma,” a tale set in a pond divided into four regions, each with distinct skills.

The protagonist, a frog with parents from different regions, embodies a blend of these cultures but struggles to excel in any single skill. Despite initial failures in dancing and magic, the frog’s unique croak, a metaphor for its mixed identity, ultimately earns it the honor of performing for the queen.

Through this story, Samara aims to reflect diverse experiences and foster connection. She encourages everyone to embrace and share their personal narratives, believing they have the power to ignite empathy and break down barriers.

Samara’s hope is that “The Little Frog’s Dilemma” will resonate with readers and become a cherished story, inspiring others to create bridges through their own unique tales.