I founded a club that teaches students how to build engineering projects—mostly 3D printers—from recycled materials. Over time, the club grew to more than 50 members, enabling 20 students to assemble their 3D printers successfully. In establishing and leading this club, I organized events and demonstrations, created promotional materials, and nurtured the largest club in my school. Through these efforts, I developed technical and engineering skills, honed my leadership abilities, learned to navigate logistical and instructional challenges, and embraced sustainable engineering principles.
We met twice weekly to demystify 3D printing technology, enhance technical proficiency, and foster a DIY ethos. We encouraged hands-on experimentation, collaboration, and critical thinking by sourcing necessary parts—often reclaimed from local e-waste recyclers—and creating a structured curriculum. Our goals extended beyond technical instruction; we wanted students to embrace sustainability, reflect on ethical considerations in technology use, and understand their role in reducing environmental impact. Through this experience, I pushed myself to expand my technical knowledge, refine my teaching strategies, and grow as a leader and mentor. Collaborating closely with another club leader and engaging with students at every step, I learned to persevere through the challenges of delivering complex content and ensuring each participant could learn, innovate, and thrive.
Planning Structure and Sessions
My co-leader and I carefully planned the club’s format and curriculum early on. We adopted a kit-based approach, giving each student their 3D printer kit to assemble. This decision was rooted in the belief that active, hands-on engagement accelerates understanding far more than passive observation. While I focused on session planning and preparing instructional materials, my partner managed logistical details—securing spaces, arranging schedules, and maintaining inventories. Collaborating in this way allowed us to play to our strengths. Although nervous about the responsibilities ahead, I felt excitement and anticipation. Constant feedback from previous sessions and my experience building these devices guided our approach, ensuring balanced pacing, depth, and opportunities for students to ask questions and solve problems together.
Promoting the Club and Gathering Sign-Ups
To attract members, we strategically placed visually appealing posters around the school. A distinctive orange and grey color scheme conveyed a futuristic aesthetic, making the club feel dynamic and innovative. The posters included QR codes leading to a simple online sign-up form. We cultivated interest and enthusiasm by positioning posters in unexpected locations and presenting a subtle, curiosity-sparking message. This promotional strategy, more about evoking intrigue than conveying extensive details, helped the club stand out. As sign-ups rolled in, we confirmed that effective communication and marketing are as critical as the technical curriculum. The positive response validated our efforts and set the stage for our inaugural sessions.
Making the Structure and Drilling Holes for the X and Z Axis:
We started by assembling structural components from reclaimed CD-ROM drive cases and drilling precise holes for the axes. This painstaking process revealed how minor errors could impact overall functionality. Working with my co-leader, we discovered strategies like using Jenga blocks for stability and drilling upside down to prevent deformation. Although sometimes frustrating, these challenges taught us patience, precision, and the importance of clear communication.
We started by assembling structural components from reclaimed CD-ROM drive cases and drilling precise holes for the axes. This painstaking process revealed how minor errors could impact overall functionality. Working with my co-leader, we discovered strategies like using Jenga blocks for stability and drilling upside down to prevent deformation. Although sometimes frustrating, these challenges taught us patience, precision, and the importance of clear communication.
Soldering Motors and End-Stop Switches:
The next step involved carefully soldering stepper motors and end-stop switches—18 soldered joints in total. This delicate and often exasperating work reinforced the need for meticulous attention and resilience. Applying hot glue to secure soldered connections proved essential in maintaining functionality. Once again, cooperation with my co-leader and the students was key. Each frustrating moment, where a wire broke, or a connection failed, made successful outcomes more rewarding and emphasized the value of perseverance.
Throughout these hands-on tasks, we documented best practices and lessons learned. We created spreadsheets noting design parameters, recorded instructional videos, and provided printed templates for complex procedures. Over time, this collective knowledge formed a robust resource library, preserving institutional memory and simplifying the process for future participants.
Outreach, Events, and Community Engagement
To broaden the club’s impact, we participated in the Ois Fest, setting up a stall to promote our 3D printer workshop and other projects like drones and electric cycles. This event challenged me to develop new skills in event management, marketing, public speaking, and brand identity:
Custom LED Signs and Merchandising: Designing LED sign boards, including a laser-cut logo sign and an LED-lit arrow, showcased creativity, technical skill, and attention to detail. Experimenting with color combinations and brightness taught me that, sometimes, minimal enhancements can create a strong impression. Similarly, selecting a few high-quality merchandise items—stickers, mugs, and perhaps a hoodie—proved more impactful than offering a broad array of products. Following the Pareto principle, we understood that a small selection of well-chosen items effectively fostered community spirit without unnecessary complexity.
Posters and Standees: Creating posters for each project and a cohesive stand underscored the importance of visual consistency and strategic design. Learning to maintain a unified color scheme while introducing unique motifs for each project kept the display engaging. The stall’s setup focused on presenting core projects—like our 3D printers—to capture attention and convey the club’s innovative and practical spirit.
Presentation and Audience Interaction: Engaging festival attendees required confidence, adaptability, and the ability to articulate complex ideas simply. Initially planning to rehearse talking points, I quickly learned that improvisation worked better. By listening to each visitor’s interests and technical background, I tailored explanations dynamically, increasing authenticity and relevance. This spontaneous approach improved my public speaking, problem-solving, and interpersonal skills.
Through these outreach activities, we demonstrated that the Re-Engineering Club was about more than building machines. It was about inspiring curiosity, encouraging responsible practices, and celebrating creativity. The enthusiastic response from festival-goers, new members, and the school community validated our approach.
As membership expanded to over 50 students and 20 fully assembled 3D printers, supporting newcomers required a scalable structure. We facilitated group work, pairing novices with experienced students, and hosted multiple weekly sessions to accommodate different learning paces. This peer-supported model ensured that no one felt overwhelmed. Over time, these practices will help us standardize kits, documentation, and instruction, enabling more robust engagement within and beyond our school.
The experience of founding and growing the Re-Engineering Club laid the groundwork for future endeavors—like developing the world’s smallest FDM printer as an open-source project. By standardizing kits and workflows, these innovations can reach a broader audience, inspiring even more people to embrace sustainable design and inventive problem-solving. Plans to collaborate with local businesses, host inter-school workshops, and seek mentorships from industry professionals signal the club’s potential to extend its influence into the larger community.
Ultimately, the Re-Engineering Club experience demonstrated that effective leadership in technology education involves more than imparting technical skills. It requires building an environment where learners feel supported, innovation thrives, ethical considerations guide decisions, and a spirit of exploration underpins every endeavor. The knowledge and insights gained will continue to shape my future projects as a mentor and a creator as I strive to inspire positive change through engineering and education.
