By Mohammed Tonkal

During my PhD at Tufts, I spent several years exploring a simple but powerful question:

What happens when kids work together like real engineers?

Not just following instructions—but managing tasks, solving problems, and building something meaningful as a team.

I ran several long-term projects with upper elementary and middle school students. In one, the students built a fully functioning robot together. In another, they designed and constructed a smart LEGO city, complete with sensors, lights, and moving parts. These weren’t quick activities—they spanned weeks or even months and required students to collaborate deeply.

Instead of assigning individual tasks, I treated the students like a real engineering team. We used Agile-inspired methods: sticky notes, sprint planning, daily stand-ups, and a large physical task board. The students planned their own work, tracked progress, adjusted when things didn’t go as expected, and learned how to depend on each other.

What surprised me most?

Even young students could grasp complex systems thinking—if they had the right structure. They grew in technical ability, but also developed leadership, communication, and project management skills. Some students who were usually quiet or unsure of themselves became key contributors once they felt ownership over the project.

When students co-own a meaningful project, they gain confidence, purpose, and real-world skills.

Now that I’ve returned to Saudi Arabia as a faculty member, I’m continuing this work. I’m building a digital version of the project board we used—designed to help teachers bring the same kind of student-centered teamwork into their classrooms. The tool will include AI-powered features to suggest project ideas, organize tasks, and guide students and teachers through complex builds. It’s all based on what I learned during my time at CEEO.

This journey started at Tufts, but it’s only just beginning. I’m deeply grateful for the support and inspiration from the CEEO community.