Do-It-Yourself (DIY) Guides and Grants
Bring these innovative computer science, engineering and entrepreneurship projects into your classroom. The DIY Guides were created in collaboration with Allen Distinguished Educators and they include interactive guided tours, detailed project plans, and opportunities for comments and discussion with our active educator community!

DIY Grant Application has closed for 2015, but will reopen in 2016.

The purpose of the DIY Grants (up to $1000) is to help us enhance the replicability of the DIY guides as well as their adaptability to a range of school types, locations, and grade levels. Toward that end we are looking for teachers who work in school environments different from those of the ADEs who created them.

Click on a DIY Guide below to find out more information and to apply for a DIY Grant!


Glenn Corey: 52 Minute Challenge

Educator: Glenn Corey
School: Novato High School
Location: Novato, CA

Summary: Students get 52 minutes to find a real problem on campus, document it, develop a solution, and prepare a market-based presentation to be given the following day.


Go to this DIY Guide >>


Regan Drew: Design Learning

Educator: Regan Drew
School: Riverpoint Academy
Location: Spokane, WA

Summary: Students identify real-world problems, prototype user-centered design solutions, and implement those solutions according to expert and user feedback. This process is segmented into the Mindset, Challenge, and Implementation phases.


Go to this DIY Guide >>


Scott Swaaley: MAKEShift Poetry

Educator: Scott Swaaley
School: High Tech High
Location: San Diego, CA

Summary: In this project, students work in pairs to write a short poem that demonstrates understanding of figurative language. They then design and fabricate a mechanism that illustrates the meaning, theme, or concept of their poem.


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Mike Wierusz: 53 Miles per Burrito

Educator: Mike Wierusz
School: Inglemoor High School
Location: Kenmore, WA

Summary: Students answer the question, “Can I ride 53 miles on a bike from the energy of a single burrito?” They must define their variables, collect their data, analyze their data, and present their results. By the end of the data collection, students should have all the information they need to design a burrito that would provide them with the exact caloric content necessary to ride 53 miles.


Go to this DIY Guide >>