xieshi-delivery.jpeg
Emma 3D Face Shields.jpg
Screen Shot 2021-02-07 at 9.43.09 PM.png
IMG_0553.jpg

M4C PRESENTS

Annual
report 2020 - 2021

20210802_125808.jpg
IMG_1105.jpg
covenant house2.jpg
Image from iOS.jpg
nov batch.jpg
IMG_0250.jpeg
Image from iOS (13).jpg
image.png
20210802_125808.jpg
20210802_125735.jpg
20210802_125654.jpg
IMG_5029.jpeg
toy 3.jpg
toy 1.jpg
toy 2.jpg
toy 4.jpg
IMG_9260.JPG
IMG_9263.JPG
IMG_1110-preview.JPG
IMG_0704.jpeg
image3.jpg
Alisia.jpg
5289b4_87b280f4e72945fd94642965d8aa6e2emv2.webp
5289b4_2d5dc7a258604c5bb3547a3377607f93mv20.jpg
5289b4_2b45f9449790486a9d83eaf568ba7e8fmv20.png
5289b4_b2ff191c756a4179950a1f7d7f61c512mv20.jpg
image2_edited.jpg
5289b4_8ed15f3ebbd14f34b09593417ef0f13dmv20.jpg
image3.jpg
image0.jpg
5289b4_07b3ca4de2d84c2aaab0591809d8371dmv20.jpg
dropoff2.jpg
image2.jpg
image1.jpg
image0.jpg

Makers for COVID-19

Born out of a necessity for personal protective equipment (PPE), Makers for COVID-19 (M4C19) was founded by Karina Popovich in an effort to mitigate the short supply of face shields that hospitals around the U.S. were dealing with. Karina was able to recruit a team of makers that were able to create PPE and donate it to hospitals in need.

The desire to continue M4C19 led to the creation of a 6 month after-school program that taught students how to 3D print PPE, how to start chapter organizations, and how to donate locally. Donations were made to small businesses, community centers, and EMT services. International donations included PPE donation projects to Kasih Ibu Hospital in Indonesia and Saving Mothers, a maternity health non-governmental organization operating in Kenya.

350+

Makers

80k+

PPE UNITS

250+

Hospitals

AMBASSADOR PROGRAM

10

Sewing
3d-Printing

TEAMS

3.1k

PPE UNITS

To deliver more value to our makers, M4C19 rebranded to become Makers for Change (M4C). The focus shifted to other ways that Makers can use the power of cutting-edge technology to better serve their communities. 

Makers for Change

Toys

JONATHAN GAO

3D-Printed

Ibrahim Khater
+ Alysa Hernan

Animal

Prosthetics

Laser

Cutting

Alysa hernan

11

TEAMS

6

states

Community Partners

M4C is committing to 5 partners for a year-long program to identify and solve systemic vulnerabilities preventing STEM education in local communities. There is heavy focus on promoting accessible transportation to makerspaces, creating makerspace and school alliances, hosting community education events, enabling educators to 3D-print, and resurrecting neglected makerspaces. As of now M4C has confirmed 3 partnerships!

NEW ORLEANS

STOCKTON

Birmingham

Asset 6.png

At the heart of M4C, the organization aims to establish chapters in schools and to work with community partners to offer project curriculum as an after-school program. As part of the program, students build animal prosthetics, models for visually impaired individuals, and toys for children's centers. The students connect with the donor, understand the problem, and deliver a solution that positively impacts individuals. 

ChAPters

43+

Institutions DONATED TO

Locations iN

High school

college

+

SOCIAL IMPACT

Asset 10.png

Going back to the roots of our founding as Makers for COVID-19, social impact has been at the core of M4C and is the guiding principle when developing educational programming as Makers for Change.

IS OUR

IDEAOLOGY

Our program is evidence based and focuses on research findings that show one of the key factors to a productive STEM program is social meaningfulness and cultural relevance

SOCIETAL GOOD

Our program is anchored in enabling students to make a social impact. Through each of our projects, students make products that are intended for donation. M4C is constantly looking to add more donation based projects to our library.  

Braille Models

DONATION

TOYs for Children

Animal Prosthetics

65%

Girls in
Cohort 1

60%

Girls in
Cohort 2

Showing the possibilities and impact that can be made through engineering and problem solving encourages women to pursue STEM. Our societal good focused ambassador programs attracted two times the amount of women currently in STEM. Women make up 28% of the STEM workforce as of 2015. Both cohorts included middle school through university students.

It was having the satisfaction that every second I put into the program was helping someone in need. -Tahmid K. High School

Creating Engineers

Each of our projects has informal tiers for beginners, intermediate, and advanced engineers to help them grow in their journey. 3D-modeling isn't required for beginners, they print pre-existing models that have been tried and tested by our team. For this phase, students learn how to use 3D-printers and establish an initial connection with the donation recipient. 

 

At the intermediate stage, students begin 3D modeling by adjusting existing 3D models or creating simple models on their own. In this stage, they learn to accommodate the donation recipient's needs while getting familiar with using CAD software. 

 

At the advanced level, students communicate with the donation recipient to identify a need, brainstorm solutions, and 3D model iterations. At this stage students dive deeper into 3D modeling and develop an engineering mindset.

 

Our program has this structure built in and allows students to take agency over their learning which is crucial to development. Students can donate and see an impact to their work at each phase and be encouraged to continue learning. The informal structure caters to students at various points in their maker journey, and allows track organizers focus on providing resources and guidance. Stats to the right are based on Cohort 1.

25%

Noted

3D Printing & 3d modeling

As main skill learned

18%

learning new machinery

Noted

When the pandemic started, I knew that 3D printing can most certainly help people, but I didn't know how to help or what to do. However, this program not only provided an opportunity for me to help, but it also allowed me to see that with a bit of effort, it's not hard to utilize your skills to help someone or a community. -Xieshi Z. Middle School

Building leaders

Yes, this opportunity allowed me to use my hobby as a way to help others through sewing masks for donations and leading a team of sewers like me. So it allowed me to become a change maker and a leader. -Janapriya V. High School

Being part of Makers for COVID-19 made me feel happy in a way that I can help others in need during a pandemic where everyone's lifestyle has been changed. -Julian H. High School

Outreach

Resourcefulness

Coordinating

TEAM Management

Professionalism

87%

Believed the program enabled them to become a leader, Change-maker, or Problem Solver

9.1

/10

Confidence in solving real world problems

Personally, every aspect of being a part of Makers for COVID-19 was gratifying for me as I wanted to contribute to society and wanted to help out others in times of need. Therefore Makers for COVID-19 just opened that door for me to contribute to society. - Raisa Z. High School

Organizing

62%

of students Developed their Communication Skills

37%

of students Developed their Leadership Skills

9.5

Skills gained

/10

Motivation score to continue community service or societal good

5.8 

hours/week

with some spending as much as 25 HRS

They [students] talk with pride about their work and feel empowered helping their communities. -Anne G. Teacher

After making a donation, students are able to see the impact they are making and many realize that engineering is a tool for them to make a difference. The experience empowers students to see themselves as change-makers and leaders who can make an impact in their communities. These gratifying moments serve as motivation to continue learning and seeking challenges. To the left are some other skills gained by students in Cohort 1.

I think this program empowered the students to believe in themselves to have the power to make a difference. -Talya S. Teacher

Solving real problems builds student confidence and enables them to see the limitless opportunities engineering can offer. STEM isn't just a math or a science class, it is a key to make a difference. Donating items demonstrates a clear relevance of STEM beyond the classroom. This is a crucial element that we prioritize to ensure a stimulating program.

Duncan's Story

university of Illinois at Urbana-Champaign

I loved the experience, the people, and the concept behind everything going on. Makers for COVID-19 gave me experiences that I have never had in my life before, helping me reach my personal and professional goals in the process as well. 

I definitely think we helped solve some problems in our community. We targeted the people who had no support and no one was helping. Hospitals in our area were fully supplied and funded but the local shelter was left out to dry, hoping for donations from any source. That became part of our goal, and I think we really made a difference for these people in our community. They did not have a home to go to to take off their mask and they were so thankful even for the smallest donation we provided. I am very thankful for the opportunity to help. 

The best part is how thankful and supportive the community is for our efforts. We got so many "thank you's" every time we donated. We even got put in our local homeless shelter's newsletter, where we were given a highlight that helped us get noticed by other places that were in need.

This ambassadorship inspired me to start my own organization on campus. It gave me the confidence I needed to lead a team for something that I have always wanted to do but did not know how to do it.

image0.jpg
Alisia.jpg
nov batch.jpg

Madison's Story

Cypress creek high school

It was really inspiring to see so many people working hard to create PPE in such an uncertain time. Everyone in the program was very kind and super easily reachable. I really enjoyed being a part of this program because of how organized it was, how much it taught me, and how kind everyone was. 

I loved to see my masks delivered on Instagram to places around Orlando. It’s so gratifying to see your hard work being used and appreciated by so many people!

I gained new leadership and initiative skills, I learned how to sew fabrics much better, I learned about reimbursement programs and dealing with expenses, and I gained useful communication skills from discussing different aspects of the program.

Emma's Story

Emma is a 10 year-old in Seattle, WA who reached out to us with the help of her mother. She was eager to 3D-print and make an impact.

For her first donation, Emma created 3D printed coasters with the word "Hope" for the Ronald McDonald House in Seattle! The house helps support families as their kids go through treatment at the Seattle Children’s Hospital. Donations like Emma’s help to bring a smile to their faces during this difficult time.

Since working with the Ronald McDonald House, Emma and her mom, Nina, have been donating 3D-printed face shields to hospitals in Indonesia. A successful batch of 100 face shields were delivered and put to use this summer! This is the first batch of a 1000 face shield donation.

IMG_0553.jpg

23

organizations donated to

Connecting
The dots

1106

toys donated and counting

Cohort 2

68

laser cut projects

Projects include assembled calculator caddies, signs, coasters for a church, and shelving for a homeless center.

One of the team's is designing and making a feeding station for a kitten with cerebellar hypoplasia in order to help him stand upright while he is eating.

1

Animal project

students
.
.
.
technology
.
.
.
community

Noel (University Heights High School) believes that 3D printing has a strong impact on the world. He looks forward to one day witnessing 3D printed rockets. Katie (Middle College High School) looks forward to organ creation through 3D printing. Duncan continues to improve his leadership skills and plans to create a national organization.

Embracing innovation

This organization has come a long way from it's initial start as Makers for COVID-19. We developed new programs, implemented them, learned what didn't work, and made changes. We are continuing to change, iterate, and grow as we work towards our mission of making 3D-printing education engaging through social impact.  While it is essential that we continue to GROW OUR PROJECT LIBRARY options to further engagement and our mission, we want to prioritize accessibility over the next year. We are committed to increasing accessibility to our offerings by starting MORE CHAPTERS, CREATING MAKERSPACES, and RESOLVING INEQUITIES that limit access (such as a lack of transportation channels or lack of teacher champions). We are committed towards better STEM education and improved representation in the field. Thank you for your continued support along our journey! 

FY22 Goals

Yours truly!

-Karina, Jonathan, & M4C Team

Matterhackers
Makers + Mentors
GUP
Colgate
nom2_dark.png
WI3DP