Bridge Lab Project - Interview w/ Jerry
Jerry and I first met last summer at Doing Good, where we spent a lot of time talking about the reality of STEM education in different parts of the world. As a founder of the RobotArm Project, I’ve spent months in the lab, but I knew that theoretical planning only goes so far. To make this project work, I needed a reality check on what classrooms in Vietnam actually look like.
Jerry, who attended high school in the region before coming to SUNY Korea, sat down with me to break down the hardware constraints and educational gaps we need to solve before our launch this spring.
The Reality of the Classroom
Elin: Thinking back to your high school, what was the "STEM environment" actually like day-to-day?
Jerry: It was almost entirely theoretical. We focused heavily on math and physics, but it stayed in the textbooks. There weren't any robotics labs or hands-on engineering clubs. We talked about engineering as a career, but we never actually had the tools to try it out.
Elin: If you could have had one piece of tech back then, what would it have been?
Jerry: Definitely a 3D printer or a basic robot kit. When you're a student, seeing a mathematical formula result in a physical movement changes how you engage with the subject.
Elin: How do you think the students there will react when they see a functional robot arm in person?
Jerry: There’s going to be a lot of curiosity. For most of them, this will be the first time seeing software and hardware working together in one machine. It turns robotics from a vague concept into something they can actually touch and control.
Navigating the Logistics
Elin: At what point do students start getting into the "hard" sciences or coding?
Jerry: Usually around 10th or 11th grade. That’s the sweet spot where their logic and math skills align with what you need for robotics and basic programming.
Elin: We’re worried about the language barrier. Should we stick to English or translate everything?
Jerry: A mix is actually better. The manuals should be heavily visual—lots of diagrams. For the text, we should use English technical terms but provide Vietnamese translations. It helps them learn the industry vocabulary they'll need later without getting bogged down in grammar right now.
Elin: What happens if a part breaks? Can they find replacements nearby?
Jerry: They won't find a specialized robotics shop, but they aren't isolated. We just need to make sure the design uses standard servos and wires that can be found in local electronics markets. Sustainability is key; we can't leave them with a machine they can't fix.
Elin: You suggested a "Saturday Intensive" model since you're free on weekends. Why that over a week-long camp?
Jerry: School schedules in Vietnam are very rigid. A weekend "bootcamp" is much easier for the school to approve and allows students to focus purely on the project without the pressure of their normal academic week.
The Goal for this Summer
Elin: How do we make sure this lasts and isn't just a one-time thing?
Jerry: Focus on the teachers. If we give them the troubleshooting guides and the curriculum, they become the experts. The goal is to leave the knowledge behind, not just the hardware.
Elin: From a design perspective, the biggest challenge has been making the arm advanced enough to be useful, but simple enough to teach from a distance. How do we measure success?
Jerry: I want every student to walk away being able to program a "pick-and-place" sequence. If a student can code a robot to move an object from Point A to Point B accurately, they’ve mastered the core fundamentals of automation. That’s the real win.
Closing Thoughts
Building a robot arm in a controlled lab is one thing; making sure it actually works in a classroom 3,000 kilometers away is a completely different challenge. My talk with Jerry helped ground the Robot Arm Project in reality. We’re building a curriculum that respects local constraints to ensure this technology stays functional long after we leave.