Yash Garje, a second-year PhD student in the School of Engineering Education.

There’s no question that the United States needs to remedy a severe shortage of STEM workers in order to maintain its lead in science and technology, foster sustainable economic growth and indeed ensure our own national security. The foundation for this future must be laid today, and Yash Garje, a second-year PhD student in the School of Engineering Education (ENE), wants to use advanced technology to inspire today’s youth to take up the mantle in this vital arena.

What investigative avenues are you pursuing?

My research focuses on broadening participation in STEM through the integration of robotics and artificial intelligence in informal educational settings. Specifically, I explore ways to incorporate robotics and AI into programs like summer camps, enabling participants to engage in personally meaningful projects.

This approach helps make STEM more accessible and relatable, transforming it from an abstract field into a personally relevant space where students feel a sense of belonging. By fostering this connection, I aim to create inclusive spaces that welcome a diverse spectrum of K-12 students into STEM. My goal is to help participants see themselves as impactful contributors to the field, ultimately retaining their interest and cultivating a competent and diverse STEM workforce for the future.

What spurred your interest in this subject?

My interest in this field stems from my early fascination with tinkering and engineering. As a child, I loved opening up RC cars and toys to explore their mechanisms and understand how they worked. However, I lacked the “fuel” to fully pursue these hobbies, which I later realized could have been enabled through informal educational opportunities.

When I moved to the U.S. to pursue my master’s degree in robotics, two pivotal experiences shaped my journey. First, I had the opportunity to create mind maps for a book on designing musical robots. These mind maps helped students grasp complex technical concepts and understand their interconnections in the design process. For the first time, I felt that my skills —especially in visual organization and creative problem-solving — were truly valued.

Second, I introduced robotics to students during a pre-collegiate program organized by the outreach office at my school at the time, Worcester Polytechnic Institute. This experience was immensely rewarding. It made me reflect on how such opportunities, which focus on hands-on skills and creative instincts rather than solely academic performance, could have changed my trajectory as a student.

These experiences highlighted a recurring challenge: I never felt like I truly belonged in the robotics engineering community. I often considered myself an outsider, despite possessing valuable skills. This realization deepened when I noticed how many students drop out of STEM because it feels overly competitive, male-dominated and emotionally uninviting.

These reflections led me to question the sense of belonging in engineering education. I recognized a pressing need to rebuild this sense of belongingness and create spaces where all students feel valued. Robotics, with its multidisciplinary nature, offers a powerful platform to show participants that engineering has room for everyone. This goal aligns with the vision of the FACE Lab (For All a Chance to Engineer), where I have the privilege to contribute and grow as part of the team. It serves as the foundation for my research and my purpose in pursuing a PhD in engineering education.

Why did you choose Purdue to continue your studies?

I chose Purdue University for my graduate studies largely because of the welcoming and supportive culture of the School of Engineering Education. Purdue’s ENE program is the first of its kind in the United States, which made it particularly appealing to me.

Another factor was familiarity — I already had two schoolmates studying at Purdue, and I had visited the campus before, instantly appreciating its vibrant and lively atmosphere. Transitioning from an R2 institution with a smaller population to a renowned R1 institution with a larger, bustling college town was an exciting prospect.

Purdue’s reputation as a leading engineering school, combined with its diverse offerings across various disciplines, also attracted me. The opportunity to take courses and pursue certifications in other departments encouraged me to envision interdisciplinary research and collaboration with a wide range of scholars.

Purdue’s extensive support systems — both financial and professional — were significant motivators as well. I was honored to receive the Ross Fellowship, which gave me a strong start in my program. With the encouragement of faculty and peers, I’ve been inspired to apply for additional opportunities and have always felt supported in this rich learning environment.

Finally, Purdue’s globally recognized name and extensive alumni network solidified my decision. The university’s strong reputation gave me confidence that pursuing my PhD here would open doors to meaningful opportunities in the future.

When did you first get interested in engineering and science?

My interest in engineering and science sparked during eighth grade when my school organized a science fair. I built a working replica of a backhoe mover — a type of earth-moving equipment — using syringes and IV tubes. The project demonstrated the principles of hydraulics and how they are applied to move parts of construction machinery. Creating the model with cardboard, glue, syringes and everyday materials was an exciting challenge, and seeing it function as intended was incredibly satisfying.

Later, in 11th grade, I developed a prototype to demonstrate how a V6 engine works. This project received a lot of appreciation and further motivated me to take my hands-on skills and passion for building things seriously.

These early experiences stemmed from countless hours spent in my storeroom, which served as my personal maker space. It was filled with tools like mini drills, hacksaws, files, cutters, glue guns and soldering equipment, and it became my sanctuary for exploring ideas and bringing them to life.

Today, my research lab resembles a maker space, and being in this environment feels like coming full circle. I’m now doing research on topics that naturally resonated with me from the start, and it’s deeply fulfilling to see how those early interests have shaped my academic and professional journey.

What’s it like studying at Purdue?

Studying at Purdue, especially within ENE, has been a transformative experience for me. Coming into the program, I wasn’t very familiar with the academic and professional space of engineering education. It wasn’t until I attended my first conference that I began to understand the immense significance of the environment I was part of. I realized I was walking the same hallways, attending lectures and sitting in meetings with some of the most respected and influential figures in the field — legends, really — without initially grasping the magnitude of it.

While this realization was humbling and even a bit embarrassing, it was also grounding. What stood out to me was the humility, warmth and openness of the faculty and peers in the department. I never felt inadequate or out of place; instead, every interaction with instructors and advisors has been marked by a genuine appreciation of the skills I bring to the table and constructive feedback on how I can build upon them. The consistent language of encouragement and support is something truly unique and commendable.

The student community in the department is equally inspiring. We have active clubs for writing, reading and discussions, and the Engineering Education Graduate Student Association (ENEGSA) works tirelessly to foster a vibrant, connected and celebratory atmosphere. Whether it’s events, collaborative research projects, or informal gatherings, there’s always something happening that keeps the sense of community alive.

The department’s courses and initiatives often create opportunities for collaboration across labs and interests. This is a space where students with diverse passions and backgrounds can thrive, which, in my view, is one of the most unique and powerful aspects of ENE at Purdue.

Beyond deepening subject matter expertise, what else have you have learned at Purdue?

Being comfortable with the idea that there is no single “right” way to conduct research was a significant realization for me. This mindset shift, from a traditional engineering approach to a more open and reflective approach, shaped by engineering education philosophy and has been transformative. I’ve learned to appreciate that research is iterative and continually evolving, with opportunities for improvement and deeper insights always present.

Adopting qualitative research methods has been particularly impactful. These methods have taught me the importance of amplifying individual voices, allowing me to explore and understand how students in engineering feel about their educational experiences. This understanding informs my efforts to design interventions aimed at improving student engagement and fostering a sense of belonging in STEM education.

Opportunities to read the writings of my peers and observe how they revise, update and communicate their ideas have been an incredible learning experience. Shadowing senior PhD students and watching them develop research outlines and synthesize their ideas has provided me with invaluable insights into structuring and executing research. These experiences are moments I deeply cherish in my department, as they foster a collaborative and supportive learning environment.

Have you had the opportunity to teach and publish?

Over the Summer of 2024, I had the chance to mentor two undergraduate students who helped us develop activities for the summer program and conduct research on the data we collected. This experience was incredibly rewarding, as it allowed me to co-develop a research question for their project and guide them in conducting research on a topic. The uniqueness of Purdue's research environment lies in the immense support I received, allowing me to pull in resources to help my mentees succeed. It was fulfilling to see them present their research at the end of the summer, knowing they had a positive experience and chose to continue working in the lab.

Purdue also provides numerous opportunities for graduate students to engage with the undergraduate research community. For instance, I have had the privilege to volunteer as a judge for poster sessions, an experience I deeply value. It allows me to serve as the guiding voice I wished I had when I was in their shoes.

While I haven’t published my own work yet, I’ve had opportunities to collaborate with others and have my contributions included in publications. These collaborative experiences have been essential for my growth as a researcher.

What advice might you give to other students deciding where to attend graduate school?

I encourage students to be as genuine and authentic as possible during the application process because, from my experience, every graduate program has its own personality and vibe. For a truly rewarding graduate experience, it's crucial for the student's personality and the program's culture to align, as this creates a supportive and conducive environment for growth.

When it comes to Purdue, I always advise prospective students to visit the campus, speak with professors and graduate students, and get a sense of the style, culture and the work happening here. Attending open houses, exploring various clubs and organizations that align with your interests and immersing yourself in campus life will help you gauge if Purdue feels like the right fit.

Purdue is large, but that’s an advantage because you’re guaranteed to find your community and your 'tribe.' The sooner you begin exploring and connecting, the better the experience will be.

One last piece of advice, which I’m still learning myself: don’t be afraid to ask for help. You'll find that it’s always available, but it won’t come to you on its own. So, make sure to reach out and seek support when needed.

What about the future? What are your goals and what are you looking to accomplish?

I am currently focused on creating a framework that helps educators design a sense of belongingness in their programs. I aim to ensure that every participant thrives in their learning journey, regardless of their background or interests. I genuinely want this to be the best personal and professional work I have created so far, and I want it to have a solid, lasting impact — first on the students, and then on the professional community.

With advancements in AI and Robotics, I believe educational materials will evolve from being static and textual to being more dynamic, interactive and responsive to student prompts and inquiry. My goal is to be instrumental in making this transformation a reality, ensuring that we respect diverse opinions, provide equal engagement opportunities and foster an inclusive and welcoming culture as we move forward.

As education increasingly shifts to dynamic, technology-infused spaces — particularly in informal educational settings — I aspire to create guidelines, frameworks and coaching materials that encourage students to explore their curiosity and engage safely with technology. I also aim to ensure that this transition maintains a human-centered approach to learning.

What are you up to in your spare time?

When I’m not working, you’ll likely find me engrossed in drawing mind maps for books, sketching, reading, or listening to music. I’m also learning to play the guitar, which is a new hobby I’ve recently picked up. In the kitchen, I love baking and regularly cook Indian meals, occasionally exploring other cuisines. My passion for food extends to a love of discovering music and art from different cultures as well.

I enjoy traveling to new places and learning about their local stories. I make it a point to visit a new place during breaks, and recharge by hiking and running outdoors. I’ve set a goal to run a half marathon next year.

I also enjoy listening to podcasts in my regional language, Marathi, which helps me stay connected with my roots and traditions. Occasionally, when I have long, interesting discussion with my friends, I often think about hosting a podcast or engaging with the Purdue Podcast community to try something new. Additionally, I’m learning Salsa and Bachata to stay active and connect with the dance community here at Purdue.