Stanford University’s ‘Makers-in-Residence’ is an initiative designed by researcher Paulo Blikstein to give secondary students more in-depth experience with engineering and design thinking. Now in its third year, a cohort of 12 students participates in a variety of activities and challenges within the university’s Transformative Learning Technologies Lab for approximately 8 weeks. Not only is this experience giving hands-on design experience to students, it is providing fodder for research by Blikstein and his team. According to Blikstein, “Our goal is to first instill kids to be risk-takers, to believe in their own capabilities, even if they don’t have technical knowledge,” he said. “It all starts with making them aware that they already know a lot about how to make things. Some work with their parents in construction or carpentry, but they do not see those activities as ‘school stuff.’ Here we are re-intellectualizing the shop class – that’s the key.” This Makers-in-Residence is another example of how 21st century skills such as collaboration and communication are essential to deeply learning about STEM related content. How can public schools build upon Stanford’s research and replicate the success of this program?