At the Massachusetts Institute of Technology, a program known as the Pappalardo Apprentice initiative challenges conventional lab training. The initiative, based in the Pappalardo Undergraduate Teaching Laboratories, pairs junior and senior students with hands-on projects, mentorship, and a focus on fabrication skills. It began as a solution to a recurring problem: lab staff needed more help during a sophomore design course, while older students sought opportunities to deepen their technical knowledge. “We combined these needs into a program that felt both practical and meaningful,” says Daniel Braunstein, a senior lecturer in mechanical engineering and the lab’s director.
Apprentices support students in 2.007 (Design and Manufacturing I), assisting with machining, brainstorming, and peer guidance. They also attend seminars on topics like computer-aided design, milling, and casting. Juniors build Stirling engines, while seniors tackle complex projects such as replicating 19th-century marine engines. This spring, students are working on reproducing an 1899 anchor windlass from the Herreshoff Manufacturing Co. The windlass, used on racing yachts designed by MIT alumnus Nathanael Greene Herreshoff, required studying century-old blueprints. “We don’t know how they made these parts,” Braunstein says. “It’s like technical archaeology.”
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One unexpected challenge emerged: students had limited experience with metallurgy. “That launched a specific curriculum around materials,” Braunstein explains. Apprentice Jade Durham notes how the project reshaped her understanding of engineering choices. “I learned how much material selection matters.” The work demands intuition, as students infer how historical engineers approached problems. “You apply your knowledge of the windlass system and shape parts by instinct,” says apprentice Saechow Yap. “I even used art skills to judge aesthetics.”
The lab, dubbed the “most wicked” on campus, emphasizes creativity and safety. The term “wicked” — slang in Boston for something impressive — reflects the space’s reputation. For Wilhem Hector, a first-time lab user, the experience was transformative. “I didn’t just learn to make things. I felt empowered to create anything.” The program, now in its 10th year, blends academic rigor with industrial traditions. Braunstein highlights MIT’s roots in mechanical arts, not just science. “We’re about the industrial, the academic, and the community,” he says.
The program’s success lies in its unexpected outcomes. Apprentices often start as novices but quickly gain confidence. Braunstein finds joy in watching relationships form. “They come in full of energy, then learn to pour iron, teach others, and become close friends.” The lab’s legacy includes exhibits at the MIT Museum, from a 19th-century torpedo boat engine to the windlass replica. For now, students are focused on copper alloys and refining their replicas. “It’s not just about the project,” Braunstein says. “It’s about building skills, curiosity, and a shared purpose.”