Curriculum Design
We design and launch educational initiatives—either independently and in collaboration with professionals—guided by expert consultation and in-depth research into learning sciences, pedagogy, and latest trends in education.
Mechanical literacy is for every student.
We serve K-12 youth across the United States, with a focus on students who have limited access to mechanical literacy and technical, skilled-trades education at school. Our programs welcome students of all backgrounds.
Our Story and Mission
Makers in Motion was founded by Kaitlyn Geise while she was a high school student, initially as her Girl Scout Gold Award project. Kaitlyn noticed that although her school offered Career Technical Education (CTE), it lacked hands-on courses in the trades and engineering. Through SkillsUSA, she met students from schools across the country and saw that access to these opportunities varied significantly between communities. Learning about demographic gaps in mechanical subjects through ASVAB data further highlighted that access to mechanical education was shaped by more than individual interest. Makers in Motion grew from this realization: every student should have the opportunity to discover mechanical and technical skills, regardless of where they live or their background.
Makers in Motion envisions a future where mechanical literacy is a normal part of K-12 education rather than an opportunity determined by a student’s school, community, income, gender, or background. We want every young person to have the opportunity to develop hands-on technical skills, discover careers in the trades and engineering, and access pathways that can support their future, whether they ultimately pursue a skilled trade, college degree, military career, or another field.
Participation gaps in trade-related subjects
Why We Matter
In 2019, female high school graduates had lower rates of participation than male high school graduates in several CTE fields closely related to engineering and the trades.
-
Engineering and technology
Bar scale: 0–25% of graduates earning at least one credit 20.2% of male graduates and 6.8% of female graduates earned at least one credit in engineering and technology courses, a 13.4 percentage-point difference.
Source: NCES Digest, table 225.25 -
Architecture and construction
Bar scale: 0–25% of graduates earning at least one credit 11.2% of male graduates and 1.6% of female graduates earned at least one credit in architecture and construction courses, a 9.6 percentage-point difference.
Source: NCES Digest, table 225.25 -
Manufacturing
Bar scale: 0–25% of graduates earning at least one credit 7.6% of male graduates and 0.9% of female graduates earned at least one credit in manufacturing courses, a 6.7 percentage-point difference.
Source: NCES Digest, table 225.25
These are participation rates among 2019 public and private high-school graduates, not measures of whether courses were available at each student’s school. The source reports sex as male/female; it does not report gender identity or explain the causes of these differences. Percentage-point differences are calculated from the reported rates. See NCES table 225.25 and its notes.
From research to reach
What We Do
Implementation
We implement our programs at local or online schools and community centers, sometimes receiving training and teaching tools provided and funded by organizational partners.
Evaluation and Refinement
We regularly evaluate our programs through feedback from students, teachers, and community partners, refining content and strategies to enhance student engagement and learning outcomes.
Global Impact
Through partnerships, we share resources and lesson plans with a global network of educators and after-school programs, expanding our impact to reach young learners worldwide.