MIT interns in Tulsa redefined tech work by centering Indigenous community needs

Ten MIT undergraduates spent last summer embedded in Tulsa’s Indigenous communities, where their expected technical roles evolved into deep cultural engagement. Daphne Wang, a mechanical engineering student assigned to the Muscogee Creek Nation Department of Health, shifted from coding assignments to researching tribal history and its influence on technology adoption. She later described the experience as essential learning—one she believes should be mandatory for all engineers—highlighting that meaningful tech solutions require stepping beyond technical bubbles to understand affected populations.

Wang collaborated with Lucy Sun, an artificial intelligence and decision-making major, to develop the Muscogee Nation’s first Pregnancy Risk Assessment Monitoring System (PRAMS). Their project included literature reviews, dataset analysis, and survey question drafting, with deliberate attention to data sovereignty and tribal governance. Wang reflected that the project represented a stark contrast to MIT’s typical curriculum, where students rarely engage directly with communities or grapple with cultural and historical dimensions of their work.

Breanna McNaughton-Long, the epidemiologist supervising the interns, credited their contributions as pivotal to the project’s progress. Without their involvement, she noted, the work would have taken significantly longer. Their dedication underscored the program’s impact, ensuring participants felt the project’s significance firsthand.

The internship was part of the PKG Center for Social Impact’s Code.Tulsa initiative, now in its second year. Funded by the Patrick J. McGovern Foundation and the George Kaiser Family Foundation, the program pairs MIT students with the University of Tulsa for summer placements. Interns collaborate with the Muscogee and Cherokee nations, as well as local organizations like Black Tech Street and Urban Coders Guild, on AI, data science, and related technical projects.

Vippy Yee, the PKG Center’s assistant dean for community-based programs, integrates lessons on the historical and cultural context of technology in Tulsa, drawing from perspectives of local leaders. Alison Badgett, the center’s director, emphasized the program’s goal: merging engineering problem-solving with a humanist approach to social challenges. This dual focus ensures solutions are both technically robust and socially attuned.

Chenise Harper, an electrical engineering with computing major interning with Urban Coders Guild, found her perspective on history transformed. Initially dismissive of historical study, she now recognizes its critical role in driving meaningful social change and effective research. The experience has equipped her with confidence in leveraging her technical skills for impactful community work.

The program originated from Jack Carson, a sophomore majoring in electrical engineering and computer science, who envisioned it as a way to expand STEM access. By connecting MIT students with Tulsa’s community-driven projects, the initiative allows participants to apply their expertise while learning directly from those they aim to serve. The blend of technical training and immersive community engagement appears to be reshaping how these students envision their future roles as engineers and technologists.