When Michael Benjamin, principal research scientist at the MIT Center for Ocean Engineering, joined MIT 25 years ago, only faculty members and postdoctoral researchers were permitted to operate the department’s underwater vehicles. The vehicles were costly, he clarifies, and necessitated considerable training to manage.
“Individuals were terrified of losing or damaging them, [and] there was no educational pathway to instruct students,” he remarks, noting that the launch of class 2.680 (Marine Autonomy, Sensing, and Communication) significantly changed this by establishing a course where undergraduate and graduate students could learn to code for autonomy and test their software on robots in the Charles River. The introduction of class 2.S01 (Introduction to Autonomous Underwater Vehicles) last year further enhanced the practical learning experiences.
“2.S01 brings us back to our origins: underwater vehicles. We aimed to create a learning space where every student interacts with a robot, and nobody fears losing one,” he notes. Each student receives an electronics kit, which Benjamin refers to as the core of the robot. “They can experiment as much as they desire in their dorm rooms, and we’ll provide them with another kit if they happen to break it.”
The AUVs and student testing kits utilized in 2.S01 were designed and constructed by Supun Randeni, a research scientist in mechanical engineering and the lead instructor and content developer for 2.S01, along with Captain Michael Sacarny from MIT Sea Grant. “Dr. Randeni and Captain Sacarny are the masterminds behind the course,” notes Benjamin. Together, Randeni and Sacarny conduct the practical lab instruction.
The objective is to broaden educational and research opportunities to include a wider and younger demographic of students. “It stands in stark contrast to 25 years ago, when only a select few were permitted to access the robot,” states Benjamin. “The growth and enthusiasm of students are directly linked to how much they feel a sense of ‘ownership’ over their robot. It’s about physical possession, as well as accountability for its safe operation and return.”
2.S01 offers students a comprehensive understanding of autonomous underwater vehicles (AUVs) by covering both theoretical and practical facets of the AUV design process. This encompasses the essentials of naval architecture, electrical system design, mechanical design, and software development. Students construct their own AUVs using a parts kit under the guidance of instructors, starting with fundamental electronics and culminating in a complete vehicle ready for deployment in the Charles River on the MIT campus during the final weeks.
Among the tasks, students participate in waterproof vacuum assessments, pre-launch subsystem evaluations, and dockside tests for ballasting, all followed by in-water low-level control tuning runs. Additionally, they generate autonomy missions — first in simulations, followed by real-world autonomous missions to conduct an environmental survey in the Charles River. The concluding labs of the course feature group competitions involving in-water challenges. For the upcoming iteration of the course beginning in late March, the instructors plan to introduce more labs that enable students to delve into the complexities of electronics, more simulation options, and additional time on the water.
Adowyn Bryne, a second-year mechanical engineering (MechE) student, took the course last year as part of the inaugural cohort, yet this wasn’t her first foray into underwater vehicles. She had previously engaged in a SeaPerch program while in high school. “I enrolled in 2.S01 because I wanted to learn about more sophisticated underwater vehicles,” states Bryne. “I didn’t realize until later in the semester that SeaPerch actually originated at MIT Sea Grant!”
Benjamin expresses hope that first-year students will gain a few key takeaways from their participation in 2.S01: firstly, an appreciation that marine robotics is a highly interdisciplinary endeavor, incorporating mechanical engineering, electrical engineering, control theory, computer science, and ocean science; and secondly, an insight into viewing this work as a pathway to discovering and understanding the ocean. Students indicate that it’s that, and much more.
Isabella Yeung, a third-year Course 12 student, took the class during her sophomore year after involvement in an MIT Undergraduate Research Opportunities Program (UROP) at the MIT Sea Grant Bio Lab with Carolina Bastidas. Bastidas is a research scientist in MIT Sea Grant’s Marine Advisory Services team.
“While working in UROP, I encountered numerous AUVs and other projects being developed at MIT Sea Grant,” Yeung recounts. “I was eager to learn more and gain deeper insights into their work. This class was an excellent chance to dive into marine robotics without any prior background in Course 2.”
She described the course as “easily one of the most hands-on (and incredibly enjoyable) classes” she has ever attended, adding that she valued the chance to build and deploy the AUV.
“As an individual who enjoys tinkering, I appreciated the opportunity to get my hands dirty — quite literally, with grease and Charles [River] water,” Yeung remarks. “I eagerly anticipated all of the sessions, particularly the deployment activities. Nothing quite compared to the exhilarating experience of launching our program, hurrying to drop the AUV into the Charles, and partaking in a boat chase, hoping it hadn’t gone astray.”
Bryne advises students contemplating the course not to stress too much if it aligns with a specific career trajectory they are considering. “Your first year is about exploration. If you’re intrigued by the class, enroll! You may uncover a newfound interest. Regardless of whether you wish to continue learning about AUVs, you’ll acquire valuable transferable skills and enjoy yourself immensely.”
Bryne herself believes that this experience is shaping her future interests and opportunities. “Every time I’ve engaged with robots, I’ve loved it,” she shares, “but I also have a strong passion for women’s health. I aspire to design medical technology specifically for women, but I genuinely think there’s potential to integrate robotics into that space. It’s wonderful that MechE is such a diverse field, and that MIT’s curriculum allows me to explore a multitude of possible study areas.”