Linden Ashcroft shares how DIYnamics has been used at the School of Geography, Earth and Atmospheric Sciences, The University of Melbourne, Australia in teaching undergraduates both in-person and online.

Isabelle Bunge, Ph.D. student at Columbia University, shares how she used the DIYnamics lego table to teach fundamentals of atmospheric and oceanic flows to middle schoolers in the Scientist-In-Residence program at a New York City USD middle school.

Nick Lutsko, an assistant professor at the Scripps Institution of Oceanography, UC San Diego, describes his collaboration with the Colegio La Esperanza elementary school in Tijuana, Mexico, using DIYnamics to teach (remotely and in Spanish!) their students some fundamentals of rotating fluids.

Natalie Kongable, a high school student working with DIYnamics team member Alex Gonzalez at Iowa State University, describes how she taught middle schoolers about extratropical cyclones using the DIYnamics LEGO table.

Mirjam Glessmer describes how she and colleagues at Kiel University in Germany are using the DIYnamics tables in innovative ways in their classrooms.

Santiago Triana of the Royal Observatory of Belgium shares incredible visualizations of rotating fluids in a sphere performed for research purposes and for public outreach events in Belgium and the Netherlands using the DIYnamics Lego Table.

Professor Alex Gonzalez at Iowa State University shares how he has used DIYnamics in his classroom.

Princeton University graduate student Abigale Wyatt shares the awesome outreach she and classmates are doing weekly in Philadelphia using DIYnamics!

UCLA Graduate student Alex Arnold explains how she and fellow students used DIYnamics to teach young students about the Great Pacific Garbage Patch