Open Source Skateboards

This was my first opportunity to lead a class through the full skateboard-building curriculum. I successfully guided all 7 students in completing fully functional, rideable boards without issues. Throughout the course, I taught each student fundamental sanding and finishing techniques, as well as how to design their own decks using a free, browser-based CAD modeling platform. The experience not only reinforced my skills as a builder but also helped me develop as an educator—translating technical concepts into engaging, hands-on instruction for younger learners. 

Following the success of my first class, I was invited to lead a week-long summer session at a private school for middle school students. Teaching woodworking safety and proper power tool use proved challenging, as many of the students were younger and unfamiliar with equipment like belt sanders and band saws. Despite the learning curve, the session became one of the most rewarding experiences of my teaching journey.

Two students expressed a strong interest in building longboards with more advanced features, specifically drop-deck designs. I adapted the curriculum on the fly to support their goals—introducing mold-making techniques and more complex lamination strategies. This class gave me the opportunity to hybridize the core curriculum for a wider range of skill levels and design goals, ultimately making the session more engaging and creatively fulfilling for everyone involved.

This was by far the most challenging—and most rewarding—class I had the opportunity to teach. Hosted at Monarch School, a high school dedicated to serving underprivileged youth, the workshop was organized in partnership with Rolling From the Heart, a nonprofit focused on outreach through skateboarding. The class consisted of high school students, many of whom had below-average math proficiency and limited exposure to hands-on technical work.

Working closely with each student, I used the board-building process as a way to teach applied math—particularly algebra—and foundational engineering concepts in a tangible, engaging way. By connecting academic subjects to something they were excited about, students not only built rideable skateboards but also gained confidence in subjects they previously struggled with. The workshop also provided space for creative expression, allowing students to incorporate their personal style into their board designs. It was an unforgettable experience that reinforced how powerful hands-on learning can be—especially when paired with mentorship and purpose.

The final class I taught was at UC San Diego, where I had the opportunity to integrate longboard construction with more advanced technical instruction—including higher-level CAD modeling and design workflows. This was the largest class I had led to date, and it challenged me to keep a diverse group of students engaged and on track throughout the course.

Students explored a wide range of board disciplines, from long-distance pushing (LDP) to downhill and trick decks, each requiring different design considerations and construction techniques. The class became a platform not only for hands-on fabrication, but also for refining digital design skills and understanding how geometry and material choices affect performance. This workshop was a culmination of everything I had learned as an instructor, builder, and mentor—bringing together creativity, technical rigor, and student-driven exploration.