Doug Scott, a veteran teacher at Hopkinton High School in Massachusetts, has spent years cultivating curiosity and innovation in his engineering and vocational skills classes. In 2024, his dedication was recognized on a national level when he was named The Henry Ford's Invention Convention Teacher of the Year. But if you ask him, the honor is less about personal accolades and more about a shared journey with his students and the power of invention education.
Before his school joined the Invention Convention program, Scott was already introducing students to inventing — though it all took place within the confines of his classroom. “We were doing invention work, but it was more isolated… kind of in a bubble,” he says. That all changed when his students began participating in Invention Convention. “The bubble popped,” he says. “It opened their eyes to other student inventors and brought a real sense of celebration to their work.”
This shift allowed students to engage with their communities, participate in statewide events, and see themselves as part of a broader innovation ecosystem. “It gave them incentive,” Scott adds. “They realized they were doing something real.”
Integrating Invention Convention into an already full curriculum wasn’t easy, but Scott found a seamless way to make it work. By aligning invention projects with academic standards — like teaching circuits through the invention of light-based solutions — he created a space where problem-solving and learning coexisted naturally. “We were able to invent and meet standards at the same time,” he explains.
A hallmark of Scott’s teaching philosophy is helping students manage projects through real-world experience — especially failure. “You can’t force project management on students,” he says. “You have to allow them moments where they fail, and then those become teachable moments.” He incorporates the Massachusetts Engineering Design Process as a structure, but ultimately believes students learn best by doing, stumbling, and trying again.
Scott applies the same thinking to his own project management. He stresses the importance of time estimation and the value of patience. “I’ve learned to slow down to hurry up. When you take your time, you do better work and avoid having to redo things.”
The results of this approach are evident. His students have repeatedly earned top honors at the Massachusetts Invention Convention and even on the national stage. But for Scott, the biggest reward is watching their confidence grow. “They become the expert,” he says. “They realize they’re doing something that matters. They’re presenting to real judges and making a real impact.”
Being named Teacher of the Year was, for Scott, both humbling and symbolic. “It really represents the work of a large pool of students and mentors over the years. I accepted it on behalf of them.” He also credits his own mentors — including family members who taught him hands-on skills — for shaping his teaching path.
Scott is quick to highlight the importance of administrative support for invention education. “Don’t start by asking for resources,” he advises other teachers. “Start small. Use paper, tape, cardboard — whatever you have — and invite administrators to see the value firsthand. Once they see the students’ excitement and learning, they’ll become your biggest supporters.”
His advice for teachers considering Invention Convention? “Visit a classroom. Talk to someone who’s done it. Once you see it, you’ll get hooked.” And for students? “Talk to another student who’s done it. Kids trust kids more than they trust us adults. That peer-to-peer inspiration is powerful.”
Doug Scott is more than an award-winning teacher — he’s a guide, a coach, and a true believer in the potential of invention to transform the student experience. In his classroom, failure isn’t feared — it’s fuel for the next big idea.
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