Each January, while many students enjoy a well-earned winter break, a select group of Harvard undergraduates embarks on a journey that transcends traditional learning. Founded by Dominic Mao, MCB Lecturer and Assistant Director of Undergraduate Studies in CPB and MCB, the Program for Scientifically-Inspired Leadership (PSIL) offers an immersive educational experience in India, aimed at bridging the gap between theoretical knowledge and practical application for underprivileged high school students. Now in its fifth iteration, PSIL continues to evolve, expanding its impact on both Harvard students and the communities they serve.
The Vision Behind an Immersive Science Education Program
Mao, who grew up in India and pursued his education there before coming to the US for his graduate studies, recognized fundamental gaps in the Indian education system—particularly in the areas of critical thinking, public speaking, and hands-on and experiential learning.
“The curriculum in the majority of Indian schools focuses heavily on memorization and regurgitation,” Mao explains. “But there is very little practice, very little group work, and an overall lack of emphasis on critical thinking skills.”
This realization inspired Mao in 2019 to create PSIL, a platform where Harvard students from any concentration and Indian college students collaboratively design and teach a curriculum tailored to high schoolers in under-resourced areas. From the start, Mao has insisted that no student—Harvard-based or Indian—pays to participate in PSIL. Instead, the participating Indian state governments contribute ~80% of the funding, while The Lakshmi Mittal and Family South Asia Institute at Harvard contributes the rest and provides administrative support. In past years, the program has visited one of two Indian states; this year, they expanded to a third – the Indian state of Goa.
A Unique Learning Model
Each year, Mao selects five Harvard students who are paired one-on-one with Indian college students to co-teach a cohort of 100 high schoolers. Over the course of five intensive days, students engage in more than 40 hours of learning, with topics spanning liberal arts and sciences.
“We teach skills that aren’t typically emphasized in Indian classrooms,” Mao says. “Public speaking, critical thinking, group work—these are essential for success in higher education and beyond.”
The curriculum is designed with a multidisciplinary approach. “This year, we had a linguistics student teaching public speaking, a biology student covering the science of storytelling, and a computer science student leading a module on visual design,” Mao notes. “We introduce these concepts in a way that encourages students to reflect on their own identities and narratives.”
A key feature of the program is the capstone project, where students develop and present their own ideas for social change, providing a hands-on application of the skills they learn throughout the program.
“We saw such transformation in just one week, from when the students first met to when they presented their final projects,” adds Mao. “You could see their confidence grow in just a week.”
The Power of Residential Learning
PSIL is structured as a residential program, ensuring that learning continues beyond the classroom. Harvard students dine and interact with the high school participants, fostering deep connections. “Being at Harvard, we know the benefits of a residential setting,” Mao says. “Conversations extend beyond structured lessons and into meals, downtime, and informal discussions.”
The Harvard students also engage in cultural immersion, embracing local customs—including, as Mao humorously points out, “learning to eat with their hands at least once.”
While PSIL’s primary focus has been high school students, Mao and his team are actively working to expand its impact. “We wanted the pedagogy techniques and culture of holistic development to be incorporated in their classrooms,” he says. Last year, which was also when Andrea Wright (Lecturer on Anthropology and Resident Dean of Eliot House) got on board as co-Director of PSIL, the program introduced a pedagogy workshop for local high school teachers, training 40 educators in active learning techniques. This initiative continued this year.
Faculty Returns Home
This year’s program in Goa also marked another milestone: the involvement of senior Harvard faculty. MCB Professor Victoria D’Souza, originally from Goa, traveled to her home state with the team and delivered two in-person talks—one a scientific seminar for scholars (a first for the PSIL program), Alternate Structures in RNA and Their Functional Significance, and an inspirational keynote for students.
“I was thrilled when Dominic told me PSIL was coming to Goa,” D’Souza says. “As someone who grew up here and pursued an academic career, I know how powerful it can be for students to see someone from their own background excelling in science.”
She was also fully immersed in the residential experience, staying on campus with the students. “It’s not just about delivering a lecture and leaving,” D’Souza emphasizes. “I wanted to engage with students, hear their perspectives, and help them see what’s possible.”
Mao is grateful to D’Souza for her contributions to the program. “Victoria’s time and energy towards PSIL has been immensely encouraging and reinvigorates my commitment to the program.”
Thoughtful Expansion
Looking ahead, Mao envisions further collaborations with faculty and a broader scope of experiential learning. “This program is as much for Harvard students as it is for the Indian students,” he says. “It challenges our students to think critically about education, privilege, and the role they can play in shaping meaningful change.”
Toward that goal, Mao had fruitful conversations with the Chief Minister of Goa Dr Pramod Sawant, his advisor Charudutta Panigrahi, and Education Secretary Prasad Lolayekar to expand the program to multiple sites within Goa. Their Indian partners also expressed an interest in sponsoring teachers and policymakers for the Harvard Graduate School of Education and Harvard Kennedy School programs, as well as students to attend Harvard summer school.
The government of Goa was so impressed that they even made a lengthy video of PSIL ‘25!
“I have been doing this for five years now, and this was the best year yet!” says Mao. “I am particularly excited about the Goa side to come here for the numerous professional programs offered at Harvard.”
A Lasting Legacy
As PSIL completes its fifth year, it continues to evolve into a transformative educational initiative, leaving a lasting impact on all participants.
“The goal is not just to teach but to create an environment where everyone—Harvard students, Indian college students, and high schoolers—learns from each other,” Mao reflects. “Education should be about more than just acquiring knowledge. It should be about questioning, collaborating, and building something meaningful together.”
For the students in India, PSIL offers a glimpse into a different way of learning—one that values inquiry over rote memorization. For the Harvard participants, it is a lesson in humility, adaptability, and the power of education as a tool for empowerment. And for Mao, it is the realization of a vision that continues to grow, one classroom at a time.
Want to learn more?
Learn more about previous PSIL experiences HERE. Read a detailed reflection from the Director’s desk HERE.
