The Global Capstone course situated within the Department of Civil, Environmental, and Geodetic Engineering offers engineering students an opportunity to work collaboratively on real-world engineering problems with partnering international institutions and communities. The overarching aim of the course is to prepare students for the multidisciplinary and multicultural environment they will experience when entering the engineering workforce. As the workforce continues to become more diverse and the economy becomes more globalized, engineering students will need the knowledge, skills, and attitudes to work effectively and collaboratively across cultural and societal differences. To ensure that engineering students are equipped with the necessary skills and mindset to be effective in an increasingly diverse and global context, an assessment and reexamination of the capstone course learning outcomes is required. The Global Capstone Evaluation will explore the engineering student experiences working with and in diverse teams and stakeholders. Students engage with partners across the University as well as with partnering communities, organizations, and universities. This paper outlines the design of a baseline and post-course survey that assesses student experiences in engineering capstone courses and will be administered annually with the goal of uncovering the effectiveness of existing learning outcomes. By understanding the nuanced nature of working in a multidisciplinary and multicultural context in the engineering capstone courses, enhanced student learning outcomes and assessments can be developed to support the preparation of professional engineers entering the workforce. This paper will outline the process by which the Global Capstone Program was developed, reflect on the challenges associated with managing a complex program with real-world projects, and the plan for continuous improvement.

This study set out to identify emerging trends in advancing engineering for sustainable development, supporting the engineering workforce to address wicked problems, and strengthening pathways between engineering education, industry, and policy. The following question guided this work: What are the emerging factors impacting the future of global sustainability efforts within engineering, and how can these be amplified to increase the impact of engineering for sustainable development? Using an adapted Delphi method with surveys, focus groups, and member-checking interviews, we hosted the American Society of Mechanical Engineers (ASME) 2022 Engineering Global Development (EGD) Stakeholder Summit. The summit convened industry leaders, innovators, and academics to explore emerging factors impacting the future of global sustainability efforts in engineering. This manuscript synthesizes emerging trends and proposes recommendations for engineering, particularly in the specific focus area of engineering for sustainable development (e.g., ‘humanitarian engineering’, ‘global engineering’). Critical recommendations include the adoption of emerging cultural mindsets, which include: (1) take an interdisciplinary and multi-stakeholder approach, (2) consider dynamic and interconnected systems, (3) increase humility and intercultural competence, (4) prioritize diversity and inclusion, (5) increase localization and center community perspectives, (6) challenge the perception that engineering is neutral, and (7) broaden the goals of engineering. Ultimately, this study highlights pathways forward for the broader engineering community to more effectively contribute to advancing the United Nations Sustainable Development Goals.

Humanitarian engineering continues to grow in popularity among professionals in engineering as well as aspiring students. In response, The Ohio State University offers a variety of engineering service-learning trips and humanitarian engineering courses for students. Such experiences and coursework provide an invaluable experience for engineering students looking to enter the global economy. Provided is an overview of these programs at Ohio State and details of a new course focused on creating appropriate technology for people in developing countries (called FABENG 5200). Justification for the course as well as details of its structure are outlined. Included are aspects of the entrepreneurial mindset, human-centered design, as well as political, cultural, and economic factors that greatly affect the ability of a solution to reach scale. Teaching this complex topic involves lectures, readings from books and journal articles, hands-on labs, and guest speakers. An important aspect of FABENG 5200 is the integration of a team-based design-build project along with a Non-Governmental Organization (NGO) partner invested in the student projects. Projects range from improving hand pumps to satellite-based remote monitors that collect usage data to improve sustainability. Models and prototypes are fabricated and incorporated in a cumulative business pitch to the NGO partner at the end of the semester. The authors describe this innovative class and hope to inspire future generations of humanitarian engineers to help solve the world’s greatest challenges using an entrepreneurial mindset.

bringing a rich array of university research and teaching intersections to the K-12 community.Specifically, Howard's work seeks to improve awareness of engineering careers and academic preparation in K-12 and to build the skills of career ambassadorship in OSU undergraduate students.Howard assists faculty in forming education plans and broader impacts portions of their

This effort explores the challenges of addressing complex global sustainability issues, known as Wicked Sustainability Problems, emphasizing the need for engineers to take and understand interdisciplinary approaches to navigate stakeholder disagreements and dynamics through the development of intercultural competence. The Humanitarian Engineering (HE) minor program at X University is designed to equip future engineers with skills beyond technical expertise to prepare them to address such challenges was the foci of this effort. A multi method approach was taken to explore to investigate potential impacts of student curricular pathways and experiences in the HE minor program on students' intercultural competence, using quantitative data provided by pre and post student results from the Intercultural Development Inventory (IDI) and qualitative insights from semi-structured interviews, focus groups, and course artifacts. While a longitudinal research effort is underway, the preliminary findings presented here highlight that students completing the HE minor experienced increased intercultural competence, fostering their ability to understand stakeholder values and navigate societal complexities, but that further research efforts are required to correlate specific drivers of intercultural competence development in engineering students. A conceptual framework, the Formation of Engineers to Address Wicked Problems (FEW) Model, is proposed to highlight pedagogical structures that integrate the desired educational outcomes effectively and is built on prior literature and similar conceptual frameworks within the Engineering for Sustainable Development and Intercultural Competency domains. This paper highlights the importance of preparing engineers to address multidimensional challenges from an interdisciplinary approach while positioning Humanitarian Engineering as potentially an effective pedagogical process to prepare engineers to address sustainability related challenges.

Students being un-or under-prepared with the sociotechnical skillsets to approach community-engaged engineering courses can be detrimental to both student motivation and community outcomes. At X University (X), community-engaged engineering courses have been offered as stand-alones, leading several instructors to identify student lack of preparedness as a concern for relationships with community partners and effective course design. Although X had offered a Humanitarian Engineering (HE) Minor for a decade, there appeared to be a critical knowledge gap and instructors across multiple departments gathered to address this concern. Students seeking the HE minor are required to participate in at least one community-engaged engineering course. Therefore, the initial step towards providing the structure for students gain relevant community-engagement skills and knowledge was to reassess the learning objectives of the HE Minor. The resulting list was edited and refined through discussion amongst faculty teaching HE courses and was then reviewed by additional faculty and staff at X and external collaborators within the HE landscape. The resultant learning objectives served as the basis for collaboratively identifying the mission, vision, and student outcomes that would guide the restructuring of the HE minor. An introductory Humanitarian Engineering course was developed and incorporated focusing on sociotechnical skills and fostering student self-awareness regarding their positionality in colonial contexts and power dynamics as it related to community-engaged design work. Transferable learnings from this experience are how to a) collectively identify the vision and student outcomes for a program that spans departments and institutions and b) structure a scaffolded minor program to support student development as community-engaged practitioners. The next steps are to assess student outcomes using the intercultural development inventory (IDI) as students progress through the HE minor and to continue to create opportunities aligned with the program mission, vision, and student outcomes identified through this process.

The motivation for this project was to present students with a real-world experimental learning opportunity that would leverage their engineering skills while challenging them to account for the challenges present when working in the international development domain. The problem that was presented to students was the lack of access to a safe and reliable source of water in a rural Tanzanian village. The overarching objective of this initiative is to implement a water supply and distribution system while increasing community partners capacity to aid in the implementation and ensure the sustainability of this system. The rainwater harvesting initiative was conducted from August 2015 to May-2019. During this phase there was an emphasis on the process of introducing technology innovation while respecting indigenous knowledge and practices. Innovations to the system were phased in order to establish trust with community partners and local contractors in addition to allowing students the ability to learn about local construction and cultural practices. Innovations introduced that included construction techniques, resource management and project management. From 2017 to 2019 three rainwater harvesting systems were installed, that provide approximately 350,000 liters of potable water for the community. Due to the innovations implemented and capacity developed. The overall cost of the storage tank was reduced by 10% while increasing the storage volume by 95%. The community involvement increased each year. Culminating in a community contribution of over 10% of total construction cost by the third year. An emphasis on establishing relationships and capacity building in a phased approach resulted in greater community ownership demonstrated by their increased contribution, advancement in construction techniques and management of local artisan that is sustainable and will positively impact future phases of the project.

To catalyze curricular transformation and thus the training and practice of engineering, we proposed the creation of an Engineering for Sustainable Development specialization within the Department of Food, Agricultural and Biological Engineering incorporates learning outcomes from the Engineering for One Planet framework. These efforts served to help institutionalize the ongoing sustainable engineering instruction at The Ohio State University in a meaningful way. Currently, engineering students at OSU do not have a formal pathway or structure to engage with sustainability-related, community-engaged content. While culturally competent sustainability focused coursework may be obtained piecemeal, it is certainly not broadly accessible as a primary focus to engineering students with tight degree plan requirements within their majors. The proposed specialization is an important long-term programmatic creation effort to advance sustainability education within engineering. The department chair has supported a multi-year effort to support and create student-centric community-engaged learning opportunities. This department driven (top-down) effort is also supported at college level by the Associate Dean and Director for Academic Programs in the College of Food, Agricultural and Environmental Sciences. The Engineering for One Planet Mini-Grant resources were to develop General Education course offerings within the Sustainability theme as well as technical electives that promote social responsibility. Course creation and revisions incorporated EOP learning outcomes; many of these revisions took effect in Autumn 2023. Additionally, one of the core courses of our proposed specialization will be offered on a satellite campus beginning Spring 2024. The EOP framework provided the guiding principles for the proposed specialization. These programmatic elements balance student learning with community impacts while weaving Sustainability, Intercultural Competence and Cultural Awareness into a core tenet of engineering. Further, the EOP mentorship program was instrumental in guiding the project participants in creating buy-in from stakeholders across the university enterprise.

Engagements in community development through university service learning programs continually seek to balance sustainable growth of communities with the student learning experience. As the student learning experience is elevated in priority, programs risk falling into shallow transactional and “projectized” engagements with communities that conform well to the academic calendar but leave community partners less as active participants empowered to reach future goals and more as beneficiaries of prescribed solutions developed “for them”. This paper explores humanitarian development and innovation through the lens of changes in our vocabulary that happen as we seek to bring renewed focus to the communities in which we work. Specifically, the relationships, attitudes, outcomes and feelings associated with our work together are described using observations from service learning engagements at X University with partners in four very different geographical settings: Central Ohio, Ghana, Tanzania and Honduras. For example, when we focus more on student outcomes, our measures of success tend toward “project vocabulary” and we speak of “delivering solutions to beneficiaries”. When our focus shifts towards what is best for growth in partner communities, we use more “process vocabulary”, e.g., “building trust as we co-develop sustainable processes”. The result is that communities we work with feel increasingly empowered, trusted, respected and affirmed, as opposed to helpless, suspicious, ignored and patronized. Similarly, when we focus on communities, our relationships tend to be more transparent, collaborative and participatory, and less hidden, unilateral and paternalistic. By examining our vocabulary, we can assess our service learning programs and gain insight into the challenges associated with balancing the student learning experience with long-term sustained growth in communities.

Humanitarian Engineering, as it is known at X University, aims to educate students on the application of science and engineering to address complex societal challenges with an emphasis on collaborating with communities to achieve their desired vision of well-being. This is attempted through providing students with a curriculum grounded in proven theories and best practices of sustainable development, applied engineering, and socio-cultural learning experiences. While there are a number of course offerings in this domain, until recently, there was no physical home for students to gather and collaboratively work on their local or global project efforts. This led to many initiatives operating within their own silos, limiting the sharing of ideas and efforts. Students were required to locate the required resources and the physical space to enable creativity and community. The Humanitarian Engineering Lab space was created to fill this student driven need, allow for codesigned project initiatives and research efforts to evolve from conceptual ideas into physical entities. Thus, students gain valuable insights into the viability of proposed community-based initiatives while learning through hands-on experimental design and research programs. The lab space also fosters a sharing of ideas and a collaborative spirit among Humanitarian Engineering-focused courses and initiatives across campus, and establishes a sense of community and belonging. Utilized by student organizations, courses, community engaged learning opportunities, research and capstone projects, this facility serves as a central hub for students and faculty to engage within the Engineering for Good domain. This paper outlines the development of collaborative internal and external partnerships, showcases the positive impacts of leveraging a physical space to build community, and shares lessons learned for institutions aiming to foster and encourage experiential learning and engagement amongst students and faculty.

Wicked problems are complex issues without clear boundaries, such as climate change, food security, access to clean water, and growing inequality. This course encouraged high school students to become wicked engineers who can tackle grand challenges. Participants examined multicultural circumstances outside of their lived experiences, and explored how engineering intersects with the sustainability concepts involving the environment, human health and welfare, and social justice. This course also introduced the field of Humanitarian Engineering, which emphasizes the societal dimensions of contemporary engineering. Students engaged in self-reflection and dialogue about intercultural considerations and explored potential STEM career paths that address disparate effects on minoritized or underserved communities.

Programs aimed at community engagement efforts at X University have been offered since the early 2000's, which aimed at providing engineering students opportunities to use their technical skills with international engagement. While immensely popular with students and marketing pamphlets, a recent concentrated effort within the community-engaged engineering courses has been undertaken to shift away from models that solely focus on delivery of technological solutions. Which often failed to integrate complex contextual elements into the pedagogical course design and resultant student centric design process. Our course design shifted towards holistic and ethical engagement highlighting the programmatic shift from "service learning" to "community engaged learning" and challenging students to reflect on their motivations and positionality as individuals and engineers. This shift aimed to forge international and local partnerships that focus on community engagement and student learning through intensive planning, the establishment of trust, and values-centered relationships. Through utilization of human centered design theory and establishment of long-term partnerships that reposition student centric engagement courses have shifted to partnership structure that acknowledges strengths and limitations and centered value to each stakeholder. While models like this exist across the community development landscape there are challenges on how to integrate this into engineering course dynamics. Numerous researchers and academic folks have identified these challenges, but a critical gap still exists with the application of said "best practices". This paper aims to highlights the success and challenges seen throughout this transition when these concepts are put into practice to build effective partnerships at the local and international level. The overarching aim of this work is to share a proposed process of engagement for others interested in offering community engaged learning opportunities.