Collection

AEE Journal

Authors

Jenna L. Mueller; Mary Elizabeth Dotson; Jennifer Dietzel; Jenna Peters; Gabriela Asturias; Amelia Cheatham; Marlee Krieger; Baishakhi Taylor; Sherryl Broverman; Nirmala Ramanujam

” instead of “for” the community in need (Bennett and Rosner 2019). We have created a social innovation program called Ignite that uses the principles of human-centered and liberatory design to educate a global community of students on engineering conceptsthrough design thinking rooted specifically in the SDGs. The Ignite curriculum contains three keycomponents: (1) creation of a physical prototype, (2) a community-based design challenge centeredon the use and implementation of the prototype, and (3) peer-to-peer learning, which results in avirtuous cycle of learners who become leaders who generate more learners. The engineering conceptsfocus on the creation of a practical solution related to an SDG. The design solution is targeted at achallenge

Collection

AEE Journal

Authors

Katie Schneider; Amy Martin; Terri S. Hogue

“familiar enough with a science discipline to take partin research activities with-in that discipline”. The Next Generation Science Standards: For States, ByStates (NGSS) is an example of a more-recent effort (a collaboration among 26 states) to improvescience curriculum by focusing on disciplinary core ideas (content), science and engineering practices(SEPs) and crosscutting concepts (CCs). The NGSS curriculum places emphasis on vertical alignmentof K-12 science concepts in such a way that teaches SEPs and CCs in context where more-traditionalscience standards “express these dimensions as separate entities” (NGSS Lead States). In recognition of the national shift toward NGSS, the National Academy of Sciences published­Science Teachers

Collection

AEE Journal

Authors

Suzan Alaswad; Sinan Salman

SUMMER 2020 VOLUME 8 ISSUE 2ADVANCES IN ENGINEERING EDUCATIONHumanitarian Aid and Relief Distribution (HARD) Game Figure 2. The HARD game supply chain network. The HARD game (Figure 2) presents a variation of the above supply chain with some­inspiration from the UNHCR supply chain design. The initial sources for relief items in the gameare donors and suppliers. Relief items are then moved to regional distribution centers (RDCs),which are often operated by NGOs, before heading to local warehouses where commoditiesare distributed to beneficiaries at sites of need. The game incorporates the collaborative chaincharacteristics often found in relief supply chains via the use of dual sourcing for each sta-tion. That is, the