Smith, J., & Lucena, J., & Rivera, A. (2022, August), Humanitarian engineering, global sociotechnical competency, and student confidence: A comparison of in-person, virtual, and hybrid learning environments  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41735

\bibitem{asee_peer_41735}
  Smith, J., \& Lucena, J., \& Rivera, A. (2022, August), \emph{Humanitarian engineering, global sociotechnical competency, and student confidence: A comparison of in-person, virtual, and hybrid learning environments}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41735

Jessica Smith, Juan Lucena, and Angelina Rivera.  "Humanitarian engineering, global sociotechnical competency, and student confidence: A comparison of in-person, virtual, and hybrid learning environments".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41735 Internet.  15 Dec, 2024

\bibitem{asee_peer_41735}
  Jessica Smith, Juan Lucena, and Angelina Rivera.
  "Humanitarian engineering, global sociotechnical competency, and student confidence: A comparison of in-person, virtual, and hybrid learning environments".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41735 Internet.  15 Dec, 2024

@INPROCEEDINGS{asee_peer_41735
author = "Jessica Smith, Juan Lucena, and Angelina Rivera"
title = "Humanitarian engineering, global sociotechnical competency, and student confidence: A comparison of in-person, virtual, and hybrid learning environments"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41735}
number = {10.18260/1-2--41735}
}

TY  - CPAPER
AB  - The PIRE Responsible Mining, Resilient Communities (RMRC) project is a multi-country, interinstitutional, and interdisciplinary global research collaboration whose goal is to co-design socially responsible and sustainable gold mining practices with communities, engineers, and social scientists. This paper will investigate two key research questions. The first question considers how participating in the summer session influences students’ global sociotechnical competency with the second question analyzing how the changes in sociotechnical competency impact the students’ confidence in their engineering ability. The project hosted three intensive summer field sessions that each enrolled a different group of students. In 2019, the students conducted research in the field in Colombia while in 2020, the students completed the research completely virtual due to the Covid-19 pandemic. In 2021, the students participated in the project in a hybrid format with time split between the field and virtual work. To assess changes in students’ learning and attitudes, we collected data from the students before and after the summer sessions in the form of interviews, surveys, and essays. The data will be analyzed  to investigate whether the format of the summer session (in person, virtual, and hybrid) differently influenced students’ global sociotechnical competency and their confidence as engineers. Other research has shown that service learning increases engineering students’ confidence in their engineering ability. The data analyzed from this project describes how this may be context-specific. This paper will shed light on broader concerns in engineering education about if and how specific kinds of service learning can enhance students’ global sociotechnical competency and their confidence as engineers. 

AU  - Jessica Smith
AU  - Juan Lucena
AU  - Angelina Rivera
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Humanitarian engineering, global sociotechnical competency, and student confidence: A comparison of in-person, virtual, and hybrid learning environments
UR  - https://peer.asee.org/41735
DO  - 10.18260/1-2--41735
ER  -