2166 Views
  1. Christopher Papadopoulos
  2. Professor
  3. Presenter’s NSFRESOURCECENTERS
  4. University of Puerto Rico - Mayagüez
  1. Ivan Baiges
  2. Professor
  3. Presenter’s NSFRESOURCECENTERS
  4. University of Puerto Rico - Mayagüez
  1. Gerald Figueroa
  2. Undergraduate student
  3. Presenter’s NSFRESOURCECENTERS
  4. University of Puerto Rico - Mayagüez
  1. Adriana Ramírez Cuebas
  2. https://www.linkedin.com/in/adriana-ramirez-cuebas-117a07192
  3. Student
  4. Presenter’s NSFRESOURCECENTERS
  5. University of Puerto Rico - Mayagüez
  1. Fernando Vázquez Cosme
  2. https://fernandovazquezcos.wixsite.com/home
  3. Undergraduate Student
  4. Presenter’s NSFRESOURCECENTERS
  5. University of Puerto Rico - Mayagüez
Facilitators’
Choice

HSI Implementation and Evaluation Project: A New Paradigm for Sustainability ...

NSF Awards: 2150461

2022 (see original presentation & discussion)

Undergraduate

The video asks the question "Technology is Progressing, but what about Humanity?"  The context both globally and in Puerto Rico is provided to argue for a new program in Sustainability Engineering which will attend to circular economic reasoning, transdisciplinary approaches, and community co-design.  A brief outline of the proposed program is provided, which will foster development of sustainability mindsets, workforce development, and increased participation among women.  The program will blend STEM with arts & humanities, ultimately with the goal “to develop professionals to work under the People, Prosperity, Planet, Partnership and Peace paradigm that strives to foster human well-being in balance with the biosphere”.

As the project was recently approved by NSF with a starting date of July 1, 2022, the video is prospective in nature.  The public abstract is included below for further details.

This project aims to create a new Minor of Sustainability Engineering at the University of Puerto Rico, Mayagüez, as a precursor to the creation of a full Bachelor’s degree program in this field.  Clearly, addressing “Sustainability” is an overarching challenge for the 21st century at local, national, and international levels, and Puerto Rico is a particularly important location given that it is already experiencing disproportionate effects from climate change.  Having a cadre of engineers who are broadly trained in sustainability is vital to ensure the quality of life for current and future generations.  Today in the United States, undergraduate degree programs in “Sustainability” are of two types: interdisciplinary programs that do not grant engineering degrees, and Environmental Engineering programs that do not broadly address sustainability.  However, there are no undergraduate engineering degree programs in the US that are comprehensively oriented around sustainability.  Therefore, a new type of engineering program is needed – to complement, not substitute – the existing approaches to sustainability education and engineering education.  Toward this end, this project will work collaboratively with stakeholders to create a program that will feature active recruitment, an immersive summer camp, new courses, a community of practice, and cooperative learning experiences that will promote workforce development in Puerto Rico with local partners.  The program will take a socio-technical approach that mingles engineering with the humanities, and will challenge students to work with diverse members of vulnerable communities as co-designers, culminating with the aspiration “to develop professionals to work under the People, Prosperity, Planet, Partnership and Peace paradigm that strives to foster human well-being in balance with the biosphere”.  This positive, social responsibility framework will be instrumental for recruiting women and students from other under-represented populations, and will be reinforced by an active recruitment strategy in which prospective students will engage the question Did you know that any engineer can be a sustainability engineer?  In particular, an active recruitment The program will also conduct research of participants on engineering mindsets in four domains - self-efficacy, engineering and technology, conception of sustainability, and diversity, equity and inclusion - which will inform program design.

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Discussion from the 2022 STEM For All Video Showcase (34 posts)
  • Icon for: Christopher Papadopoulos

    Christopher Papadopoulos

    Lead Presenter
    Professor
    May 9, 2022 | 05:59 p.m.

    Greetings and welcome to our video Technology keeps progressing, but what about humanity?  This video introduces an initiative at the University of Puerto Rico, Mayagüez, to develop a new kind of BS Program in Sustainability Engineering.  We invite you to explore with us the knowledge, skills, and attitudes that a graduate of this program will possess, and the means to deliver such an education.  We look forward to conversing with you during the coming week!

    Saludos y bienvenidos a nuestro video La tecnología sigue progresando, ¿pero y la humanidad? Este video presenta una iniciativa en la Universidad de Puerto Rico, Mayagüez, para desarrollar un nuevo tipo de Programa de BS en Ingeniería de Sostenibilidad. Lo invitamos a explorar con nosotros el conocimiento, las habilidades y las actitudes que poseerá un graduado de este programa, y ​​los medios para brindar dicha educación. ¡Esperamos conversar con usted durante la semana!

     
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    Marilu Lopez Fretts
    Isaris Quinones Perez
  • Icon for: Ivan Baiges

    Ivan Baiges

    Co-Presenter
    Professor
    May 9, 2022 | 09:42 p.m.

    Welcome to the UPR Mayaguez video...we are challenging the traditional engineering formation and seeking to create a trans disciplinary engineer that can work with others in the transition to a sustainable world...we invite you to comment, criticize, make suggestions and ask questions...all feedback helps to improve our project and increases the number of voices seeking how to transition to a system that seeks human wellbeing in balance with the biospher

     
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  • Icon for: Adriana Ramírez Cuebas

    Adriana Ramírez Cuebas

    Co-Presenter
    Student
    May 9, 2022 | 09:59 p.m.

    Hello and welcome to our video Technology keeps progressing, but what about humanity? on the University of Puerto Rico at Mayagüez’s imitative for a bachelor program in sustainability engineering!

    I am excited to be part of this effort, as an undergraduate student, of creating a program for the preparation of a new type of engineer; crucial to achieve and maintain sustainable development at multi-level scales with a holistic view focused on the biospheres’ well-being and prosperity. We welcome any conversation and sharing of your knowledge, thoughts and ideas around this topic! 

     

    ¡Saludos y bienvenidos a nuestro vídeo La tecnología sigue progresando, ¿pero y la humanidad? sobre la iniciativa de la UPRM para crear un programa de bachillerato en ingeniería de sostenibilidad! 

    Me emociona poder formar parte de esta iniciativa, como estudiante subgraduada, en la creación de un programa para la preparación de una nueva clase de ingeniere; crucial para lograr y mantener el desarrollo sostenible a múltiples escalas desde una perspectiva holística con un enfoque en el bienestar y la prosperidad de nuestra biosfera. Le damos la bienvenida a cualquier conversación o compartir de sus ideas, opiniones y/o conocimientos sobre el tópico! 

     
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  • Icon for: Fernando Vázquez Cosme

    Fernando Vázquez Cosme

    Co-Presenter
    Undergraduate Student
    May 10, 2022 | 09:10 a.m.

    Hello everyone! Welcome to our video Technology keeps progressing but what about humanity? Our initiative at UPRM identifies the need for key paradigm shifts in student preparation that address a holistic approach to adaptation for prosperity. The video shares a glimpse of how we plan to address this, by developing a Sustainability Engineering program that at its core holds certain values we believe are essential for progress and prosperity. We also seek to nurture the creation of community spaces that increase participation, collaboration, and identity exploration within the human biosphere. You are welcome to join the conversation and share your ideas with us!

    ¡Saludos a todxs! Bienvenidos a nuestro video La tecnologia sigue progresando, ¿pero y la humanidad? Nuestra iniciativa en UPRM identifica la necesidad de cambios de paradigma claves en la preparación de estudiantes que aborden un enfoque holístico de la adaptación para la prosperidad. El video comparte un vistazo de cómo estamos desarrollando esto, mediante el desarrollo de un programa de Ingeniería de Sostenibilidad que contiene ciertos valores que creemos que son esenciales para el progreso y la prosperidad. También se busca la creación de espacios comunitarios que aumenten la participación, la colaboración y la exploración de la identidad dentro de la biosfera humana. ¡Le invitamos a unirse a la conversación y compartir sus ideas con nosotros!

     
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  • Icon for: Karen Mutch-Jones

    Karen Mutch-Jones

    Facilitator
    Senior Researcher/Center Director
    May 11, 2022 | 12:56 p.m.

    Thank you for sharing your video, which effectively describes complex sustainability issues, while also communicating a sense of urgency and the need for creating a sustainability engineering program. I very much appreciate your emphasis and concern about the impact on populations that are most vulnerable.  I'm eager to learn more about how STEM and humanities professors/others are working together to design this integrated program--I was curious about what types of fundamental classes might be included so that students can, ultimately, engage with stakeholders and design for prosperity.  What are your plans for evaluating and refining (if needed) this initiative and for studying how a circular design model informs student thinking?  

    Your video was informative and your initiative is critically important.  Thank you! 

  • Icon for: Ivan Baiges

    Ivan Baiges

    Co-Presenter
    Professor
    May 13, 2022 | 10:05 a.m.

    Karen

    Thank you for your input. Presently we have a UPRM Sustainability Community of Practice that includes professors from Arts & Sciences, Engineering, Agriculture and Business. We are working with developing new courses for the program in collaboration with professors from economics and social sciences. We have Dr Rafael Boglio from Social Sciences/Anthropology creating the Design Anthropology for Sustainable Design and we have Dr Ivonne Diaz from Economics creating the Sustainable Economic Analysis course (both courses will be part of the Sustainability Engineering Core)...We believe that a Sustainability Engineer should integrate the technical, ecological, social and economic aspects in the pursuit of problem solving and solution developmen

  • Icon for: Christopher Papadopoulos

    Christopher Papadopoulos

    Lead Presenter
    Professor
    May 13, 2022 | 10:44 a.m.

    Dear Karen, thanks so much for your supportive comments and inquiry.  As we are at the doorstep of our project, a number of things are still in development, but here is what I can say at this point regarding your questions - in fact, answering these is formatively valuable:

    Regarding the collaboration between STEM and A&H: we are initiating several campus-wide conversations to solicit interest and collaboration from faculty and students across the disciplines.  This is already bearing fruit, but many more proposals will emerge in the future.  Ultimately, we intend to create communities of practice that will foster the transdisciplinary dialogue and mutual understanding that is essential for making real progress.  A challenge will be how to blend everything coherently, rather than simply enumerating different aspects discretely, but ultimately, we believe that using "people, planet, and prosperity" as a unifying theme will lead to a co-creation of the courses, spaces and opportunities that will work.  In particular, since you noted “prosperity”, we will cultivate a philosophy to question “profit” and focus more fundamentally on human prosperity and flourishing.

    We already have a good idea of the general approach.  We plan an inquiry-based and project-based pedagogy in which the various facets of emerging challenges will arise in a holistic way, provoking transdisciplinary thinking and approaches.  Inquiry, discovery, and experimentation will be grade weighted to counterbalance the narrow “get the right answer” mentality.  To achieve this, several courses will be team-taught by faculty from different disciplines.

    Our best concrete example at this point is a planned freshman/first semester course called “Creating a Sustainable World”, which would have no pre-requisites, so as to attract students of all disciplines, leading to a vibrant classroom dynamic with students and faculty from different fields.  For sure, there will be “engineering” elements, such as basics of life cycle analysis, accounting for energy and material usage, data collection, building models, and “making things work”.  But these activities will be contextualized within a broad social-technical framework that will bring to light issues such as unjust distribution of resources, policy considerations, attitudes propagated in the media, and many others.

    We also imagine diverse modalities of instruction and activities.  How will activities such as listening narratives from neighbors of local communities, walking through forests, reading or creating poetry, and understanding the history of how we got here, all conspire to inform and inspire our students?

    As a final note on this, we plan that our students will take several courses in the social and political sciences, and we are planning new courses such as "Ecological Economics", “Natural Capitalism”, “Smart Cities”, “Life Cycle Analysis”, and "Design Anthropology for Sustainability".  Other courses will include practical training or research with organizations and enterprises that work for holistic, sustainable solutions, which value prosperity.

    Regarding your question about evaluation, with specific regard to the current NSF project, which is to develop a minor program as a precursor to the major program, we have a well developed evaluation and educational research plan.  Some of this revolves around quantitative evaluation metrics such as numbers of applicants, retention, and gender parity (we expect that the program will attract women).  Complementing this, we will perform qualitative evaluation, in which we will examine student "mindsets" in four domains: self-efficacy, engineering and technology, conception of sustainability, and diversity, equity and inclusion.  We plan to track evolution of student thinking as they progress, using approaches ranging from direct interviews to evaluation of their perspectives in assignments and other fora.  To go back to your original question about circular design, that would be considered as within the "conception of sustainability" domain.

    I hope this responds to your inquiry, and please feel free to circle back for a follow up.  You can also consult our NSF abstract here.

     
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  • Icon for: Karen Mutch-Jones

    Karen Mutch-Jones

    Facilitator
    Senior Researcher/Center Director
    May 15, 2022 | 11:20 a.m.

    Thank you, Ivan and Christopher, for providing more details and explanation related to your project work.  

    I appreciate learning more about the role/work of a sustainability engineer and the courses and experiences that support studies in this area.  Also, you have pointed to the importance of having a unifying theme that all constituents know.  What I now appreciate, based on your responses, is that "people, planet, and prosperity" is more than a goal or idea--it is as framework (and maybe even a rubric?) that allows the team and partners to consider and, possibly assess, how well decisions and activities align with your intentions.  It might be one way to evaluate how and how well the program is working in relation to your goals.  Also, thank you for clarifying what “prosperity” means within your project. I am inspired to more fully consider human prosperity in the context of my projects too!  Your qualitative study will add an essential dimension to your work, and help us understand what contributes to longitudinal growth of students.  Important work on many levels--best wishes!  

     
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  • Icon for: Erica Wortham

    Erica Wortham

    Higher Ed Faculty
    May 11, 2022 | 01:56 p.m.

    ¡Gracias! Thank you, so happy that Universidad de Puerto Rico Mayagüez is here and leading the way.  

  • Icon for: Ivan Baiges

    Ivan Baiges

    Co-Presenter
    Professor
    May 13, 2022 | 10:16 a.m.

    Erica

    Thank you for your comments and after seeing your video we would like to talk more about collaborations with UPR Mayaguez. You can contact me at ivan.baiges@upr.edu

  • Icon for: Christopher Papadopoulos

    Christopher Papadopoulos

    Lead Presenter
    Professor
    May 13, 2022 | 10:52 a.m.

    Hi Erica, thanks for posting, and also for sharing your video, which I watched with interest (I'll post there later).  I think we're on the same wavelength about "social-technical' systems.  Let's follow up!

  • Icon for: Catherine Horn

    Catherine Horn

    Facilitator
    Moores Professor and Chair
    May 11, 2022 | 10:30 p.m.

    Christopher - thanks for this important work. I especially appreciate the point made nicely with the graphic that impact of experiences is not similarly felt across the entire island. I also think your commitment to community grounded solutions is essential. From your work, what have you begun to identify as some of the key transdiciplinary experiences that have strongest impact in their difference making? What data are you using to assess those changes? And have you found particular community partners to be essential and, if so, what have been useful strategies you might share in terms of building meaningful and lasting partnerships?

     

    thanks for your work!

     
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  • Icon for: Christopher Papadopoulos

    Christopher Papadopoulos

    Lead Presenter
    Professor
    May 13, 2022 | 01:36 p.m.

    Hi Catherine, thanks for watching our video and for your kind words and questions, and I particularly appreciate your question about which transdisciplinary experiences have the greatest impact.  To be honest, and again keeping in mind that we are at the developmental stage of the project, I think our answer to that is “still in progress”, but please consider the following:

    First, in my response to Karen Mutch-Jones, above, I indicated our current vision on how to build a transdisciplinary framework in our program.  The need for transdisciplinarity is clear, as questions and approaches to sustainability are necessarily and inherently transdisciplinary.  All disciplines, ranging from engineering to literature, have responded and have more to say about this.  Also, the literature and trends in Engineering Education, such as the Engineer of 2020, the Carnegie Foundation report on Educating Engineers, and the movement for “engineering in context, all recommend interdisciplinary or transdisciplinary educational approaches.  Our team also participated in the Olin College Summer Institute last summer, where we learned more about how to cross disciplinary boundaries and student-faculty boundaries in developing courses and curricula.  The ideas that I mentioned in my response to Karen are based on our team’s conversations with students and faculty, which indicate where there is already a ‘coalition of the willing’ to develop the program, and which reflect approaches from some prior transdisciplinary collaborations at our campus.  

    Having said that, you are provoking me to put on our agenda for this summer to do a more systematic inquiry of transdisciplinary experiences and their impacts, to further inform what we are doing.  And looking forward, our own built-in research and evaluation plan will give us some data from our cohorts about what works, which we will be able to report in 2-3 years.  Please offer any of your suggestions that you think we should consider implementing.

    Regarding your questions about community partners, these are truly essential to our mission to educate students in a manner that directly involves them to work with (we want to change the narrative away from ‘for’) vulnerable populations, particularly in the Puerto Rican context.  In the NSF project, we have arranged to work with three partners who all represent organizations that are focused on sustainability and have a strong presence and social mission in Puerto Rico: 

    Plenitud Iniciativas Eco-educativas, “a non-profit educational farm and community dedicated to service and sustainability” which provides services and education for bioconstruction, organic agriculture, rainwater harvesting in local communities;

    Resilient Power Puerto Rico “promotes local access to the knowledge, tools, and resources that are necessary to create sustainable and equitable community development”; 

    And re:3d, Inc., “spun out of Engineers Without Borders – NASA Johnson Space Center in 2013,  re:3D® Inc. is a social enterprise pioneering new innovations to decimate the cost & scale barriers to 3D printing in order to create jobs & enable problem-solvers worldwide to independently address local needs.”

    These partners will provide mentored research or practical training experiences to students in the project.  This is designed to give students direct “on the ground” experience with issues that relate to sustainability engineering, and to provide them with access to a network of future employers with similar objectives.  We are excited that this will be a symbiotic relationship that will benefit all parties, ultimately producing a cadre of well trained professionals and citizens.

    There are several other stakeholders of the broader initiative who are acknowledged at the end of the video.

    Thanks again for your inquiry, and I look forward to following up.

     
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  • Icon for: Chris Atchison

    Chris Atchison

    Facilitator
    Professor
    May 12, 2022 | 07:45 a.m.

    Great work happening here!  Can you tell us more about how you are engaging with the community directly impacted by the outcomes of your work?  How are you getting them involved and communicating/sharing information with them?  Do you have faculty mentors to work with students on the social aspects of their work? Especially the intersectionality of the community, as your model describes. How are you building on promoting sustainable practices and and perhaps educating younger students (and their teachers) who have yet to enter pathways to STEM careers?  So much to do, but you appear to have a wonderful plan to start making significant change.  

     
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  • Icon for: Ivan Baiges

    Ivan Baiges

    Co-Presenter
    Professor
    May 13, 2022 | 10:20 a.m.

    Chris

    Thank you for the feedback. An important aspect of the Sustainability Engineering Program is outreach. We have to impact engineers that are already working on the transition towards sustainability, we have to work with our current students (this is the objective of the minor) and we have to be ready to prepare the new generation of students. For this new generation we are working on some teaching materials (including online sessions for teachers and students) to present the sustainability mindset. We believe that sustainability should be taught in middle and high school as any other subject.

     
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  • Icon for: Christopher Papadopoulos

    Christopher Papadopoulos

    Lead Presenter
    Professor
    May 14, 2022 | 07:28 a.m.

    Hi Chris, thanks for your interest.

    First, to add to what Iván said about engaging younger students, we will have an active recruitment plan in which we will engage students at the high school level, and hopefully spark their interest even a couple of years before they are ready for college.  To reach even more deeply into the elementary and middle schools, we plan to create assignments and activities through which students in the program will go back to their communities and do some teaching and mentoring around sustainability.

    RE community engagement and intersectionality: The first step is to help students understand what intersectionality means, to grapple with the ideas that the same conditions do not affect everyone equally, and that many of the factors that disadvantage people compound one another.  A simple example in our context might be to ask, within the idea that rooftop solar could cover residential electricity demand across the island, how should this be prioritized in consideration of the vulnerabilities related to geographic, economic, and other factors?  Our partner Resilient Power Puerto Rico has developed a vulnerability index and uses them in decision making.  We think that they will be very instrumental to helping students not only understand the issue intellectually, but also to see how to put it into practice.  In general, community engagement will occur through the planned research or practical experience with our partners.

    As the project has not yet officially started, we do not yet have any outcomes to report.  However, we expect to build off of the following prior experience: Two years ago, in conjunction with a different NSF project and our University Institute for Community Development (Instituto para el Desarrollo de las Comunidades), we sponsored a summer symposium based on Design Thinking and co-design that brought together about 60 people from a dozen communities (virtually).  We saw some excellent outcomes, ranging from age and gender diversity, to ‘boots on the ground’ implementation of projects important to their communities.  We will consider how this type of activity could also be built into our program.

    Regarding mentoring, We will develop a community of practice for our students and through that we will provide close mentoring with the faculty involved in the project.  As the program intends to integrate many perspectives, the mentoring is not limited to social aspects, but certainly several mentors will represent those areas.  Perhaps behind your question is the premise that traditionally, social aspects have not been adequately addressed in engineering education, and so in that sense, our program will ensure that this is properly included.

     
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  • Icon for: Chris Atchison

    Chris Atchison

    Facilitator
    Professor
    May 15, 2022 | 08:55 p.m.

    Ivan and Christopher, Thank you so much for your detailed responses. I know reaching into earlier grades is a big ask and likely not something your targeting as you get this specific project off and running. Let's keep that in mind for future iterations. I agree, Ivan, sustainability should be taught early and often.  Christopher, I love the idea of integrating vulnerability measures into engineering design and sustainability.  Don't forget that as new ideas arise, you have the option of applying for supplemental funding off of your original NSF award to support even more activities. Think of ways you can make an even broader impact with some of these expanded student populations, and mentoring ideas. 

    This is such great work. I really look forward to keeping an eye on how you're all doing.  Congratulations and keep it up. You're making real impacts here.  

     
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  • May 13, 2022 | 12:45 a.m.

    Saludos, 

    Mi nombre es Isaris Quiñones y soy de Puerto Rico. Trabajó como Coordinadora del proyecto Remezcla junto UPRRP y Georgia Tech en Atlanta. Me interesó mucho su proyecto y el curso que proponen. Me gustaría aclarar la siguiente duda que me surgió al ver el video. 

    1. ¿Cómo definen prosperidad vs crecimiento? ¿Cuál es la diferencia?

     

    Les deseo mucho éxito!!

     
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  • Icon for: Ivan Baiges

    Ivan Baiges

    Co-Presenter
    Professor
    May 13, 2022 | 10:26 a.m.

    Gracias Isaris por tus preguntas.

    El crecimiento se mide por el GDP (gross domestic product) que es medido por los bienes y servicios que se producen en un país en un tiempo dado. Nada de este indicador incluye la calidad o beneficio de estos bienes y servicios. En Puerto Rico subirá el GDP por la actividad de reconstrucción después de Maria y los terremotos pero ese aumento de GDP en verdad no aporta mucho a nuestra prosperidad ya que es recuperación no mejoramiento de nuestras vidas. La prosperidad lo asociamos al bienestar humano - hogar seguro, seguridad alimentaria, acceso a servicios de salud, acceso a agua potable, educación, acceso a energia...en fin un nivel de vida que asegure nuestro bienestar y contribuya a nuestra felicidad 

     
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    Marilu Lopez Fretts
  • May 13, 2022 | 10:33 a.m.

    Muchas gracias por abundar en la diferencia entre ambos enfoques. Ciertamente Puerto Rico debe moverse a un enfoque más dirigido a la prosperidad para buscar el bienestar humano, el cual a su vez va a impactar de alguna manera el crecimiento del país. Si las personas reciben los servicios esenciales y de calidad estarán en mejor posición de contribuir al bienestar personal y colectivo. Excelente trabajo!

     
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  • Icon for: Ivan Baiges

    Ivan Baiges

    Co-Presenter
    Professor
    May 13, 2022 | 10:57 a.m.

    De hecho, nosotros tratamos de separar el concepto de desarrollo económico de crecimiento económico ya que en el modelo convencional (economía lineal no sostenible) el crecimiento implica el seguir usando mas y mas recursos del planeta. La sostenibilidad mira implantar un modelo de economía circular que use los recursos de manera mas sabia a la misma vez que mejora el bienestar humano lo cual es el verdadero desarrollo.

     
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  • Icon for: Christopher Papadopoulos

    Christopher Papadopoulos

    Lead Presenter
    Professor
    May 14, 2022 | 07:45 a.m.

    Saludos Isaris, gracias por visitarnos y por las preguntas.  No tengo mucho más a añadir a los comentarios de Iván, pero quiero compartir este video de Kate Raworth, fundadora de "Doughnut Economics", en que haga la analogía del crecimiento de la economía con el crecimiento de un organismo biológico - es decir que cada criatura tiene su limite de crecimiento natural, entonces, ¿por qué pensamos que no aplica a la economía?

    https://www.kateraworth.com/doughnut/ >> primer video a la derecha

    Gracias también por compartir tu video - voy a comentar en adelante.

     
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  • Icon for: Lourdes Medina

    Lourdes Medina

    Higher Ed Faculty
    May 15, 2022 | 12:54 a.m.

    I am very proud of our UPRM Sustainability Team and how we are leading the way to transform the engineering career. This video is the result of an amazing team effort between undergraduate students and faculty that are truly passionate about making a difference through the innovation of our curriculum such that we can attend important challenges humanity is facing. Kudos to everyone that worked on putting this video together!

     
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    Mark Hirschmann

    May 15, 2022 | 03:35 p.m.

    Chris

         Your idea sound exciting.  As I read and listened, I tried to visualize a consumer for your program.  My image is that of five year old girls and boys when will be benefiting from you program in 25 year in the future.  Of course, benefits could some sooner, however, it might help to think about the engineering needs of a family 25 years from now.  The idea is to look forward and plan with the future  in mind.  My best to you!  Mark

     
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  • Icon for: Christopher Papadopoulos

    Christopher Papadopoulos

    Lead Presenter
    Professor
    May 15, 2022 | 04:01 p.m.

    Hi Mark!  Thanks so much for your insightful comment, I agree!  So, admittedly, we are so far 'working backwards' from thinking about how to first build a program by recruiting students in high schools, but we do plan to work further back through recruitment and outreach to younger students.  One way to do this is to have current students in the program go back to their schools and communities and teach, demonstrate, or co-create a project.  Lot's more to think about here.  Cheers! 

     
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    Marilu Lopez Fretts
  • May 15, 2022 | 07:41 p.m.

     Excelente proyecto! muchas felicidades y éxitos en su implementación. Me interesa mucho saber qué estrategiay métodos de investigación utilizarán para abordar la intersección de STEM con las artes.  

     
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    Marilu Lopez Fretts
  • Icon for: Christopher Papadopoulos

    Christopher Papadopoulos

    Lead Presenter
    Professor
    May 15, 2022 | 10:34 p.m.

    Hola Anasiliva, gracias por visitar y por la excelente pregunta.  Honestamente, estamos al principio del proyecto, así que estamos en la fase de brainstorming y planificación.  En mis comentarios por arriba, indiqué unas ideas posibles para implementar un programa de carácter transdisciplinario, incluyendo las artes.  Una clave es formar un "community of practice" para fomentar las conversaciones e interacciones entre miembros de la facultad y estudiantes de varias disciplinas - luego las ideas saldrán.  Me imagino unas actividades como la lectura y escritura de narrativas, creación de música, pintura o escultura, y experiencias con cine, entre otras, porque las artes ofrecen muchas avenidas para comunicar y expresar de manera que no es posible solamente con análisis técnico.  Creo que sí podemos invitar a nuestros estudiantes a ejercer estos tipos de prácticas, luego vamos a abrir su compromiso y creatividad.  Le invito a sugerir unas ideas de su perspectiva.

    He visto su video (voy a comentar más tardes) y parece que tenemos unas filosofias en comun, como co-diseñar.  ¡Éxito a ustedes!

     
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    Marilu Lopez Fretts
    Anasilvia Salazar
  • May 16, 2022 | 11:02 a.m.

    Muchas gracias por su respuesta. Concuerdo con usted que las posibilidades que ofrecen las artes en conjunto con STEM son muy variadas, imagino que esto hace que el análisis en este tipo de proyectos sea más complejo.

    Gracias por ver nuestro vídeo! creo que nuestros proyectos tienen muchas cosas en común. Yo aún soy novata en este tipo de investigaciones pero un aspecto muy importante que he podido observar es que el involucramiento de la comunidad es clave. Creo que su proyecto tiene un gran potencial y es único en su tipo, muchos éxitos en su desarrollo y gracias por compartir su experiencia!

     
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    Marilu Lopez Fretts
  • Icon for: Marcel Castro-Sitiriche

    Marcel Castro-Sitiriche

    Higher Ed Faculty
    May 17, 2022 | 08:19 a.m.

    ¡Excelente iniciativa! Espero podamos seguir integrando la filosofía de la tecnología con el bienestar responsable y lograr sustituir la narrativa del desarrollo con el Sumak Kawsay y otros términos nativos. Saludos y bendiciones.

     
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    Christopher Papadopoulos
    Marilu Lopez Fretts
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    martha.lopez@upr.edu

    Researcher
    May 17, 2022 | 12:33 p.m.

    Los felicito por este megaproyecto y por la visión que tuvieron en crear el BS en sostenibilidad en UPRM. Como se presenta en el video, una parte muy importante de este pensamiento son las economias circulares las cuales pueden ser implementadas en todos los ámbitos empezando por nuestros hogares. Definitivamente son la clave para poder visualizar e incorporar el desarrollo económico con la sostenibilidad.

     
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    Marilu Lopez Fretts
  • Icon for: Christopher Papadopoulos

    Christopher Papadopoulos

    Lead Presenter
    Professor
    May 17, 2022 | 07:56 p.m.

    Gracias, Martha.  ¡Podemos continuar la conversación!

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    martha.lopez@upr.edu

    Researcher
    May 17, 2022 | 12:33 p.m.

    Los felicito por este megaproyecto y por la visión que tuvieron en crear el BS en sostenibilidad en UPRM. Como se presenta en el video, una parte muy importante de este pensamiento son las economias circulares las cuales pueden ser implementadas en todos los ámbitos empezando por nuestros hogares. Definitivamente son la clave para poder visualizar e incorporar el desarrollo económico con la sostenibilidad.

     
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    Marilu Lopez Fretts
  • Icon for: Marilu Lopez Fretts

    Marilu Lopez Fretts

    Bilingual Community Outreach Specialist
    May 17, 2022 | 02:37 p.m.

    Me enorgullece ver esta iniciativa y los felicito por su trabajo. Gracias por la conversación acerca de la diferencia entre prosperidad y crecimiento. Les deseo éxito en el desarrollo de este programa inclusivo, holístico y tan importante para el futuro de generaciones y nuestro planeta. 

  • Icon for: Christopher Papadopoulos

    Christopher Papadopoulos

    Lead Presenter
    Professor
    May 17, 2022 | 07:57 p.m.

    Gracias Marilu y de nuevo, quiero interactuar con ustedes, tienen excelentes recursos.

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Multiplex Discussion
  • Icon for: Charlotte Craff

    Charlotte Craff

    Informal Educator
    May 18, 2022 | 05:09 p.m.

    As a social enterprise, researcher and manufacturer, re:3D, Inc. is excited to support UPRM creating a Sustainability Engineering program to pair technological advances with the needs of communities on a wholistic level. Students today are globally focused and seek to build equitable solutions in their work. It is outstanding that the students and educators and UPRM have devised a program to broaden the scope of what it means to be an engineer and facilitate lasting, effective change for humanity and the environment. re:3D is honored and excited to begin working with such an ambitious program. Thanks for including us and we can't wait to get started!

     
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  • Icon for: Christopher Papadopoulos

    Christopher Papadopoulos

    Lead Presenter
    May 18, 2022 | 09:12 p.m.

    Thanks, Charlotte, the feeling is mutual.  We think re:3D is an ideal partner to provide our students with practical experiences related to sustainability.  We love your innovative approach to bring additive manufacturing to a variety of contexts, and your ongoing development of using recovered plastic for filament.  We are certain that you will inspire our students and expose them to your network.  Cheers!

     
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