Juan Lucena

• Colorado School of Mines

En la educación ingenieril en los Estados Unidos y en la mayoría de los países del mundo, ha existido una separación histórica e ideológica entre el aprendizaje "social" y el "técnico", a pesar de que la práctica de la ingeniería siempre es sociotécnica. La mayoría de los planes de estudio de ingeniería se enfocan en temas técnicos, cubriendo super...

Front-end stakeholder needs analysis is increasingly recognized as an essential component of sustainable engineering projects, yet most engineering curricula only cover this topic superficially. Fields like humanitarian engineering have long recognized the importance of stakeholder needs analysis for the success of development interventions, and re...

Engineering education and social (in)justice are connected in complex ways. Research indicates that while issues of social (in)justice are inherent in engineering practice, they are often invisible in engineering education. The mechanism by which social justice is rendered invisible involves mindsets and ideologies in engineering and engineering ed...

Informal recycling of electrical and electronic waste is a significant source of income for some families in the Global South. When workers implement unsafe practices, they are potentially exposed to hazardous chemicals that can negatively impact the environment and their health. Although this is a problem that has been studied for years, technolog...

Technical advancements in mine tailings recycling have led to the production of construction products such as bricks, cement, road pavers, and mortars in artisanal and small-scale mining (ASM) communities. Although such efforts show promise, the environmental, health, and social implications of such practices are often overlooked by stakeholders in...

Pre-college experiences both inside and outside of the classroom inform students’ interest in science, technology, engineering, and mathematics (STEM)-related activities, help them evaluate their knowledge and skills in various tasks, and shape their perceptions of themselves as individuals who can participate in STEM. Yet little empirical research...

In response to the COVID-19 pandemic, a group of engineering educators in the United States and Colombia designed and led a two-week virtual “field session” for engineering undergraduate students that aimed at achieving the same educational outcomes as those from the previous in-country field session. Our NSF PIRE funded Responsible Mining, Resilie...

Using a creative capacity building (CCB) framework, co-design workshops among artisanal and small-scale gold miners, government officials, NGO representatives, and academics can provide an effective mechanism to identify pressing needs and desires of miners and operators towards formalization. As recently implemented in Peru, one of these workshops...