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Engineering Innovation for Global Challenges : Peacebuilding in Refugee Camps: Creating Innovators and Witnesses

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... References Total Economic growth [30], [36], [41], [65]- [77] 16 Globalization [33], [37], [49], [78]- [83] 9 Job creation [28], [29], [66], [67], [84] 5 Labor market [42], [50], [61], [85]- [87] 6 Venture creation [28], [88], [ ...
... Case studies [39], [46], [69], [73], [80], [87] 6 Lean [26], [78], [83], [89], [96], [101] 6 Challenge-based learning (CBL) [26], [47], [54], [101], [102] 5 ...
... As a result, they have a limited perspective to generate ideas and it requires more effort in seeking out people to interview to understand the problems they face. This can lead to further issues of students finding it difficult to relate to the problem and trying to empathize with their possible users if they are far removed from them [78]. Students can find that there is a larger technical leap that is expected of them than what they anticipated [24], [35], [52]. ...
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This study contributes to entrepreneurship education within electrical, electronic and computer (EEC) engineering curricula by providing a comprehensive overview of the teaching methodologies and assessment designs currently employed by educators. We explore the challenges faced by both EEC engineering educators and students in entrepreneurship education. This study is motivated by the need to understand the landscape of entrepreneurship education within EEC engineering curricula. This will benefit those who are starting an entrepreneurship course or reflecting on their course design and delivery. The following research questions are examined in this study: Is the need for entrepreneurship education in EEC engineering curricula based on development of soft skills and/or economic need?; What teaching methods are used within entrepreneurship teaching for EEC engineering students?; How are the students assessed within EEC engineering entrepreneurship education? Does EEC engineering entrepreneurship education vary based on country?; What challenges do students encounter participating in EEC engineering entrepreneurship?; What challenges do educators encounter in delivering EEC engineering entrepreneurship?; This study adopted a systematic literature review approach. The findings revealed that project-based learning is the most popular method of curriculum delivery along with lectures, while, a business plan, pitch, and prototype product are common components in assessment. The study also highlighted the United States of America as being well established in this field compared to other countries. The administrative challenge to educators was discussed but there are new opportunities, such as experiential based learning, which has started to be adopted.
... Displaced students, forcibly uprooted because of major traumas like civil unrest, poverty, and related disasters, are unafforded opportunities to pursue engineering at alarming rates [1] [2]. For example, as of 2022 only 5% of refugee students attended college compared to a 41% global average. ...
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The global population of refugees as recorded by UNHCR is at an all-time high of over 90 million people forced to find new homes in a foreign land. Starting a new life can be unsettling for refugees and asylum seekers during the resettling process in their host countries, particularly when it comes to gaining financial independence. This paper used an interview-based study to engage with fifteen refugees and asylum seekers to learn how they achieve entrepreneurial success as they navigate refugee specific barriers in a new economy. The insights showed refugee entrepreneur specific barriers that align with resettlement challenges and the technical and social resourcefulness of this under-resourced community. Our contributions to the CSCW research community are an understanding of how low-socioeconomic entrepreneurs such as refugees, function in their ecosystem and design implications for developing technology to further the efforts of refugee entrepreneurs.
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Grand challenges are complex problems that are common to much of society, affect large populations, and may have several possible solutions. Incorporation of grand challenges into higher education courses can facilitate the development of collaborative problem-solving skills while providing relevant and practical opportunities to experience the dynamics involved in real-world work. Although grand challenges are becoming more commonly used in higher education, to date, there has been no synthesis of how grand challenges are incorporated and the learning outcomes of engaging in grand challenge work. In this scoping review, we examined and mapped the state of evidence for the use of grand challenges in higher education. We conducted the review according to the Johanna Briggs Institute methodology for scoping reviews and considered quantitative, qualitative, and mixed-methods studies as well as literature reviews, program descriptions, and opinion papers published in English without limitations on year of publication. We used a data extraction tool to synthesize and present our findings in a tabular form with accompanying narrative summaries. The results reveal a growing global interest in the use of grand challenges in higher education while highlighting a lack of rigorous empirical evidence on the impact on student learning.
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