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NAE Grand Challenge Scholars Program

About

ESF student scholars will receive advising on how to complete the 5 competencies required for completing the NAE GCSP. Typically, during their time at ESF, engaged engineering students complete the 5 curricular and extra-curricular activities that comprise the NAE GCSP program, making it relatively straight forward for students to submit the deliverables and earn the NAE GCSP designation of completion. The deliverables needed to earn the NAE GCSP designation of completion are listed below, along with the performance criteria used to assess its adequacy.

Deliverables and Performance Criteria for ESF NAE GCSP

1. Research | Creative Experience:

This competency provides GCSP scholars with substantial engineering research or design exercises to address a NAE Grand Challenge, listed here: 14 Challenges.

The world's brightest thinkers identified these 14 Grand Challenges for Engineering in the 21st century, and they fit into four cross-cutting themes: Sustainability, Health, Security, and Joy of Living.

The path to complete this competency involves completing a research experience. The student may use an honor thesis, ERE 498 course, an NSF REU, or an equivalent research experience to conduct research. The research conducted by the student will be planned in a proposal, and described in a final report. An equivalent research experience could involve work completed under the supervision of a student's ESF Honors Program mentor.

Deliverable: A proposal should be submitted as a DOCX and PDF file, named GCSP-pr-[YYYYMMDD-student last name], AND a report submitted as a DOCX and PDF file, named GCSP-re-[YYYYMMDD-student last name].

The performance criteria to complete this competency are to submit a 2 to 5 page proposal at the start of the project, and a 5 to 15 page report at the completion. These document page limits do not include a cover page, references, figures and tables, or appendices. The proposal should contain the following sub-sections: introduction, project or research objectives and questions, review of prior research on topic, methodology, expected results, schedule, budget, and project personnel including those providing access and guidance with methods. The final report should contain the following sub-sections: introduction and motivation, project or research objectives and questions, review of prior research on topic, methodology, results, discussion of how the findings addressed the NAE Grand Challenge and have broader impacts for environmental and social and/or global sectors, conclusion. The quality of the work will be judged by its grammar, organization, appropriateness, accuracy, thoroughness, and documentation. Research reports already completed by the student can be used and would be submitted to the ESF GCSP Steering Committee for review and acceptance.

2. Multidisciplinary | Engineering+:

This competency combines engineering and non-engineering perspectives on the NAE Grand Challenge.

The path to complete this competency involves completing an interdisciplinary curricular experience AND submitting a blog post to the web by ESF GCSP. The course ERE 275 Ecological Engineering satisfies this competency by thematically combining engineering with social science, environmental science, or economics to discuss how engineering designs affect the three components of sustainability. Alternative courses can be petitioned to satisfy this ESF GCSP competency.

Deliverable: A blog required of ESF GCSP scholars will present a systems perspective of how an engineering plan, design, or project is connected to social, economic, and environmental sectors, providing at least 4 journal references to support their argument. The blog for this competency should have a first line that reads, "ESF Grand Challenge Scholars Program scholar, [student first and last name], explains how sustainable engineering design requires a systems perspective, where fields such as economics, ecology, and sociology inform engineering". The blog should be submitted as a DOCX file, named GCSP-epblog-[YYYYMMDD-student last name], and will be published at WordPress under the ERE blog, ERENGINEERING.

The performance criteria to complete this competency is a B or better in the course, and a satisfactory blog; satisfactory is based on grammar, organization, appropriateness, accuracy, thoroughness, and documentation.

3. Business | Entrepreneurship:

This competency trains GCSP scholars to bring inventions from idea to reality and provide global solutions to the NAE Grand Challenge.

The path to complete this competency involves completing business or entrepreneurship training, AND submitting a business plan AND short marketing video to the ESF GCSP. The training will likely instruct the scholar on the challenges and goals of creating a start-up venture, training students to recognize trends in the marketplace, identify where commercial opportunities can be created, and analyze the feasibility and potential to create a sustainable venture.

Deliverable: A business plan should be submitted as a DOCX and PDF file and the video as a MPG or equivalent file, with the file named GCSP-e-[YYYYMMDD-student last name], to be uploaded to an ERE website dedicated to ESF GCSP work (www.esf.edu/ere/gcsp).

The performance criteria to complete this competency is a satisfactory business plan and marketing video; satisfactory is based on the report's and video's grammar, organization, appropriateness to the NAE GCSP topic, accuracy, thoroughness, and for the report, documentation explaining key start-up issues unique to science and technology firms.

4. Multicultural | Global Dimension:

This competency exposes GCSP scholars to an international experience that demonstrates the global need to address NAE Grand Challenge.

The path to complete this competency involves completing a global dimension opportunity AND submitting a detailed report in the form of a blog post to ESF GCSP on the global dimension of the NAE Grand Challenges. The experience used by the student should consider the geography of the problem, case-studies of failed or successful solutions, and identify how the NAE Grand Challenges have a global reach.

Deliverable: A detailed blog should have a first line that reads, "ESF Grand Challenge Scholars Program scholar, [student first and last name], explains how a global perspective helps advance engineering solutions to pressing problems affecting sustainability". The blog should be submitted as a DOCX file or equivalent, named GCSP-g-[YYYYMMDD-student last name], and will be published at WordPress under the ERE blog, ERENGINEERING.

The performance criteria to complete this competency is a satisfactory detailed blog; satisfactory is based on the blog's grammar, organization, appropriateness, accuracy, thoroughness, and documentation. Appropriateness is demonstrated by the ESF GCSP scholar explaining why a global perspective is beneficial in advancing solutions to the NAE Grand Challenges.

5. Social Consciousness | Service Learning:

This competency develops for the ESF GCSP scholar the social consciousness to understand that by working with communities we are better able to address the NAE Grand Challenges.

The path to complete this competency involves completing the service learning opportunity AND submitting a detailed blog report on the activity and how service learning can address the NAE Grand Challenges. The course or non-course activity should be registered with the SUNY ESF Student Affairs Office in their Service Learning database, so that completion of the service learning hours are documented by the course professor or program coordinator. The service learning experience should engage a project identified as important by community stakeholders, such as townships, community groups, or businesses, and the project should be addressed within a one year experience in problem analysis, teamwork, project management, engineering ethics, professional communication and related aspects. The course ERE 489 ERE Planning and Design satisfies the service learning opportunity, and equivalent experiences are accepted.

Deliverable: A detailed blog should have a first line that reads, "ESF Grand Challenge Scholars Program scholar, [student first and last name], explains how a service learning develops a social consciousness critical to developing appropriate engineering designs". The blog should be submitted as a DOCX file or equivalent, named GCSP-sl-[YYYYMMDD-student last name], and will be published at WordPress under the ERE blog, ERENGINEERING.

The performance criteria to complete this competency is a satisfactory blog; satisfactory is based on the blog's grammar, organization, appropriateness, accuracy, thoroughness, and documentation. Appropriateness is demonstrated through a report that explains how the service learning experience integrated engineering coursework with a community focused problem or idea and engaged a collaborative engineering design process to solve interdisciplinary problem.

Curricular and Extra-Curricular Activities for ESF NAE GCSP Competency Areas

1. Project | Research Experience

a. Course activity: ERE 498 Research Problems in ERE; ERE 597 Research Methods for ERE; Equivalent course

b. Non-course activity: Equivalent research experience (e.g., Honors Program); Participate in National Science Foundation Research Experience for Undergraduates; Participate in the research and development of an Engineers Without Borders project; Participate in a Fink or Rosen Fellowship sponsored research project; Equivalent experience

2. Interdisciplinary Curriculum | Engineering +

a. Course activity: Non-course activity ERE 275 Ecological Engineering; ERE 412 River Form and Process; ERE 496 Humanitarian Engineering for Development Workers; ERE 496 Hydrology in a Changing Climate

b. Non-course activity: Equivalent experience

3. Entrepreneurship

a. Course activity: ERE 519 Green Entrepreneurship; Equivalent course

b. Non-course activity: Develop a business plan through the Syracuse University Department of Entrepreneurship and Emerging Enterprises; Develop a business plan through the Green Campus Initiative's Student Sustainability Fund; Develop a business plan through the Yum! Sustainability Challenge; Develop a business plan through the D-Prize; Develop a business plan through the GrabCAD challenges; Equivalent experience

4. Global Dimension

a. Course activity: ERE 496 Humanitarian Engineering for Development Workers; ERE 311 Ecological Engineering in the Tropics; FOR 523 Tropical Ecology; GEO 374 Environment and Development in the Global South

b. Non-course activity: Participate in and report on a club (e.g., EWB) or conference pertaining to international development; Participate in and report on a study abroad program; Participate in and report on Operation Wallacea; Participate in and report on the Engineering for Change's programs; Equivalent experience

5. Service Learning

a. Course activity: ERE 489, Engineering Planning and Design; Equivalent course overseeing service learning

b. Non-course activity: Participate in and report on the service learning activities in the annual EPA Campus RainWorks Challenge Team; Participate in and report on the service learning activities in the EWB, ERE, NYWEA, and/or AWMA clubs on campus; Participate in and report on the service learning activities in the local Alpha Phi Omega or Alpha Xi Sigma service and honor fraternities; Equivalent experience

Assessment and Tracking of ESF NAE GCSP Curricular Progress

ESF GCSP Assessment Sheet

ESF uses performance criteria for each of the five curricular areas to assess student progress toward completing the GCSP.

A digital ESF GCSP Assessment Sheet will be created for each ESF GCSP scholar when they first enter the ESF GCSP.

The ESF GCSP Assessment Sheet facilitates recording and tracking scholar progress.

The ESF GCSP Assessment Sheet will list the five curricular areas, note the date they were completed, and confirm that documentation was loaded to the ESF GCSP website.

Performance Criteria

Performance criteria are used to determine whether the curricular areas were satisfactorily completed.

Performance on each curricular area will be noted as satisfactory or unsatisfactory on the ESF GCSP Assessment Sheet.

Unsatisfactory work will be returned to the ESF GCSP Scholar for revision and resubmittal (2 times), with encouragement to use ESF GCSP Student Mentors and other ESF GCSP personnel to guide their product to satisfactory.

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