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About the NAE GCSP

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. It is expected the 5 competencies will be connected by a common Grand Challenge or theme (i.e., sustainability, health, security, or joy). 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. Talent:

This competency provides GCSP scholars with substantial engineering research or creative 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, AND submitting a report AND submitting a blog. The student may use an honor thesis, ERE 498 course, an NSF REU, or an equivalent research experience to conduct research. Research reports completed by the student for non-GCSP audiences can be used for the GCSP if the introduction and conclusion sections are updated. The research conducted by the student should be planned in a proposal for review by the GCSP to ensure it is on target. The proposal could 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.

Deliverable: 1) a 5 to 15 page report submitted as a DOCX and PDF file, named GCSP-ta-[YYYYMMDD-student last name], 2) a blog, as a DOCX file, named GCSP-ta_blog-[YYYYMMDD-student last name].

The report document page limits do not include a cover page, references, figures and tables, or appendices. The final report should contain the following sub-sections: introduction and motivation relevant to the NAE Grand Challenges, project or research objectives and questions, review of prior research on topic, methodology, results, discussion, and conclusions of how the work relates to the other 4 GCSP competencies and advances the NAE Grand Challenges.

The blog should have a first sentence that reads, "ESF Grand Challenge Scholars Program scholar, [student first and last name], presents their talent competency on, [title of research]." The blog should have additional sentences in the first paragraph that introduce the supervisors of the research, location where the research was conducted or directed, and any sponsors. The blog should have a second paragraph that is the abstract for the research.

The performance criteria to complete this competency are a satisfactory report and blog; satisfactory is based on grammar, organization, appropriateness to the NAE GCSP topic, accuracy, thoroughness, and documentation.

2. Multidisciplinary:

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

The path to complete this competency involves completing a multidisciplinary curricular experience AND submitting a detailed report in the form of a blog. The course ERE 275 Ecological Engineering and ERE 340 Engineering Hydrology and Hydraulics 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 non-course and course experiences can be petitioned to satisfy this ESF GCSP competency.

Deliverable: A blog should be submitted as a DOCX file, named GCSP-md_blog-[YYYYMMDD-student last name].

The blog should have a first sentence that reads, "ESF Grand Challenge Scholars Program scholar, [student first and last name], presents their multidisciplinary competency on [title]." The blog should then present a systems perspective of how an engineering plan, design, or project is connected to social, economic, and environmental sectors, and how these sectors inform engineering. The blog should provide at least 4 journal references to support these statements.

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 to the NAE GCSP topic, 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 submitting a short marketing video, AND submitting a blog. The training will likely instruct the scholar on the challenges and goals of identifying the need and audience for a solution, generating ideas and prototypes that are likely to meet the need, 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: 1) a business plan submitted as a DOCX and PDF file, named GCSP-bp-[YYYYMMDD-student last name], 2) a marketing video, as a MPG or equivalent file, named GCSP-mv-[YYYYMMDD-student last name], 3) a blog, as a DOCX file, named GCSP-ta_blog-[YYYYMMDD-student last name].

The business plan should have an executive summary, and standard components such as company description, market research, product line, marketing/sales, and conclusions. References are expected. The video should be 2 to 5 minutes, introduce the problem, give the pitch for your solution, and explain how this contributes to the NAE GCSP.

The blog should have a first sentence that reads, "ESF Grand Challenge Scholars Program scholar, [student first and last name], presents their business | entrepreneurship competency on [title]." The blog should use a second sentence that introduces any mentors or partners in the venture. The blog should have a second paragraph that succinctly explains the problem and solution, and will link to the report and video.

The performance criteria to complete this competency is a satisfactory business plan, marketing video and blog; satisfactory is based on the report, video, and blog grammar, organization, appropriateness to the NAE GCSP topic, accuracy, thoroughness.

4. Multicultural:

This competency exposes GCSP scholars to a multicultural or international experience that demonstrates a multicultural perspective is beneficial in advancing solutions to the NAE Grand Challenges.

The path to complete this competency involves completing a global dimension opportunity AND submitting a detailed report in the form of a blog. The experience used by the student could 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 blog submitted as a DOCX file, named GCSP-mc-[YYYYMMDD-student last name].

The blog should have a first sentence that reads, "ESF Grand Challenge Scholars Program scholar, [student first and last name], presents their multicultural competency on [title]." The blog should have a second sentence that reads "They explain how a multicultural perspective helps advance engineering solutions to pressing problems affecting sustainability".

The performance criteria to complete this competency is a satisfactory detailed blog; satisfactory is based on the blog's grammar, organization, appropriateness to the NAE GCSP topic, accuracy, thoroughness, and documentation.

5. Social Consciousness:

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 report in the form of a blog. The course or non-course activity could 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. The experience might include 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 blog submitted as a DOCX file, named GCSP-sc-[YYYYMMDD-student last name].

The blog should have a first sentence that reads, "ESF Grand Challenge Scholars Program scholar, [student first and last name], presents their social consciousness competency on [title]." The blog should then explain how the experience integrated engineering coursework with a community focused problem or idea and engaged a collaborative engineering design process to solve interdisciplinary problem; and explain how social consciousness is critical to developing appropriate engineering designs.

The performance criteria to complete this competency is a satisfactory blog; satisfactory is based on the blog's grammar, organization, appropriateness to the NAE Grand Challenge, accuracy, thoroughness, and documentation.

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

1. Talent

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. Multidisciplinary

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; Equivalent course

b. Non-course activity: Equivalent experience

3. Business | Entrepreneurship

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

b. Non-course activity: Develop a business plan guided by one of the following - the NSF Innovation Corps (i-Corps) Executive Summary, Syracuse University Department of Entrepreneurship and Emerging Enterprises, the Green Campus Initiative's Student Sustainability Fund, the Yum! Sustainability Challenge, the D-Prize, the GrabCAD challenges; Equivalent experience

4. Multicultural

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; Equivalent course

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. Social Consciousness

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.

Performance Criteria

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

ESF GCSP Scholars will receive mentoring to revise and resubmit and guide their product to satisfactory.

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