RESUMO
Starting in early 2020, the COVID-19 pandemic has had a significant impact on STEM competitions for high school students. With the shutdowns during the early part of the pandemic, competitions with an in-person component were forced to either cancel or adapt as virtual. The Real World Design Challenge (RWDC) competition was no exception. In April of each year, teams invited to participate in the National/International portion of the RWDC competition travel to the Washington, DC area to give presentations before a panel of judges. In a little over a month in 2020, RWDC was able to successfully transition the National/International competition to a virtual event. With the success from 2020, the 2021 competition again went virtual, and with the continued uncertainties related to the pandemic, the 2022 event was virtual. This paper discusses the impact that a virtual final event has had on the RWDC competition. The move to a virtual event in 2020 and the subsequent virtual events led to many challenges but also provided several benefits. © American Society for Engineering Education, 2022
RESUMO
Aspects of society and culture that encompass the response to COVID-19 have impacted all lives, including those of K-12 students and their families. The ongoing COVID-19 pandemic offers a complex context in which students can experience ambiguity with an engineering design challenge as an iterative process of divergent-convergent thinking while focusing on the big picture. Students can learn with an emphasis on systems thinking, making decisions in a collaborative team environment;and managing uncertainty in social processes [1]. The conversations around how schools could function during the pandemic offered a unique opportunity to engage students in problem solving about a situation that they are experiencing themselves. In the US Southwest, three state universities came together during the early stages of the 2020 pandemic lockdown to create a virtual design competition for high school students. The TriU Partnership, including engineering college deans, faculty, and college recruitment and outreach staff from Arizona State University, Northern Arizona University, and the University of Arizona, was formed as an outgrowth of a National Science Foundation, INCLUDES project [2]. One of the aims of this project was to increase engineering awareness and interest amongst a broad population of the state and thereby enhance entry into the state's four-year university engineering programs. The TriU Partnership served 96 high school students from 4 different states in a virtual educational event offered in June 2020. Twenty-five teams of students were asked to consider the challenges their high schools faced in achieving a safe reopening in a pandemic. Over six days, participants attended online seminars, consulted with experts and worked with engineering undergraduate mentors to come up with creative engineering solutions for protective equipment, hallway traffic patterns, bell schedules and social distancing in various high school settings. Final submissions included a detailed engineering notebook, a live online presentation, and interviews with a team of expert judges. The expert judge panel was composed of engineering faculty and industry partners. Teams also submitted prototypes and, in some cases, complete CAD drawings. In this paper, we tell the story of the TriU engineering partnership, share the logistics of the virtual design challenge, talk about lessons learned and share results. Data sources include student survey responses, daily exit tickets, and materials produced such as their final presentation, notebooks, and solutions. The TriU Partnership will continue each summer with each university taking the lead, in turn to offer the design challenge as part of their normal outreach efforts. © American Society for Engineering Education, 2021