AfrikaBot : design of a robotics challenge to promote STEM in Africa
- Ettershank, M., Venter, J., Meyer, J., Nel, H.
- Authors: Ettershank, M. , Venter, J. , Meyer, J. , Nel, H.
- Date: 2016
- Subjects: Robotics , STEM , AfrikaBot
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/214225 , uj:21253 , Citation: Ettershank, M. et al. 2016. AfrikaBot : design of a robotics challenge to promote STEM in Africa.
- Description: Abstract: Science, technology, engineering and mathematics education for high school learners in developing countries is a challenge for two significant reasons: equipment for education is expensive and complex, and economically-marginalized youth must be integrated in pre-engineering programs to prepare them for technical programmes at university. The goal of establishing AfrikaBot is to prepare high school learners to study engineering at the University of Johannesburg; thus to train teenagers from disadvantaged communities with no prior experience in STEM to participate in a challenge to build and program a robot. Also, AfrikaBot aims to equip teenagers from low-income households with technology and entrepreneurial skills in a repressed economy. AfrikaBot achieves the above with a build-it-yourself robot that can be used after the competition to invent systems with real world applications. Anticipated long-term outcomes of the AfrikaBot program will influence the structure of future robotics challenges, and promote a higher number of technical candidates from marginalized communities. By transferring enabling technology skills in a fun and engaging way, participants will rapidly build the confidence to pursue careers in STEM fields. Participants can also acquire entrepreneurial skills that may lead to the establishment of new businesses and the creation of local jobs in both the formal and informal sectors in Africa. This paper presents the organizational and physical design of AfrikaBot, a robotics challenge that will be held in the latter half of 2016.
- Full Text:
- Authors: Ettershank, M. , Venter, J. , Meyer, J. , Nel, H.
- Date: 2016
- Subjects: Robotics , STEM , AfrikaBot
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/214225 , uj:21253 , Citation: Ettershank, M. et al. 2016. AfrikaBot : design of a robotics challenge to promote STEM in Africa.
- Description: Abstract: Science, technology, engineering and mathematics education for high school learners in developing countries is a challenge for two significant reasons: equipment for education is expensive and complex, and economically-marginalized youth must be integrated in pre-engineering programs to prepare them for technical programmes at university. The goal of establishing AfrikaBot is to prepare high school learners to study engineering at the University of Johannesburg; thus to train teenagers from disadvantaged communities with no prior experience in STEM to participate in a challenge to build and program a robot. Also, AfrikaBot aims to equip teenagers from low-income households with technology and entrepreneurial skills in a repressed economy. AfrikaBot achieves the above with a build-it-yourself robot that can be used after the competition to invent systems with real world applications. Anticipated long-term outcomes of the AfrikaBot program will influence the structure of future robotics challenges, and promote a higher number of technical candidates from marginalized communities. By transferring enabling technology skills in a fun and engaging way, participants will rapidly build the confidence to pursue careers in STEM fields. Participants can also acquire entrepreneurial skills that may lead to the establishment of new businesses and the creation of local jobs in both the formal and informal sectors in Africa. This paper presents the organizational and physical design of AfrikaBot, a robotics challenge that will be held in the latter half of 2016.
- Full Text:
Attraction, education and retention of technical women in South Africa
- Authors: Nel, H. , Meyer, J.
- Date: 2016
- Subjects: Women in engineering , Education , Retention
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/124127 , uj:20877 , Citation: Nel, H & Meyer, J. 2016. Attraction, education and retention of technical women in South Africa.
- Description: Abstract: Women engineers form a small but integral part of the South African and global engineering fraternity. The resultant gender disparity in all technical professions presents a significant challenge to women in the sector, as well as to governments, corporates and higher education institutions. If the future of engineering aims to be more gender equitable, the attraction, education and retention of technical women must be understood and addressed effectively. Research was conducted over a two-year period with nine technical women in South Africa to gain a deeper understanding of these factors. The respondents agree that a future exists for women engineers, but that current policies, education structures and financial systems must be restructured to make engineering a more attractive career for women. The paper presents the research findings and strategies for the future education and retention of technical women in the engineering and built environment sectors.
- Full Text:
- Authors: Nel, H. , Meyer, J.
- Date: 2016
- Subjects: Women in engineering , Education , Retention
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/124127 , uj:20877 , Citation: Nel, H & Meyer, J. 2016. Attraction, education and retention of technical women in South Africa.
- Description: Abstract: Women engineers form a small but integral part of the South African and global engineering fraternity. The resultant gender disparity in all technical professions presents a significant challenge to women in the sector, as well as to governments, corporates and higher education institutions. If the future of engineering aims to be more gender equitable, the attraction, education and retention of technical women must be understood and addressed effectively. Research was conducted over a two-year period with nine technical women in South Africa to gain a deeper understanding of these factors. The respondents agree that a future exists for women engineers, but that current policies, education structures and financial systems must be restructured to make engineering a more attractive career for women. The paper presents the research findings and strategies for the future education and retention of technical women in the engineering and built environment sectors.
- Full Text:
Engineering work integrated learning : a case study in problem-based research and development projects
- Tamin, M. Della, Meyer, J., Nel, H.
- Authors: Tamin, M. Della , Meyer, J. , Nel, H.
- Date: 2016
- Subjects: Work-integrated learning , Research and development , Internship
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/215118 , uj:21366 , Citation: Tamin, M.D., Meyer, J & Nel, H. 2016. Engineering work integrated learning : a case study in problem-based research and development projects.
- Description: Abstract: The case study presented in this paper is based on an internship program at a company located in Johannesburg South Africa. It aims to show an innovative problem-based research and development approach through an engineering work-integrated learning programme with technologist engineering interns. Through the case study, theoretical, practical and proper decision making have emphasized the understanding of problem solving strategy in research and development with interns. A thorough follow-up of the processes described in this paper could potentially enable decision makers to develop the skills of more engineers. A working model is presented to show how the system can be replicated.
- Full Text:
- Authors: Tamin, M. Della , Meyer, J. , Nel, H.
- Date: 2016
- Subjects: Work-integrated learning , Research and development , Internship
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/215118 , uj:21366 , Citation: Tamin, M.D., Meyer, J & Nel, H. 2016. Engineering work integrated learning : a case study in problem-based research and development projects.
- Description: Abstract: The case study presented in this paper is based on an internship program at a company located in Johannesburg South Africa. It aims to show an innovative problem-based research and development approach through an engineering work-integrated learning programme with technologist engineering interns. Through the case study, theoretical, practical and proper decision making have emphasized the understanding of problem solving strategy in research and development with interns. A thorough follow-up of the processes described in this paper could potentially enable decision makers to develop the skills of more engineers. A working model is presented to show how the system can be replicated.
- Full Text:
Gender dynamics : a case study of role allocation in engineering education
- Von Solms, S., Nel, H., Meyer, J.
- Authors: Von Solms, S. , Nel, H. , Meyer, J.
- Date: 2017
- Subjects: Gender Dynamics , Engineering , Engineering education
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/245383 , uj:25414 , Citation: Von Solms, S., Nel, H. & Meyer, J. 2017. Gender dynamics : a case study of role allocation in engineering education.
- Description: Abstract: The underrepresentation of women in engineering remains a problem till this day where women made up 4% of its registered professional engineers in South Africa in 2014. The experience of women engineers in industry and women students in engineering courses can play a significant role in their decision to remain in engineering or pursue a different career path. The investigation of gender dynamics in small groups of engineering students, specifically focusing on the participation and role allocation of women students, can shed light on the experiences of women students in the engineering education environment. This study shows that, although women engineering students are still in the minority in engineering courses, many are active participators in groups and fulfil leadership roles in those groups.
- Full Text:
- Authors: Von Solms, S. , Nel, H. , Meyer, J.
- Date: 2017
- Subjects: Gender Dynamics , Engineering , Engineering education
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/245383 , uj:25414 , Citation: Von Solms, S., Nel, H. & Meyer, J. 2017. Gender dynamics : a case study of role allocation in engineering education.
- Description: Abstract: The underrepresentation of women in engineering remains a problem till this day where women made up 4% of its registered professional engineers in South Africa in 2014. The experience of women engineers in industry and women students in engineering courses can play a significant role in their decision to remain in engineering or pursue a different career path. The investigation of gender dynamics in small groups of engineering students, specifically focusing on the participation and role allocation of women students, can shed light on the experiences of women students in the engineering education environment. This study shows that, although women engineering students are still in the minority in engineering courses, many are active participators in groups and fulfil leadership roles in those groups.
- Full Text:
Social innovation, research and community engagement : managing interdisciplinary projects for societal change
- Janse van Rensburg, N., Meyer, J., Nel, H.
- Authors: Janse van Rensburg, N. , Meyer, J. , Nel, H.
- Date: 2016
- Subjects: Project management , Social innovation , Higher education
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/124136 , uj:20878 , Citation: Janse van Rensburg, N., Meyer, J & Nel, H. 2016. Social innovation, research and community engagement : managing interdisciplinary projects for societal change.
- Description: Abstract: A transformative research paradigm is rooted in knowledge mobilization processes involving close collaboration between researchers and the community. A formalized approach to managing multi-stakeholder participation and community engagement in a science and technology research environment is presented. Design science research methodology is applied with a systems thinking approach to implement an integrated research, development and project management network at a tertiary education institution. The network is presented as a Research and Projects Office that enables a projects-based approach to facilitate interdisciplinary and community-driven research for social change through technology development.
- Full Text:
- Authors: Janse van Rensburg, N. , Meyer, J. , Nel, H.
- Date: 2016
- Subjects: Project management , Social innovation , Higher education
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/124136 , uj:20878 , Citation: Janse van Rensburg, N., Meyer, J & Nel, H. 2016. Social innovation, research and community engagement : managing interdisciplinary projects for societal change.
- Description: Abstract: A transformative research paradigm is rooted in knowledge mobilization processes involving close collaboration between researchers and the community. A formalized approach to managing multi-stakeholder participation and community engagement in a science and technology research environment is presented. Design science research methodology is applied with a systems thinking approach to implement an integrated research, development and project management network at a tertiary education institution. The network is presented as a Research and Projects Office that enables a projects-based approach to facilitate interdisciplinary and community-driven research for social change through technology development.
- Full Text:
- «
- ‹
- 1
- ›
- »