Front-end stakeholder needs analysis is increasingly recognized as an essential component of sustainable engineering projects, yet most engineering curricula only cover this topic superficially. Fields such as humanitarian engineering have long recognized the importance of stakeholder needs analysis for the success of development interventions, and researchers have developed best practice frameworks for engaging stakeholders that can be applied to systems engineering. These frameworks rely on established social science techniques, such as ethnography and inductive reasoning, and humanitarian engineering principles, such as contextual listening and sociotechnical thinking, to facilitate comprehensive needs assessments. While conventional ethnographies are often incompatible with engineering projects' timelines and expertise, anthropologists have developed methodologies to overcome these limitations, such as rapid assessment procedure. While widely applied in the public health sector, rapid assessment procedure has been seldom integrated with engineering projects. Rapid assessment procedure, combined with humanitarian engineering principles, can help researchers quickly gain a nuanced understanding of relevant aspects of complex sociotechnical systems. This article seeks to introduce systems engineers to humanitarian engineering rapid assessment procedure as a concrete technique for conducting comprehensive front-end stakeholder needs analysis. In this article, a case study is presented on the teaching and implementation of humanitarian engineering rapid assessment procedure in a workshop with a group of undergraduate engineering students. We sought to analyze students' perceptions of and learning outcomes from the workshop. Student engagement and learning exceeded expectations, positioning humanitarian engineering rapid assessment procedure as a potentially valuable tool for systems engineers to analyze stakeholder needs to inform system design.INDEX TERMS Community-based research, engineering education, humanitarian engineering (HE), rapid assessment procedure (RAP), stakeholder needs analysis.This work is licensed under a Creative Commons Attribution 4.0 License. For more information, see https://creativecommons.org/licenses/by/4.0/ CASEY GIBSON received dual undergraduate degrees in biological engineering and Spanish language with a minor in sustainability from the

The burgeoning field of socio-hydrology aims to understand the dynamics of coupled human-water systems in order to inform sustainable water management. However, socio-hydrological methods have traditionally relied on the quantification of qualitative social data, which runs into significant epistemological challenges between the positivist paradigm of hydrology and the interpretivist paradigm of much of social science. This article builds on recent literature that advocates for a pluralistic approach, retaining the methodological and epistemological differences inherent to social sciences and hydrology, and thereby revealing a more complete understanding of situated human-water relationships. In this vein, we propose rapid ethnography as a tool to complement hydrological modeling. We demonstrate the utility of this technique with a case study on hydrological entanglements of rural livelihoods in Andes, Antioquia, Colombia-a region dominated by agriculture, but with the presence of artisanal and small-scale gold mining (ASGM). Our ethnographic study builds on previous hydrological models and quantitative social studies of the region by exploring a myriad of local risk perceptions of hydrological systems, in particular, 1) climate change, 2) water contamination, and 3) hydrological erosion and landslides. We explore how these risk perceptions informed livelihood decisions that paradoxically threatened the very hydrological resources that the livelihoods depended on; yet, this cycle was difficult to interrupt given prevailing economic and political constraints. Ultimately, we seek to advocate for pluralistic approaches in socio-hydrology to help understand complex human-water relationships and ultimately identify critical points of intervention for sustainable water resource management, model-based or otherwise.

La colaboración internacional en proyectos humanitarios es cada vez más una parte importante de la educación de los ingenieros en su formación básica de pregrado, en especial cuando se trata de involucrar y retener a las mujeres en los programas de ingeniería. Sin embargo, estos proyectos frecuentemente están restringidos por limitaciones presupuestales y de tiempo. Para respetar la necesidad de que los proyectos humanitarios estén basados en el conocimiento local y el entendimiento de los contextos sociales complejos, junto con el interés común entre muchas mujeres estudiantes de programas de ingeniería de involucrarse en la comunidad, este artículo sintetiza la literatura sobre el Procedimiento de Evaluación Rápida (en inglés RAP , que significa “Rapid Assessment Procedure”) cómo puede utilizarse para permitir que los estudiantes de ingeniería obtengan un entendimiento rápido y profundo de las comunidades internacionales con las cuales están colaborando. El RAP es una herramienta de antropología que incorpora métodos etnográficos para ganar rápidamente un entendimiento amplio de los aspectos relevantes de sistemas sociotécnicos complejos. Algunas de las características principales del RAP son 1) formación de equipos de investigación multidisciplinarios, 2) inclusión de miembros de la comunidad de diversos grupos de interés, 3) colección de datos multimétodo, como entrevistas, observación de participantes, evidencia escrita e histórica y métodos cuantitativos, 4) verificación de las conclusiones por triangulación de datos, 5) colección y análisis iterativo de los datos, y 6) conclusión rápida. Este artículo propone el RAP como una herramienta que puede ayudar a la ingeniería para proyectos de desarrollo a alinearse mejor con los marcos de ingeniería humanitaria y, al hacerlo, brindar a los estudiantes de ingeniería, especialmente mujeres, mayores beneficios educativos. Este documento destaca la implementación del RAP durante una sesión de campo, diseñada para que los estudiantes de ingeniería de EE. UU. colaboren con profesores y estudiantes colombianos como parte de un proyecto más grande de la Fundación Nacional de Ciencia de EE. UU.