Engineering needs diversity so that creative solutions may be developed for the modern-day grand challenges. Native Americans can offer a unique perspective to solving problems due to their worldview, yet they remain drastically underrepresented in engineering and broader STEM fields. Restricting the pathways to engineering, K-12 students in non-mainstream groups can experience alienation from science and engineering due to the universalist view in which K-12 science is taught. However, engineering education can support alternative ways of knowing through curriculum that is culturally responsive. Culturally-responsive schooling is to design learning environments and train educators with appropriate curriculum, pedagogy, standards, and assessments that will value and foster a student's cultural identity. This study deconstructs a traditional Navajo philosophy of learning and predominant philosophies of learning in engineering design to make explicit the differences between ways of knowing. The outcome of this study is an evaluation of how an engineering education might fit into a traditional Navajo worldview. The intent of the work is to contribute to the conversation of how culturallyresponsive schooling may be designed to minimize barriers to engineering for Native American students.

Alcohol-related consequences among students have been a source of concern for colleges nationwide. Prior research shows that alcohol may lower a person's inhibitions and reduce their capacity to make responsible, safe decisions [1]. As such, as a student's alcohol consumption increases, so may his or her odds of engaging in risky behaviors that may yield negative consequences such as alcohol poising, and sexual related consequences (e.g. STIs, pregnancies, rape, etc.). In the present study, 923 college students were surveyed at a regional university in the South (67% female, 31% male) about their alcohol consumption and negative alcohol-related consequences they have experienced. Older female college students reported experiencing more negative alcohol-related consequences than males. Students who participated in intramural sports, were associated with a Greek organization, were involved in an abusive relationship, had increased perceived stress, or who suffered from depression reported significantly more alcohol use and negative alcohol-related consequences. In contrast, college students that received higher grade point averages reported less consumption of alcohol and experienced fewer negative alcohol-related consequences.

BackgroundMakers are a growing community of STEM-minded people who bridge technical and non-technical backgrounds to imagine, build and fabricate engineering systems. Some have engineering training, some do not. This paper presents a study to explore the educational pathways of adult Makers and how they intersect with engineering. This research is guided by the following research questions: (1) What can we learn about the educational pathways of adult Makers through the lens of constructivist grounded theory? and (2) How do the educational pathways of Makers intersect with engineering? This study relied on qualitative interviews, using artifact elicitation interviews and constructivist critical incident technique interviews, of 42 adult Makers.ResultsThrough inductive analysis of a collection of interviews with Makers, a theme emerged where Makers from different educational backgrounds and with different careers (e.g., art, STEM, business) were making artifacts that had similar purposes. We present two cases of parallel pathways, (1) musical artifacts and (2) large-scale interactive artifacts, to demonstrate the multiple, parallel life pathways that Makers take to making their artifacts and the contextual events and activities that are critical to the direction of these pathways.ConclusionsThe stories and life pathways of adult learners engaged in Making can offer valuable insight into how we might identify practices that promote the access and success of a larger and more diverse population of students for engineering. Makers are engaged in activities that embody the Engineer of 2020 (e.g., lifelong learning, creativity, and practical ingenuity). By studying Makers, we can consider the multiplicity of pathways into engineering majors and careers.

teaches human-centered design innovation at Arizona State University and researches how engineers learn and apply a design process to their work. He is an assistant professor in the Department of Engineering on Arizona State University's Polytechnic campus. Dr. Lande is currently the PI for an NSF funded project investigating the educational pathways of adult Makers and is a co-PI on another NSF funded project on Young Makers. Dr. Lande received his B.S in Engineering (Product Design), M.A. in Education (Learning, Design and Technology) and Ph.D. in Mechanical Engineering (Design) from Stanford University's Center for Design Research.

Foster is a Ph.D. student in Engineering Education dedicated to improving the status of engineering education in K-12. His research focus is on identifying ways to motivate K-12 students to learn engineering and on ways to develop systems thinking, a necessary habit of mind for engineers of the 21st century. Currently he is in his third year of studies and is focused on the QESST educational research program with the goal of evaluating and developing resources for renewable energy instruction under the direction of Dr. Jenefer Husman.