An algae-based curriculum is being used to teach engineering fundamentals and concepts from the humanities such as ethics, gender and racial biases, discrimination, and public policy. The project involves hands on experiments with algae that relate to core concepts in engineering such as materials, energy, fluid mechanics, thermodynamics, water treatment, and green engineering. Each experiment requires data collection, analyses, and interpretation. Technical and reflective writings along with oral presentations are integrated with the course. Students are exposed to case studies through movies, readings, and documentaries that allow them to learn about ethics, race and gender issues, and public policy. The experiments of the curriculum give students the fundamental skills and knowledge necessary to tackle some of the world's most challenging issues and encourage interest in solving them. They also give students a broad knowledge base of humanities and global issues that are commonly not included in typical engineering courses.

and developing pedagogical methods and materials to enhance engineering education. Her most recent educational research includes the collaboration with Tennessee State University and local high schools to infuse cyberinfrastructure learning experience into the pre-engineering and technology-based classrooms, the collaboration with community colleges to develop interactive games in empowering students with engineering literacy and problem-solving, the integration of system-on-chip concepts across two year Engineering Science and four year ECE curricula, and the implementation of an educational innovation that demonstrates science and engineering principles using an aquarium. Her work has resulted in over 100 journal and conference papers and book chapters. Dr. Cheryl A Bodnar, Rowan UniversityCheryl A. Bodnar, Ph.D., CTDP is an Assistant Professor in the Department of Experiential Engineering Education at Rowan University. Dr. Bodnar's research interests relate to the incorporation of active learning techniques in undergraduate classes as well as integration of innovation and entrepreneurship into the engineering curriculum. In particular, she is interested in the impact that these tools can have on student perception of the classroom environment, motivation and learning outcomes. Angela D Wenger, Center for Aquatic SciencesAngela Wenger has worked in informal science education since 1991. She has been involved in many facets of the museum experience, including designing and presenting many of the museum's public programs and exhibits, youth development programs, programs for underserved audiences, and professional development experiences. Her background includes 23 years of scientific research in a myriad of science topics, as well as psychology and family learning in museums. She has taught general biology, chemistry, aquatic science, and ecology for 20 years.Ms. Wenger is active in a variety of professional informal education organizations and is co-founder and chairperson of the Mid-Atlantic YouthALIVE! Regional Network. She has co-authored two publications focused on family learning. Ms. Wenger is deeply commitment to diversity issues and broadening access to science for underserved audiences. She is also passionate about professional development of youth and staff working in science centers and museums. Dr. Kara Ieva is currently an Associate Professor in the Counseling in Educational Settings program at Rowan University. Kara's areas of research interest include counseling children and adolescent of underserved populations regarding college and career readiness particularly in STEM and group counseling. Further, she was the principal investigator and project director for the Rowan University Aim High Science and Technology Academies (grant funded; $998,259), that aids first generation and low-income college students access and preparation for post-secondary education in STEM. She currently serves a Co-Pi on a grant from the Forman S. Acton Foundation ($198,000) to evaluate funded college access programs....

At the 2015 United Nations Sustainable Development Summit, a set of sustainable development goals was formed and adopted by world leaders. These goals, which were set to be achieved in a fifteen-year period, address pressing universal issues, including climate change, social inequalities, poverty, and clean water access. The field of engineering is regarded as an essential part of addressing world issues. The humanities, however, are often considered to be dichotomous with the field of engineering. A bridge between engineering and humanities must be built, for they are incontestably intertwined. Engineering, by its very nature, is based around creativity and moving the world forward. Too often, engineering courses teach only equations and figures, overlooking how these fundamentals relate to the world and its people. In an effort to empower and prepare the next generation of engineers to create sustainable solutions to global issues, the Algae Grows the Future team at Rowan University, with funding from the National Science Foundation (NSF), has developed a curriculum based around algae. This curriculum utilizes algae-based experiments and lessons to teach foundational engineering principles, emphasize the link between engineering and humanities, and encourage students to pursue creative, conscientious solutions. The curriculum has been designed with adjustable complexity, suiting K-12 and college freshman students, and has been implemented in both middle school and freshman engineering classrooms. Calorimetry experiments allow students to investigate the nutritional benefits of algae-based products and challenge students to consider the application of algae in the fight against world hunger. Gas transfer experiments are used to research the sustainability of algae in the water treatment process. Algae can also be used to generate energy sustainably, as the oils found in some algae species can be used as biofuels. Students will learn about biofuels and will extract algae oils to generate energy within the classroom. While students will be learning principles of math and science, they will also be encouraged to explore the political, cultural, and economic barriers that prevent algae-based solutions from being implemented in many places around the world. The objective of this curriculum is to give students the knowledge to solve sustainable development issues in the future, while also teaching crucial engineering skills and awareness of global issues. The curriculum has been successfully implemented in first-year engineering classes and a middle school classroom and ultimately hopes to teach a generation of future thinkers the impact that engineering can have on solving humanitarian issues around the world.