The Covid pandemic is a clarion call for increased sensitivity to the interconnected nature of social problems facing our world today. A future-oriented education on critical issues, such as those outlined in the United Nations Sustainable Development Goals (UN SDGs) and designing potential solutions for such problems is an imperative skill that must be imparted to children to help them navigate their future in today's unpredictable world. Towards this goal, we have been conducting 3.5 monthlong mentoring sessions for pre-university students in India to participate in a STEAM for Social Good innovation challenge conducted annually by the Government of India. Using digital and physical computing skills, we helped children explore creative solutions for social problems through a constructionist approach to learning, wherein they ideated and reflected upon the problems in their communities. The children learnt the Engineering Design Thinking process and worked in online groups of two or three, from concept to completion. Despite the constraints posed by the pandemic, they explored creative ways to think about design and innovation. They completed a variety of tasks by making, tinkering, engineering, assembling, and programming to grasp the intricate relationship between software and hardware. Subsequently, the children showcased their creative abilities through video storytelling to a panel of domain experts. In this paper, we present the children's perspective of their experiences through this journey, the evaluation metrics based on IEEE design principles, and our learnings from conducting this initiative as a university-school partnership model for 84 middle and high school students. The aspirational intent of this initiative is to make the children better social problem solvers and help them perceive social problems as opportunities to enhance life for themselves and their communities.

Utilization of waste from fish processing industry for production of value added products has attracted substantial attention. Blackspotted croaker (Protonibea diacanthus) is a marine fish having the potential of abundant supply of raw skins for production of gelatin. This study was aimed to optimize the extraction conditions for gelatin production from skin of Blackspotted croaker. Response surface methodology (RSM) was adopted by following central composite design to determine the optimal conditions of four independent variables namely concentration of NaOH (X1), soaking time (X2), extraction temperature (X3) and extraction time (X4) for three response variables namely yield, gel strength and melting point. The models obtained by RSM produced a satisfactory fit to the data with respect to gelatin extraction (for gelatin yield, R (2)  = 0.867, P = 0.0003; for gel strength, R (2)  = 0.837, P = 0.007; for melting point, R (2)  = 0.765, P = 0.01). Based on these models, the optimum conditions to achieve the predicted maximum values were: yield of 17.21 % at X1 = 0.23 %, X2 = 46.19 min, X3 = 55.29 °C and X4 = 17.29 h; gel strength of 422.69 g at X1 = 0.22 %, X2 = 44.56 min, X3 = 59.02 °C and X4 = 15.35 h and melting point of 23.48 °C at X1 = 0.20 %, X2 = 46.68 min, X3 = 56.23 °C and X4 = 15.21 h. It can be concluded from the present study that Blackspotted croaker skin is a prospective source to produce gelatin in good yield with desirable quality attributes comparable to commercially available mammalian gelatins.

We conducted an empirical study to co-design a social robot with children to bring about long-term behavioural changes. As a case study, we focused our efforts to create a social robot to promote handwashing in community settings while adhering to minimalistic design principles. Since cultural views influence design preferences and technology acceptance, we selected forty children from different socio-economic backgrounds across India as informants for our design study. We asked the children to design paper mock-ups using pre-cut geometrical shapes to understand their mental models of such a robot. The children also shared their feedback on the eight resulting different conceptual designs of minimalistic caricatured social robots. Our findings show that children had varied expectations of the robot’s emotional intelligence, interactions, and social roles even though it was being designed for a specific context of use. The children unequivocally liked and trusted anthropomorphized caricatured designs of everyday objects for the robot’s morphology. Based on these findings, we present our recommendations for the physical and interaction features of a minimalist social robot assimilating the children’s inputs and social robot design principles grounded in prior research. Future studies will examine the children’s interactions with a built prototype.

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