The KumbhThon technical hackathon for Nashik: A model for STEM education and social entrepreneurship

Hecht, Bruce; Werner, John S.; Raskar, Ramesh; Jouttenus, Teppo T.; Khandbahale, Sunil Shivaji; Jouttenus, Mj; Bell, Peter

doi:10.1109/isecon.2014.6891024

Cited by 15 publications

(8 citation statements)

References 1 publication

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“…One such series of events, given the title "Game Jam 4: X", centers around three primary themes for X: health, diversity, and research [7]. In a related effort, [8] describes a series of three hackathons in India to solve social problems sustainably; [9] describes a hackathon designed to create technologies for the homeless. The CDC Games for Health game jam provided a way for participants to jam on health-related issues [10].…”

Section: A For the Social Goodmentioning

confidence: 99%

Understanding and improving the culture of hackathons: Think global hack local

Decker

Eiselt

Voll³

2015

2015 IEEE Frontiers in Education Conference (FIE)

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Hackathons bring developers, artists and designers together around a shared challenge: ideate, plan and create an application in a highly constrained time frame. A way to socialize, solve problems, and strengthen soft and hard skills, hackathons have grown tremendously in popularity in the last half decade. Despite this growth, it has been noted that females do not participate in hackathons with the same frequency as males. Some theorize that the hackathon culture is intimidating, does not appeal to women, or that it acts to amplify pre-existing cultural biases in computing. In this paper we introduce an alternative format for hackathons to address these issues. Think Global Hack Local (TGHL) is a non-competitive, communitybased hackathon that connects non-profit organizations with student developers. Students donate a weekend to solve problems that these organizations otherwise lack the resources to solve. To date, there have been two TGHL hackathons, and we have observed many interesting divergences within the culture of TGHL in comparison to other hackathons. Response has been positive, and nearly all of them indicate that they would do it again. By adopting some of these ideas, we believe that hackathons can become an environment that is more inclusive and fun for all.

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Section: A For the Social Goodmentioning

confidence: 99%

Understanding and improving the culture of hackathons: Think global hack local

Decker

Eiselt

Voll³

2015

2015 IEEE Frontiers in Education Conference (FIE)

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“…For instance, Heinricher and colleagues [22] described a grand challenge that explored how to power up the world where the focus was on designing future energy-efficient homes and vehicles, such as green roofs and hydrogen cars. Other projects aimed at mitigating climate change through pollution sensors or carbon dioxide sequestration [23]. However, some of the major challenges in developing countries include food and water insecurity, and higher education students sought to combat these issues through the reduction of food waste and river cleaning robots [22,23].…”

Section: Resultsmentioning

confidence: 99%

Grand Challenges as Educational Innovations in Higher Education: A Scoping Review of the Literature

Nowell

Dhingra

Andrews

et al. 2020

Education Research International

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Grand challenges are complex problems that are common to much of society, affect large populations, and may have several possible solutions. Incorporation of grand challenges into higher education courses can facilitate the development of collaborative problem-solving skills while providing relevant and practical opportunities to experience the dynamics involved in real-world work. Although grand challenges are becoming more commonly used in higher education, to date, there has been no synthesis of how grand challenges are incorporated and the learning outcomes of engaging in grand challenge work. In this scoping review, we examined and mapped the state of evidence for the use of grand challenges in higher education. We conducted the review according to the Johanna Briggs Institute methodology for scoping reviews and considered quantitative, qualitative, and mixed-methods studies as well as literature reviews, program descriptions, and opinion papers published in English without limitations on year of publication. We used a data extraction tool to synthesize and present our findings in a tabular form with accompanying narrative summaries. The results reveal a growing global interest in the use of grand challenges in higher education while highlighting a lack of rigorous empirical evidence on the impact on student learning.

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“…The coalescence of participants into teams is a critical step. At some hackathons discussed in the literature, the teams were fully pre-specified, with no obvious team formation process during the event 16 , while other hackathons were organized around, for example, student projects 32 or the desire to learn a new technology 44 . At the NESCent hackathons, we emphasized self-organization.…”

Section: Lessons Learnedmentioning

confidence: 99%

“…Hackathon organizers frequently establish a process to engage participants in learning, socializing, or brainstorming prior to the event 10,29,32,33 . For most hackathons there are no planned follow-up activities, but in some contexts (e.g., internal hackathons), resources may be set aside to build on promising outcomes 15,34 .…”

Section: Introductionmentioning

confidence: 99%

Community and Code: Nine Lessons from Nine NESCent Hackathons

et al. 2017

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In recent years, there has been an explosion in the popularity of hackathonscreative, participant-driven meetings at which software developers gather for an intensive bout of programming, often organized in teams. Hackathons have tangible and intangible outcomes, such as code, excitement, learning, networking, and so on, whose relative merits are unclear. For example, a frequent complaint is that code is abandoned when the hackathon ends, and questions like, "which outcomes are produced most reliably?" and, "how valuable are they for participants, organizers, and sponsors?" remain open. As a first step in giving "hackology" a more rigorous footing, this paper describes the NESCent hackathon model, developed over the course of a decade to serve the academic discipline of evolutionary biology, with the dual goals of augmenting the community's shared software infrastructure, and fostering a diverse community of practice in open scientific software development. The paper presents a detailed guide to staging a NESCent-style hackathon, along with a structured information set on nine events involving 54 team projects. NESCent hackathons have produced tangible products with downstream impacts, including prototypes that were leveraged for major funding, incremental additions to production code bases, and creative drafts (designs, standards, and proofs-of-concept) that contributed to further work. The impacts of intangible outcomes could not be assessed objectively, but the subjective experience suggests that hackathons have a positive impact by (1) providing individuals with valuable experiences, networking, and training, and (2) fostering a more cohesive community of practice by enhancing awareness of challenges and best practices and by building links of familiarity between and among resources and people. Future research that recognizes the diverse outcomes of hackathons might enable evidence-based decisions about how to design hackathons for effectiveness.

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The KumbhThon technical hackathon for Nashik: A model for STEM education and social entrepreneurship

Cited by 15 publications

References 1 publication

Understanding and improving the culture of hackathons: Think global hack local

Understanding and improving the culture of hackathons: Think global hack local

Grand Challenges as Educational Innovations in Higher Education: A Scoping Review of the Literature

Community and Code: Nine Lessons from Nine NESCent Hackathons

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