About me
I am a fourth-year at Arizona State University (ASU). I am double majoring in Mechanical Engineering and Spanish Language and Culture. I am also a member of ASU's Grand Challenges Scholars Program (GCSP) which is dedicated to building the future engineers of today through interactive classes and community engagement. As a dedicated member of GCSP, I have focused on the theme of Joy of Living. My goal is to help the community by engaging in environmental and health-related projects to improve the world around me one community at a time and I will do just this throughout my Joy of Living theme. I am also a member of ASU's club Society of Hispanic Engineers (SHPE). As a second-generation Mexican-American, it is important for me to not only represent the Latinx community but to engage with other low-income communities like mine in hopes of improving impoverished communities. Most notably, in high school I was heavily involved in my school's engineering department where I served as president for three engineering clubs, participated in engineering courses every semester, and partnered with outside engineering organizations dedicated to exposing students to the various opportunities in STEM.
About my Portfolio
This portfolio is a representation of my journey through the competencies of the GCSP: Multidisciplinary, Talent, Multidisciplinary, Viable Business/Entrepreneurship, Multicultural, and Social Consciousness. Throughout my time in the program, I have documented my experiences and coursework, which showcase how each of these competencies aligns with my chosen Grand Challenges theme. This portfolio not only reflects my academic achievements but also demonstrates the interconnectedness of my learning, hands-on projects, and the broader impact of my work as I prepare to address real-world challenges. My work can be seen below.
Multidisciplinary Competency Part 1
Within FSE 150, the introduction course to GCSP, I explored the various theme areas and documented my experience within the below sections. I then conclude with an overall summary of my FSE 150 experience.
Theme 1: Sustainability
Definition:
By definition, it is the ability to replenish resources at a parallel rate of which they are consumed. To me, sustainability is being able to use recourses without harming future generations meeting their own needs. In other words, I see sustainability as an opportunity to plan for the future by fixing current issues such as the consumption rate of materials and further impacts of these materials.
My Experience:
Throughout September 2021 and mid-October 2021, the theme of Sustainability was explored within the classroom through guest presentations, interactive activities, and discussion boards amongst students.
Within class on September 22nd, 2021 a professor from ASU gave a presentation regarding transportation. The burning of fossil fuels and other resources for commercial cars has negatively impacted the environment. The ability to change to an electric route within transportation is a key component to improving the environment. A quote that stood out to me was, “Electric cars should be part of the economic system, far from being a luxury item.” This quote reminded me of my upbringing where my family continuously struggled to fix our cars. As a mechanical engineering student, I have also always been very interested in finding a way to provide affordable and reliable cars to low-income families. This presentation was very empowering to hear how there are efforts being made towards helping the environment and low-income families become part of the solution.
On October 6th, 2021 students within the class presented their work regarding their sustainability theme. One presentation that stood out to me was on solar panels. I was very surprised to hear that the sun is the most abundant source of energy in the solar system, yet we have yet to use this to its full capacity. The main reason for this is because the price of solar panels is quite expensive for most middle-class families. I was also intrigued by this theme as it reminded me of how my family could never afford solar panels, however, there is work being done today to help more families obtain affordable options.
On September 27th, 2021, an interactive sustainability game commenced within the class to help students gain an understanding of sustainability. Students were split into being energy sources or utilities. My partner and I were the energy source of nuclear energy. Throughout the activity, I realized most utilities purchased units from cheaper energy sources, regardless of their impact on the environment. For example, my partner and I had a hard time selling all our units which retailed at $17 each and other energy sources such as natural gas and geothermal were $5 and $7 respectively. At the end of the game, the cheaper energy sources had a greater profit than expensive and more environmentally friendly options. I reflected on today's society where big companies tend to use cheap, less environmentally friendly options, versus a more expensive and friendly alternative. Playing the game in class made me realize how hard it will be to change this mindset as an instantaneous profit is very appealing to people no matter what the long-term consequences may be. I am glad I had the opportunity to realize this in class and I hope to keep this in mind as I make my own purchases in the future and must decide how I can benefit myself and the environment.
On October 8th, students were presented with a discussion board activity regarding carbon sequestration. I wrote about carbon farming where plants are used to trap CO2 into the soil which helps limit the amount of CO2 in the atmosphere and provides nutrients to the soil. I can see this technology being used in the future as it is inexpensive, primarily uses organic plant materials, and is already being implemented today. I also believe this method gains media popularity as it is an organic solution. As I read the works of other students it was interesting to see carbon sequestration being applied in various ways. This gave me hope that there will be more future implementation of this method and in turn, we as a society can help improve the conditions of climate change.
Theme 2: Joy of Living
Definition:
By definition, it is the ability to live a happy and healthy life where no significant obstacles lie in someone's way to experiencing the entirety of their life. Personally, I like to define the word in itself as it is the ability to live a life filled with joy where someone can prosper and grow as an individual.
My Experience:
Throughout October 2021, the theme of Joy of Living was explored within the classroom through guest presentations, interactive activities, and presentations amongst students.
On October 18 2021 students were presented with designing the ideal learning environment for children. My team and I brainstormed what our typical classroom would look like in this ideal situation and investigated how teaching is currently done and its overall effectiveness. Current solutions represent large classroom settings where students are expected to actively listen and follow directions. My team and I found that smaller classrooms help students engage more with the teacher along with interactive learning activities throughout class sessions. Our findings also found that students grouped based on their strengths and weaknesses will help make diverse classrooms more beneficial for students. All of these solutions found by the team were presented within the team's pitch and this further helped my team and I understand how to improve the educational experience of a child. I appreciated learning about the different ways children learn because it caused me to reflect on my own learning. I have always learned in a different way than my peers and I wish I had known the different styles of learning that I found online through this activity when I was struggling to learn in middle school. On that note, this experience helped me realize how improvement is ever growing within the educational system as it gives me hope that future generations will have a greater understanding of how to learn than I did.
On October 20 2021, students in the class came up with a hypothetical scenario based on their current future solution. My team and I are working towards making a solution for hurricane victims in Haiti by creating a hemispherical shaped temporary shelter that has a power generator in the middle of the shelter. For my team’s hypothetical scenario, we chose a father of five kids who lives on the coast of haiti. This father is a merchant worker and is of a very low economic standpoint. Within this scenario, the biggest take away the team had was the matter of the fact that the father, and very well many other haiti community members, are illiterate. This helped gain the perspective that when we implement the future solution, we need instructions or a simply way for illiterate community members to know how to work with our solution. I was surprised that my team did not take this into consideration nor did we see this concern anywhere online when doing the work for our project. It helped me truly “think outside the box.” This experience has taught me to continue working with diverse groups of people in and outside of the classroom in order to continue thinking outside of the box and finding a solution that can best fit all.
On October 25 2021, a guest speaker presented in class regarding how technology is contributing to the theme area by improving the lives of others. During the presentation it was stated how most mental agony one experiences in their life is due to not being aware of their surroundings. This involves an individual who is focused on what happened in their past, what the future may entail, but this individual is never focusing on their present moment in life. The main purpose of this presentation was to emphasize the importance of being in the moment and how technology is contributing to this focus today. Current tools involve interaction modalities such as content with movement, music, and interactive visuals. For example, the guest speaker shared a website where the movements of an individual were tracked on the computer. The computer screen marks the facial and body movements of the individual by highlighting features such as the individual's eyes, nose, mouth, hands, ect. The idea behind this website was for individuals to see themselves in a way where they can focus on their present moment.
One key take away I had from this presentation was when the presenter said, “Joy can be brought to life when we change the tools we use and the techniques in how we use them.” To me, this means that the joy of one’s life can be obtained through the change of one’s surroundings. This involves focusing on the present and utilizing resources to help take someone's thoughts away from the past and to help them focus on their present moment. Personally, I believe this is a huge component of mental health. Mental health disorders such as anxiety are often triggered by thoughts of the unknown that often reside in the past or future. However, by focusing on the present moment an individual can help stop their ongoing thoughts as the present moment is about being present and not thinking about anything else. I personally connected with this presentation because I spent an abundant amount of time during quarantine to focus on how to be in my present moment. It was very empowering to learn that there are methods being implemented to help others do the same. When I reflect on my growth of reading books regarding how to be present in someone’s moment of their “now,” I am very thankful to say how focusing on my now has been an empowering experience for me that has helped me improve mentally and physically.
On October 27 students engaged in an activity related to this theme where technology was analyzed to improve the lives of others. For example, when looking at artificial intelligence there have been great improvements within autonomous vehicles. Autonomous vehicles can provide a great benefit to the people who use them safely, navigating an individual from their workplace to their homes. Research shows that autonomous vehicles can significantly reduce the number of car accidents within society. However, autonomous vehicles can also pose a threat for individuals if in any given case of a system malfunction. In this situation, an individual is prone to an accident which can cause injury or death. The company of the vehicle will be responsible for the damage done, but the effect on the car owner can be very traumatic and hard to recover from. The implementation of autonomous vehicles also poses the threat of taking away some jobs such as personal chauffeurs and uber companies. Personally, I agree with the implementation of autonomous vehicles but not the regulation of this concept. I am aware that autonomous vehicles can significantly reduce the number of accidents that occur, however, I think everyone should have the ability to choose their own vehicle. I found it very interesting to learn of all the negative effects of autonomous vehicles such as the removal of jobs. These were concepts I hadn’t explored before and it was nice to be aware of these issues.
This theme is also my topic for my GSCP experience. Ever since high school, advocating for low-income communities has been a passion of mine. Within my theme area for GSCP I explore the mental health and transportation issues within low-income communities. Coming from a low-income community myself, I am aware of the ongoing issues within my community and others like mine. More significantly, I am aware of how community issues can affect a person's life in regards to their academic, work, and personal life. Through my experience in GCSP and this theme area, I aspire to continue learning more about my community and the efforts being done within to help contribute to these works and make changes in my community.
Theme 3: Health
Definition:
By definition, health is the condition of being free from illness and injury. This also includes the mental well-being of an individual as mental health is in direct correlation with physical health.
My Experience:
Throughout the middle of November 2021, the theme of Joy of Living was explored within the classroom through guest presentations, interactive activities, and background research assignments done by students.
On November 3rd 2021, students in class explored the conditions around air pollution and its effects on people. When I hear the words “air pollution,” I immediately think of asthma and freeways. The reason is, I grew up in a low-income community within a 10-mile radius of a freeway. As a result, many of my friends had asthma due to the air quality we lived in.
As I watched the video, “Daily Life in Tanzania,” I was to see the conditions of the families that live within this region. For example, it was sad to hear how charcoal costs as much as the families rent and the smoke from the pots makes the cook cough. However, it was humbling to see the members of the community dance with one another as a form of entertainment. The smiles on their faces were nice to acknowledge and take away from the rest of the video. At the end of the video, I was very heartened to hear that the organization that created the video was investigating ways to make the life of the cook easier through implementing a new solution although the new solution was never mentioned. As mentioned in the video, I would also take steps towards helping to ease the workload and struggle of the cook who has difficulty with the smoke of the charcoal and wood when cooking. I would focus on a social solution where the health of individuals is not jeopardized when cooking. The video itself mentions the solution of incorporating cookstoves for these cooks which limits the smoke in the air. I admire how this solution will mean the cook will be in a more comfortable environment. However, I see issues regarding the use of the cookstoves. My questions that arise are how will families afford this? Are the directions written or explained orally? In what language? Is this safe around children? As great as the solution is, I must reflect on my own personal experience with Spanish-speaking families and question how we can create a solution that will benefit families from other backgrounds.
On November 8th 2021, there was a guest speaker in class. Dr. Christopher Plaiser presented his work and experience within the health theme area along with his experience working in laboratory research. As a matter of fact, Dr. Plaiser leads an undergraduate team of researchers which successfully completes the interdisciplinary competency within the GCSP program. Although I am not interested in biology, it was interesting to see how Dr. Plaiser worked in his lab with his students. I also appreciated when she shared how research opportunities can help students learn web design, write research papers, and create business portfolios. This was nice to know as I investigate research opportunities for myself.
On November 10th 2021, a health debate took place in class where the controversial topic of human modification through bionics was explored. By definition, human modification through bionics is the human modification of human abilities through the use of technology and medicine. Bionics are mechanical systems that are created to function with living organisms which can increase the mobility of an injured individual. As I took notes on an article from the MIT Technology Review, it was shared how the company Asterias is one of the first to combat spinal cord injury through the use of genetic modification using embryonic stem cells. I was impressed to learn how volunteers who agreed to have the embryonic stem cells injected into their damaged spinal cord displayed recovery within their condition. However, I am also worried to see how the effects of the injection affect the individual in the long run. As amazing as it was to hear of this solution, I am concerned over the regulations over the injection itself as I question the long-term effects.
On November 17th 2021, students presented their work to the class. I was most intrigued by the work of my fellow peer Christian Davis who discussed his research with mental health and specifically Attention Deficit Hyperactivity Disorder (ADHD). I myself have a sibling with ADHD and gave a speech regarding my sibling's condition when I was in high school. Mental health is very important to me and I am pleased to know that there are efforts and more people advocating for individuals affected by ADHD such as Davis. One of my favorite pieces of Davis’s presentation was the example he shared in reference to the Disney movie Up and the dog named Dug who often had a hard time focusing and had many thoughts going at once. This was a great example to represent ADHD and I am glad this example was chosen to explain ADHD.
Theme 4: Security
Definition:
The definition of security is the condition of being safe from any form of danger or threat. In regards to my theme, I will explore cyber security which is the application of technology to protect others from cyber attacks.
My Experience:
Throughout the end of November and the beginning of December 2021, the theme of Security was explored within the classroom through guest presentations, interactive activities, and background research assignments done by students.
On November 22nd 2021, students engaged in an interactive game where security was explored. My team and I chose the security issues around smartphones and their potential negative impact on individuals. The members affected in this area are the service providers, smartphone users, and the headquarters of the manufacturer. My team and I were presented with cards which we paired into groups to help digress the issues within our topic. For example, we chose the cards manipulation or coercion, access or convenience, and inside capabilities for one scenario. The story behind this scenario is that hackers can manipulate servers to access the inside capabilities/data of users. One of the members of the group is majoring in cyber security and she helped provide some insight into the theme area and on our activity as a whole. Through my team members and this activity, I learned how cyber security applies to everyday life. It was very interesting for me to learn how my personal information can be at risk. This was a great reflection as I have begun to use my VPN when navigating different websites when on my laptop.
On November 24th 2021, there was a guest presentation within the class. Professor Nancy Cooke is very passionate about addressing national security concerns. Her presentation consisted of creating an AI team member companion. There is work being done to make machines work better with humans in a way where automated solutions can be provided by the AI machine. One of my biggest take-aways from Dr. Cooke was quoted in the presentation, “Effective teams understand that each team member has different roles and responsibilities.” This was interesting for me because this is a concept explored within human teams but I never considered this relationship with an AI machine.
On November 29th 2021, students engaged in an interactive role-play simulation. My role within the activity was the California Director of the State of Emergency Management Agency. Through my research prior to the class activity, I found that my duty was to protect the citizens of California. I was responsible for overseeing and coordinating emergency preparedness in response to the security of Californian citizens. The scenario of the class activity was the following: It is the year 2025 and autonomous vehicles have been mandated. There has been a security break of these autonomous vehicles and has led to car crashes and citizen injuries. It’s up to Arizona and California officials to determine what course of action needs to be taken to resolve this issue. Within this activity, I worked with homeland security and the California governor to address this issue. At the end of the activity, it was interesting to see how all state officials work with one another in times of crisis. I personally believed I learned a lot about the role of the California government which was very impactful for me as I am from California. In addition, I was able to reflect on how tragedies can cause serious alarm and concern within communities.
On December 1st 2021, students presented their works on security for the class. As I watched the students present their work, I kept trying to reflect on how it applies to my daily life. I personally believe I have been naive when it comes to online security and the student presentations helped me realize the danger I am in when I am consciously online.
Perspectives on FSE 150:
Within the course, the following four theme areas were explored: Sustainability, Joy of Living, Health, and Security. I valued the experience of learning all four of these theme areas instead of sticking to the area I chose which was Joy of Living. In past classes, students were tasked with choosing a topic at the beginning of the year and were expected to stick with this theme. However, this class was the first time where I not only had to choose a theme at the beginning, however, I was able to learn about the other topics and gained valuable experience from broadening my learning by doing this.
Within the Sustainability theme, I was able to redefine this word for my understanding. Originally, I thought this word meant finding ways to improve the environment. Although this remains true, I was unaware of how this theme was dedicated to finding solutions for future generations where I initially assumed sustainability was to fix issues in the moment without any focus on future implications. This was brought to my attention the most when on September 22nd 2021 an Arizona State University (ASU) research associate gave a presentation regarding transportation. Research has shown that the burning of fossil fuels and other resources for commercial cars has negatively impacted the environment. The ability to change to an electric route within transportation is a key component to improving the environment. A quote that stood out to me was, “Electric cars should be part of the economic system, far from being a luxury item.” This quote reminded me of my upbringing where my family continuously struggled to fix our cars. As a mechanical engineering student, I have also always been very interested in finding a way to provide affordable and reliable cars to low-income families. This presentation was impactful for me to learn how there are efforts being made towards helping the future generations.
As mentioned, I was more interested in Joy of Living and was able to purse my passions with this theme. My passions reside in helping low-income community members obtain access to resources that can give their life more stability and joy. Through my experience with my theme paper, I investigated the works of Linda Luecken who is the Vice Dean of faculty within The College of Liberal Arts and Sciences at ASU. Luecken investigated how the effects of maternal and paternal postnatal depressive symptoms effect an infant’s respiratory development. From person experience, mental health is a stigmatized topic for most communities such as the one I come from. I was very humbled to hear how efforts are being made to combat this issue. This study was one of the first of its kind in as the study studied paternal effects on the child in addition to the maternal effects. These results opened many doors to solving other related to a child’s health which effectively contributes to the theme area and my overall passions.
As passionate as I am about mental health, the Health theme area helped me learn more about physical health. On November 10th 2021, a health debate took place during class where the controversial topic of human modification through bionics was explored. As I took notes on an article from the MIT Technology Review, it was shared how the company Asterias is one of the first to combat spinal cord injury through use of genetic modification using embryonic stem cells. I was impressed to learn how volunteers who agreed to have the embryonic stem cells injected into their damaged spinal cord displayed recovery within their condition. Although I have concerns on the long-term effects of this solution, learning more about the human body and technologies being made to help it was surprising for me. Learning how broad health can has helped me realize how there are multiple ways I can contribute to this theme and explore it with my Joy of Living theme.
When I first heard of “security,” I assumed this was in reference to personal physical security. However, this theme was explored in class by investigating cyber security. On November 22nd 2021, students engaged in an interactive game where security was explored. My team and I chose the security issues around smartphones and their potential negative impact on individuals. The members affected in this area are the service providers, smartphone users, and the headquarters of the manufacturer. My team and I were presented with cards which we paired into groups to help digress the issues within our topic. For example, we chose the cards manipulation or coercion, access, or convenience, and inside capabilities for one scenario. The story behind this scenario is that hackers can manipulate servers to access the inside capabilities/data of users. One of the members of the group is majoring in cyber security and she helped provide some insight into the theme area and on our activity. Through my team members and this activity, I learned how cyber security applies to everyday life. It was very interesting for me to learn how my personal information can be at risk. This was a great reflection as I have begun to use my VPN when navigating different websites when on my laptop.
In conclusion, FSE 150 helped expand my understanding of the world. I was able to enter the semester with my own ideas and now as I leave the class, these ideas have been redefined. These newly defined concepts have expanded my curiosity and I want to let my curiosity guide me throughout the rest of the program in a way where I can explore more projects from different perspectives. I am inspired to continue working within the Joy of Living theme area in a way where I can find experiences in Sustainability, Health, and Security that applies to my theme area. As ASU’s Grand Challenge Scholars Program continues to inspire students to find innovative solutions for ongoing societal issues, my experience with this class will help me do just this as I can take my broadened understanding of the world and apply it to issues I see fit.
Multidisciplinary Competency Part 2
TCL 360: Inequality/Diversity Education
This course employed an ecological model of human development and social reproduction theory from a multidisciplinary standpoint to structure learning objectives. I investigated the ways in which crossing elements at the micro, meso, exo, and macro levels of society affect people's goals and accomplishments. Frameworks from sociology, psychology, and education were integrated to show how different fields may work together to better understand and address inequality.
I now have a better knowledge of the ways that different aspects of diversity interact with educational institutions and outcomes thanks to this course. Through the integration of case studies, films, and sociological and psychological research, I was able to investigate the intricate mechanisms that lead to educational inequity. My multidisciplinary Grand Challenges topic, "Joy of Living," is perfectly aligned with this course, which addresses important societal issues by examining how systemic problems in education affect social fairness and human rights.
For example, in Ain’t No Makin’ It by Jay MacLeod, both the Hallway Hangers and the Brothers illustrate how the United States has failed to meet the educational rights outlined in the Universal Declaration of Human Rights (UDHR) and the United Nations Convention on the Rights of the Child (UNCRC). The Hallway Hangers, a group of primarily white, low-income individuals, lacked optimism about their educational prospects, discouraged by their socioeconomic circumstances. In contrast, the Brothers, who are predominantly African American, had more positive views about education but faced systemic barriers, such as zero-tolerance policies that eroded their cultural identity and disproportionately penalized marginalized students. Social reproduction theory is illustrated by the cyclical nature of these results, where socioeconomic position influences life and educational paths, underscoring the ways in which forces at the macro and micro levels interact to sustain inequality. The course's interdisciplinary frameworks offer a more profound comprehension of the ways in which societal institutions influence educational and life outcomes when seen through this lens.
Through the experiences of the Hallway Hangers and the Brothers, I saw firsthand how structural barriers influence aspirations and attainment, offering a stark illustration of social reproduction theory. The educational disparities they faced not only restricted their Joy of Living but also highlighted how limited access to opportunities affects overall quality of life. This reading reinforced the course’s exploration of how educational systems both perpetuate and combat inequality, deepening my understanding of the challenges marginalized groups face.
As my final assignment for the semester, I made an infographic about gender inequality in STEM education in addition to reading the book Ain't No Makin' It. As a first-generation Latina engineering student, I chose this issue because I have firsthand experience with the structural obstacles and underrepresentation of women in STEM professions, particularly women of color. Through the infographic, I was able to investigate how women's access to STEM possibilities at all educational levels is disproportionately impacted by gender biases, cultural expectations, and a lack of mentorship. It also emphasized how these disparities might be made worse by intersecting identities like race and socioeconomic class. The infographic can be seen below:
I was able to show how micro-level influences—like family expectations and school experiences—interact with macro-level systems—like institutional policies and societal norms—to shape the educational pathways of women in STEM by tying the problem of gender inequality in STEM to the ecological model and social reproduction theory. Because it addressed the difficulties I had encountered and still perceive in my own journey, this project held great significance for me. In order to ensure that future generations of students, regardless of their gender or origin, have the tools and opportunities to achieve, it reaffirmed the significance of promoting educational reforms and support structures that foster more inclusive environments for underrepresented groups in STEM.
Talent Competency
MEE 488/489: Mechanical engineering design
This past summer, I enrolled in MEE 488, my first-semester senior design capstone course, as part of my Grand Challenge Scholars Program (GCSP) experience, focusing on the theme of Joy of Living. My capstone team and I are developing PowerPath, a platform that converts kinetic foot energy into electrical energy. The design employs piezoelectric wafers, which generate an electric charge when subjected to mechanical stress. By embedding these wafers in a platform, pedestrians walking on it apply mechanical stress, causing the wafers to convert their footstep energy into electrical energy. This energy is then stored in a battery and used to power a lighting system, energize buildings, and more. The development of this platform addresses real-world issues of energy sustainability, especially within low-income communities, aligning directly with my chosen Grand Challenges theme. An image of the design will be shown in Figure 6 below.
Over the summer, my team worked on the core design concepts to prepare for MEE 489, the second semester of the capstone course, where we will implement the prototype. As I am now in the second semester I am collaborating with professionals in the campus machine shop to build and refine the prototype, gaining hands-on experience in a real-world setting. Throughout the process, I am applying my knowledge of mechanical engineering and technical skills, including working with piezoelectric materials and energy storage systems. Our work is mentored by faculty and professionals from the industry who guide us in translating theoretical concepts into practical applications. This mentorship has been instrumental in advancing the design and understanding of its impact, especially for low-income communities.
In the context of the Joy of Living theme, my focus has been on how sustainable energy solutions can improve the quality of life for low-income individuals. As a first-generation, low-income student, I am particularly aware of the disproportionate burden energy costs place on these communities. According to the Kleinman Center for Energy Policy, “Low-income households spend around 16.3% of their income on energy, as compared to 3.5% in non-low-income households.” By addressing energy poverty through sustainable technologies like PowerPath, my work contributes to solutions that reduce energy costs and improve access to essential services like heating, cooling, and lighting.
The creation of PowerPath introduces a new design that can have a direct, positive impact on these communities, thereby contributing to the Joy of Living. This experience has not only expanded my technical knowledge but also deepened my understanding of how engineering can be used to create sustainable, community-based solutions to real-world problems. As I advance in my professional career, I will apply the research and design skills I refined throughout this course to tackle industry challenges and drive the success of future projects. On a personal level, this project taught me the importance of innovating new designs to fulfill societal issues.
The final report submitted after my first semester can be found in the link below.
Viable Business/Entrepreneurship Competency
FSE 301: Entrepreneur & Value Creation
This course on entrepreneurship gave students a practical way to comprehend and use important entrepreneurial concepts. We learned how to recognize real-world issues and create business models to solve them in the course. It presented the "4 C's of Venture-Based Learning" (Care, Customer Development, Creativity, and Cash) as well as the "3 C's of an Entrepreneurial Mindset" (Curiosity, Context, and Creating Value). Throughout the course, our main objectives were to validate our business models, improve our pitch deck, and gain a better grasp of target markets through customer development. Our use of entrepreneurial techniques and tools to develop workable solutions was demonstrated in the final venture pitch. Although starting a real-world business was not necessary, the course prepared us for future career pursuits by providing invaluable expertise in lean startup approaches and entrepreneurial problem-solving.
I learned how to recognize problems in the real world and create company models that cater to target market demands in this entrepreneurship course. I gained knowledge about how to apply an entrepreneurial attitude to solve challenges, generate value, and develop a workable venture concept by using approaches like lean startup and disciplined entrepreneurship. I worked on a speculative venture idea during the course, going through several stages of development such as finding customers, honing the business plan, and going through three iterations of my presentation deck. Using this method helped me improve my ability to make a strong venture pitch to possible investors and allowed me to exercise entrepreneurial thinking in a controlled setting.
In addition, within this course I was tasked with creating and implementing a new product. I moved forward with SpaceBuddy, an attachable compartment to place under backpacks to increase space. The problem I was trying to solve was the issue of jackets taking up a lot of space. As someone who is sensitive to the cold, it is often annoying when I take off my jacket, place it in my backpack, and now deal with the issue of the jacket being in the way of the other items in the backpack I would like easy access to, Therefore, I designed SpaceBuddy so the jacket can be placed on the bottom of the backpack in a separate compartment. Therefore the weight of the backpack squeezes the "fluff" of the backpack and space is no longer an issue. Before pitching my idea, I created a google survey to see if my issue was common enough to need a solution. After surveying 97 people, I found that 78% of people found use in my idea. I then pitched my idea to the class and demonstrated my growth as an entrepreneur during the semester. I included comments from professors and peers in each iteration, which helped me improve my idea and better fit it to the demands of the market. I was able to demonstrate the whole range of my work in my final pitch presentation, from the first problem discovery to the development of a comprehensive business model that represented a workable market solution.
This course was really helpful for my other Grand Challenges Scholars Program (GCSP) work, especially for developing the abilities I needed to think creatively and entrepreneurially and solve challenges. The experience has emphasized how crucial it is to create solutions that not only handle technical difficulties but are also ready for the market and profitable. By learning how to apply these skills in the context of entrepreneurship, I am better prepared to approach challenges in my professional career, especially those related to my Grand Challenges theme of Joy of Living, where improving quality of life through sustainable innovations can have a meaningful impact. Joy of Living is all about improving the quality of life of others - therefore their joy of living. This class taught me how I can use my engineering skills to create a solution to a common problem, especially after my survey indicated the issue was common amongst students and professionals.
Multicultural Competency Part 1
spa 325: Introduction to hispanic literature
In SPA 325, I developed an appreciation for the rich literary traditions of Latin America, and through its various works of poetry, drama, short stories, and novels, I expanded my understanding of different cultures. As a Mexican American, I was already familiar with certain aspects of Latin American culture, but this course allowed me to explore beyond my own background, particularly with literature from Argentina. This exposure to diverse cultural perspectives was crucial in enhancing my ability to analyze literature from different viewpoints and deepened my understanding of the complex relationship between language, culture, and society.
This course played a significant role in developing my multicultural competency, a vital aspect of my Grand Challenge Scholars Program (GCSP) work. In order to address global challenges effectively, especially within my chosen theme of Joy of Living, it is essential to connect with other cultures in meaningful ways. By engaging with literary works from other Latin American countries, I was able to see both the similarities and differences between my own culture and those of others, which will be invaluable when working on global challenges in the future. For example, as an engineer, I plan to work on technological advancements in countries that may not be as developed as the U.S., and this course taught me that understanding the local culture is just as important as applying technical skills.
The first annual digital showcase, where I exhibited my work alongside other top-performing students and interacted with a varied audience, was a very memorable experience in this semester. I created a thorough chronology and map of important writers and events in Latin American literary history while working with Professor Erin Lane to build an in-depth examination of the region's literature. In order to improve my project and guarantee its accuracy, I had to have cooperative conversations with instructors and classmates while preparing for the display. I also had to interact with people from different cultural backgrounds.
I spoke with Argentinian attendees during the event, which gave me a unique perspective on how they viewed the writers and historical events I had studied. In addition to broadening my knowledge of Latin American culture, these discussions improved my cross-cultural communication skills. I was able to improve my research, presenting, and cross-cultural communication abilities through this experience, which will help me in my future job in a variety of international settings. It strengthened my capacity to relate to and value diverse cultures, which will be crucial to my growth on the job and in my personal life.
Through the class discussions, literary analysis, and the digital showcase, I gained the skills needed to connect with and understand other cultures. This included learning how to fully engage in conversations where I listen to others while learning of their cultural background and sharing mine. I believe learning how to listen to others and learn from their experiences is a valuable skill in not only connecting with others from another culture but it is also important in any given setting. On a personal level, I enjoyed being able to share my culture at this event along with tying my heritage to the historical events I mentioned within my presentation. These experiences will continue to benefit me as I apply these learnings to my GCSP work, helping me bridge cultural gaps and improve the quality of life for others, thereby contributing to my Joy of Living theme.
Multicultural Competency Part 2
Study abroad: universidad Autónoma de barcelona
During my semester long study abroad experience at the Universidad Autónoma de Barcelona in Spain, I had the unique opportunity to immerse myself in a multicultural academic environment that deeply enriched my understanding of global perspectives. My classmates came from diverse countries, including China, Germany, Brazil, Japan, and Canada, which exposed me to a variety of cultural viewpoints. Engaging with students from different backgrounds expanded my worldview and helped me appreciate the nuances of cross-cultural communication.
One of the most impactful aspects of this experience was the friendship I developed with a local student from Spain. We spent a lot of time comparing our cultures—my background as a Mexican American and hers as a Spaniard. One key difference was how we learned Spanish. As a Mexican-American I learned Spanish by being raised by Mexican immigrants while attending English speaking schools. On the other hand, she learned Spanish and English at home and Catalan in school since Barcelona is in the province in Catalonia. The main difference between us was that this was the way Barcelona was. In other words, her parents did not have to be immigrants for her to learn a new language - almost everyone in Barcelona knew three languages because it was normalized. This exchange was eye-opening and exciting, as we discussed the similarities and differences in our traditions, values, and ways of life. By directly engaging with a peer from a different cultural background, I was able to gain a deeper appreciation for the cultural richness of Spain and how it differed from my own heritage. This experience significantly enhanced my multicultural competency, a vital component of the Grand Challenges Scholars Program (GCSP), particularly within the theme of Joy of Living.
Understanding and connecting with other cultures is crucial for addressing global challenges, and my time in Spain provided me with the tools to do just that. I learned how to navigate cultural differences and build meaningful relationships, which will be essential as I pursue my future goal of working in engineering and technology in countries that may be less developed than the U.S. By gaining a deeper understanding of how different cultures approach life and challenges, I am better equipped to implement solutions that are sensitive to the needs and values of the communities I aim to serve.
By learning how to connect with others and create meaningful connections, I will be able to understand others on a personal level. When it comes to the Joy of Living, I have defined this theme as the factors that contribute to someone's joy within their life. By learning how to connect with others, I can contribute to the joy of living within the lives of others by understanding the factors that impact their life and by finding solutions. In short, this experience will continue to benefit my GCSP work, particularly in relation to the Joy of Living theme, as I apply my multicultural knowledge to create inclusive solutions that improve quality of life across different cultural contexts. The joy of living refers to the joy in someone's life.
Social Consciousness Competency
FSE 104/404: EPICS gold feasibility and planning
Through my participation in the Engineering Projects in Community Service (EPICS) program for three semesters, I developed a deep understanding of social consciousness and its importance in engineering. EPICS is a national, award-winning program that empowers students to address real-world problems through engineering-based solutions for non-profit organizations. In this program, I was part of a team tasked with converting a 1988 Chevrolet R20 Suburban into an electric vehicle, a project that has significant environmental and societal implications. After successfully completing this project, the idea was to create conversion kits so others could convert their gas powered cars into electric. The team believed that this would benefit others and the climate as global warming continues to affect the world around us.
As the leader of the engine team, I was responsible for overseeing the transition from a traditional gas-powered engine to an electric motor. This role required me to coordinate with various sub-teams, manage technical challenges, and ensure the overall feasibility of the conversion. The team met two times a week and although the team was split into sub teams, the team would still gather together at the beginning and end of the meetings to update one another and provide feedback on progress within the sub teams. Our team’s efforts were recognized during a pitch competition, where we successfully secured additional funding for the project.
This experience helped me achieve the Social Consciousness Competency, as it was centered on creating a sustainable solution that addresses global challenges, particularly the need for clean energy and reduced carbon emissions. The project aligns closely with my Grand Challenges theme of Joy of Living by promoting environmental sustainability, which ultimately improves quality of life, especially for future generations.
The hands-on service learning experience in EPICS has allowed me to connect my technical skills with real-world social issues. It also reinforced the importance of integrating engineering and technology into solutions that benefit the broader community. By working on a project that has both environmental and social significance, I gained a better understanding of how engineering can be used to foster social good, aligning with my long-term goals of developing sustainable technologies that make a positive impact on society.
Final GCSP Reflection
My development as an engineer and my readiness for future professional opportunities have been greatly impacted by the priceless experience of becoming a Grand Challenges Scholar. The competency areas—Multidisciplinary, Talent, Multidisciplinary, Viable Business/Entrepreneurship, Multicultural, and Social Consciousness—were all areas in which I actively participated during this program. Each of these competences made a distinct contribution to my comprehension of the difficulties we encounter in the engineering sector and gave me the tools I needed to successfully overcome them.
During my research experience, I worked with others on topics that called for critical thinking and creative problem-solving. For example, my study on Latin American literary analysis helped me appreciate the significance of cultural context in comprehending difficult themes while also strengthening my research abilities. This is in line with the global dimension competency, as I made connections with a variety of peers at the digital showcase and learned about their viewpoints, which will help me in my future engineering endeavors.
The value of cross-disciplinary cooperation was further highlighted by the interdisciplinary experience I obtained via the Engineering Projects in Community Service (EPICS) program. I gained useful collaboration and project management skills from leading the engine team in our electric vehicle project, which are crucial for any engineering job. I learned to value different perspectives and methods from this experience, which is essential for addressing the complex issues mentioned in the Grand Challenges theme.
The entrepreneurship training also improved my ability to come up with creative answers to difficulties in the real world. I developed my ability to test business models and effectively convey concepts in my pitch presentations by implementing lean startup approaches. In addition to encouraging my creativity, this experience gave me the skills I needed to start and oversee initiatives that have the potential to make a significant difference.
I have, all things considered, gained a strong feeling of purpose and preparedness for the future from my experience as a Grand Challenges Scholar. My cross-functional links have brought to light the interdependence of engineering fields and the necessity of a comprehensive approach to problem-solving. With an emphasis on creativity, teamwork, and cultural sensitivity, I feel more equipped than ever to take on the difficulties that lie ahead in my engineering career.
When I think back on my GCSP experience, I am appreciative of the chances it has given me to advance both professionally and personally. Without a question, the abilities and knowledge I've acquired will influence my future pursuits and direct me as I work to have a good influence both within and outside of my industry. By focusing on the Joy of Living theme area, I was able to understand what factors affect communities. Within this understanding, I can now use my engineering background to contribute meaningful solutions for communities and improve their quality (joy) of living.