Report on the Early Engineering Advantage Program and its Alignment with Sustainable Development Goals

Program Overview

Old Dominion University’s (ODU) Early Engineering Advantage Program (EEAP), a weeklong initiative led by the Frank Batten College of Engineering and Technology, provided a preparatory college experience for female engineering majors. The program, funded by the Virginia Space Grant Consortium, demonstrates a strong commitment to several United Nations Sustainable Development Goals (SDGs) by integrating technical education with solutions to global challenges.

Advancing Gender Equality and Quality Education (SDG 4 & SDG 5)

Empowering Women in Engineering (SDG 5)

The EEAP is structured to directly address SDG 5 by promoting gender equality and empowering women in the technology and engineering sectors. Key components include:

• A program design exclusively focused on supporting women entering the male-dominated field of engineering.
• Dedicated sessions including a women-in-engineering panel to provide mentorship and role models.
• The creation of a peer support network, which is critical for retention and success in engineering disciplines.

Fostering Inclusive and Quality STEM Education (SDG 4)

The program provides participants with inclusive and equitable quality education, preparing them for higher education and future employment in technical fields. Educational activities included:

• Sessions on essential skills such as goal setting and career readiness.
• An introduction to engineering identity to foster a sense of belonging.
• A hands-on, project-based learning approach to complex engineering problems.

Addressing Clean Water and Sanitation Challenges (SDG 6)

Project Focus: Sustainable Water Management

A central component of the program was a hands-on project directly aligned with SDG 6, which aims to ensure the availability and sustainable management of water and sanitation for all. The project involved a multi-stage process:

1. Students constructed functional water filters using everyday materials.
2. They designed and built sensor circuits to test water quality, integrating skills in soldering and coding.
3. Using the university’s M-Lab, participants 3D-printed custom cases for their sensors, applying modern manufacturing techniques.
4. The week culminated in a formal presentation of their project findings to faculty, staff, and family members.

Connecting Theory to Practice

The curriculum reinforced the practical project with broader educational context concerning water sustainability:

• Participants studied the history of water treatment, from ancient methods to modern systems.
• A tour of the Hampton Roads Sanitation District’s SWIFT (Sustainable Water Initiative for Tomorrow) facility provided insight into large-scale, local solutions for sustainable water management.

Fostering Innovation and Strategic Partnerships (SDG 9 & SDG 17)

Cultivating Industry and Innovation (SDG 9)

The EEAP nurtures innovation and prepares students for careers that build resilient infrastructure. By engaging in the water filtration project, students developed a foundation in:

• Engineering design and problem-solving.
• Technical skills including coding, soldering, and 3D printing.
• The practical application of technology to address fundamental infrastructure needs like clean water.

Partnerships for the Goals (SDG 17)

The success of the program highlights the importance of partnerships. The collaboration between Old Dominion University and the Virginia Space Grant Consortium exemplifies a multi-stakeholder partnership that advances educational and sustainable development objectives.

Program Outcomes and Long-Term Impact

Building a Foundation for Success

Participants reported gaining a solid understanding of water filtration processes and valued the creation of a strong social and academic support network. This community-building aspect is identified by faculty as a key factor for success in engineering. Since its inception in 2001, the EEAP has supported over 200 students.

Alumni Contributions to Sustainable Infrastructure

Graduates of the program have pursued careers in organizations central to industry, innovation, and infrastructure, including:

• NASA Langley Research Center
• Newport News Shipbuilding
• Dominion Energy
• The Virginia Department of Transportation

Analysis of SDGs in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

The article on Old Dominion University’s Early Engineering Advantage Program (EEAP) addresses and connects to several Sustainable Development Goals (SDGs). These are:

• SDG 4: Quality Education: The entire article is centered on an educational program designed to give students a “head start on college life” and provide them with technical skills and knowledge in engineering.
• SDG 5: Gender Equality: The program is specifically created for “female engineering majors” to “support women entering the field of engineering,” directly addressing gender disparities in STEM fields.
• SDG 6: Clean Water and Sanitation: A core component of the program was a hands-on project focused on “water filtration,” “water quality,” and understanding modern water treatment systems through a tour of the local sanitation district.
• SDG 8: Decent Work and Economic Growth: The program includes sessions on “career readiness” and has a proven track record of participants going on to work at major organizations, linking education directly to productive employment.
• SDG 17: Partnerships for the Goals: The program is a collaborative effort, “led by the Frank Batten College of Engineering and Technology and funded by the Virginia Space Grant Consortium,” showcasing a partnership to achieve educational and developmental goals.

2. What specific targets under those SDGs can be identified based on the article’s content?

Based on the activities and goals described in the article, the following specific SDG targets can be identified:

1. Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.
   • Explanation: The EEAP is a program that provides support and early access to university-level engineering education specifically for women, helping to ensure they succeed in this technical field.
2. Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.
   • Explanation: The article states that students learned a lot, “from soldering to coding to 3D printing,” which are relevant technical skills for engineering careers. The focus on “career readiness” also aligns with this target.
3. Target 5.b: Enhance the use of enabling technology, in particular information and communications technology, to promote the empowerment of women.
   • Explanation: The program empowers its female participants by teaching them to use technology, such as creating “sensor circuits to test water quality” and using the “M-lab to 3D print sensor cases.”
4. Target 6.b: Support and strengthen the participation of local communities in improving water and sanitation management.
   • Explanation: While the students are not a “local community” in the traditional sense, the program fosters participation in understanding and engaging with local water management by having them build water filters and tour the “Hampton Roads Sanitation District’s SWIFT (Sustainable Water Initiative for Tomorrow) facility.”
5. Target 8.6: By 2020, substantially reduce the proportion of youth not in employment, education or training.
   • Explanation: The program is designed to support students’ transition into and success in higher education, keeping them on a path toward employment. The article highlights that many past participants “have gone on to work at organizations such as NASA Langley Research Center,” demonstrating its success in preventing students from falling into the NEET (Not in Education, Employment, or Training) category.
6. Target 17.17: Encourage and promote effective public, public-private and civil society partnerships.
   • Explanation: The article explicitly mentions the partnership between a public university (Old Dominion University) and another entity (the Virginia Space Grant Consortium) to fund and run the program.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

The article implies several indicators that can be used to measure progress:

• Indicator for Target 4.3/4.4: The number of students participating in and completing the specialized engineering program. The article mentions “seven students” in the current cohort and “More than 200 students” since 2001, which serves as a direct count of participation.
• Indicator for Target 5.b: The proportion of women entering and graduating from STEM fields at the university. The existence of a program to “support women entering the field of engineering” implies a goal to increase this proportion.
• Indicator for Target 6.b: The students’ demonstrated understanding of water management. This is measured by their ability to construct “water filters,” create “sensor circuits to test water quality,” and present their projects to faculty and staff.
• Indicator for Target 8.6: The employment rate of program alumni in relevant fields. The article provides anecdotal evidence of this by stating that many participants now work at “NASA Langley Research Center, Newport News Shipbuilding, Dominion Energy and the Virginia Department of Transportation.”
• Indicator for Target 17.17: The number and nature of institutional partnerships. The article identifies a specific partnership between ODU’s Batten College and the Virginia Space Grant Consortium.

4. Summary Table of SDGs, Targets, and Indicators

Source: odu.edu