Using hackathons to enhance university-level water curriculum for students in minority communities
DOI:
https://doi.org/10.47408/jldhe.vi34.1336Keywords:
hackathons, inclusivity, minority communities, STEMAbstract
This article illustrates the potential for hackathons to serve as an innovative educational tool in addressing the underrepresentation of minority communities in science, technology, engineering, and mathematics (STEM) fields. Using Merced, California—a region recognised for its agricultural economy, socioeconomic disparities, and diverse population—as a case study, this work explored how hackathons focused on water-related and agricultural challenges help align the region's agricultural needs with the current workforce's skills. Hackathons have the potential to augment university-level water curricula, bridging traditional disciplinary approaches and strengthening the local workforce. Workshops within these hackathons are an opportunity to introduce new skills and techniques, fostering a problem-solving environment. Finally, the authors provided recommendations, based on participant survey data, to enhance future hackathons, focusing on increasing engagement among minority groups, contributing to a more inclusive and diverse STEM workforce.
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