Friday, March 26, 2010

Technical Training March 22, 2010

Our first technical training during spring break started in the lab at the hanger. We talked about the progress that we wanted to make for the day and the rest of the week and then we prepared for our informal demonstration at Poly Canyon Village. It was announced the week before to all the students housed in Poly Canyon that we would be down at the pool to show off some of the robots that we were working on. There was a small audience when we arrived and we told them about what we were doing in the pool and showed off each robot.




Alex and Jessie, with the assistance of Kevin, used the IVER to create a GPS map of the edges of the pool and then they wrote a program to have the IVER move from one end to the other. They had some trouble in the shallow end of the pool, but had a good run going from the shallow end to the deep end of the pool because it was a much longer run.




Greg worked on getting the lights back up and running on the crawler robot which had broken during transportation from the last trip. Since the light was broken he did not deploy the crawler into the water, but did drive it around on the deck around the pool.




Frank worked with the Video Ray ROV but was having trouble connecting his computer to the control box so he could not get sonar data or control the robot from the computer.




At one point a student brought a dog out to the pool area and it was very interested in the robots and was running around the pool following the robots in the water. After working at the pool for a while we all moved back to the lab and discussed what we all needed to do in terms of coding.




Kevin and Greg talked with professor Clark about coding with OpenCV to do video processing, while Alex and Jessie worked with the IVER code to prepare for the next day when they would deploy it out at the Cal Poly Pier. Frank worked with the computer trying to debug the problems with connecting to the control box of the Video Ray.

Tuesday, March 23, 2010

Technical Training 3/7/2010

On March 7th we headed to the Poly Canyon Village swimming pool to get some hands on experience with the IVER and VideoRay ROV. At this point Matt Maxson (a student working with Dr. Clark and the IVER for his senior project) and one or two others had repaired the IVER and it was operating at full capacity!

When we got to the pool we discovered that the IVER was still designed to float in sea water, so we had to re-ballast it. We took off all of the lead weights located along the bottom of the IVER but it was still a bit nose-heavy. At that point we realized that we had some bubble wrap so a couple of us went into the Poly Canyon Market and bought a roll of duct tape.


We were then able to launch the IVER and learning how to drive it around the pool. Matt Maxson drove it first to show the rest of us how it goes. He even got to demonstrate what the IVER does when it loses WiFi connection in manual mode. He drove it backwards too fast and because of the bubble wrap it tried diving to the bottom of the pool. Thirty seconds to a minute after losing the WiFi signal it rose to the surface and he was able to re-establish contact. After this we each took turns driving the IVER and "catching" it (making sure it didn't hit the pool walls).


While this was all going on Frank and Dr. Clark got out the VideoRay ROV so that we could all have a go at driving it in the pool. The ROV was fun to drive and a lot more maneuverable than the IVER. In fact the IVER's turn radius was too large for the pool and we ended up making a lot of three point turns. We also got to see how the sonar on the ROV worked and what the pool walls looked like on the sonar.


On the right you can see a picture of the ROV and IVER in the water near each other. It was funny seeing the ROV driving circles around the IVER. It also made it more of a challenge for the IVER driver to keep it from getting wrapped up in the ROV's tether. We all had a lot of fun driving both vehicles and look forward to making great progress before and during spring break.

If you want to see more pictures of this awesome day of training look here.

Cultural Training- March 5, 2010

To kick off our final cultural training meeting we discussed how the Artic is relevant to us. After reading multiple articles about the battle for power in the Artic as the ice melts between Germany, Russia, US, and Norway. This new age Gold Rush is a battle for resources and passage. Russia seems to be a powerful factor as they try to gain as much of the ocean area as possible in order to make large profits. Norway on the other hand seemingly can get away with a little bit more than Russia due to the fact it is less talked about. By introducing new technology into the Artic we are becoming a part of something bigger, because we are aiding in the race for resources. By being able to explore and test the newly accessible marine areas, new resources and innovations can arise. Our project has the possibility to have a lasting impact on people.

Our conversation then changed as we moved onto a very debated topic of whaling led by Alex. We started on Greenpeace and what it meant to us. Some viewed it with pride and looked at it as a success, while others said their idea of Greenpeace was militant hippies. We talked about one incident where members of Greenpeace chased down Norwegian whalers, the problem was, it was the Greenpeace members in the large boat chasing the small family boat. This made the Greenpeace members seem like the bad guys.

We learned of the history of Norwegian whaling, it started in the 1900s with just fishing and farming, but this left the Norwegians with little to do in the summer time. They soon took up small boats and harpoons and set out for whales in the 1930s. They hunted and killed minke whales, and by the 1980s this became 50-75% of their income. Back then and still today it is very community focused, with small owner operated boats, families helping once then men return, and the majority of the goods staying in the community.

In 1982 the IWC (International Whaling Commission) issued a moratorium banning whale hunting, which Norway complied with until 1992 where they presented a reasonable argument backed with research and facts on how to safely and with the least amount of harm to the whales continue harvesting them without endangering the population. The IWC did not accept their plan for a sustainable hunting of whales on a more ethical reasoning. They seemed to be under the influence of the "super whale" which is the combination of all the special attributes belonging to a single type of whale. The whale also seemed to be becoming a well known symbol of peace. It seemed morally wrong to some because the whale seems to be so mystical and close to humans, that it is impossible to compare it to normal harvesting of our commonly eaten land animals. This focus on the elimination of whaling was immediate gratification; it is easy to see the action and feel something being accomplished. This may overshadow more important issues that could be more difficult and a longer process before people can begin seeing the change.

We then compared the community focused Norway to Japan. Japan's practices leave the waters polluted which harms wildlife, their whaling is very commercial and big business ran with factory ships, and they do not limit their catches to a specific species of whale or certain season. Both Seinfeld and South Park have made an episode that relates to Japanese whaling, and a recent documentary The Cove has real footage from Japanese cruelty towards dolphins.

Our conversation finally to a change as we listened to Kevin as he told us about dams in Norway and their building standards. Bringing our conversation back to our second cultural training with the Sami people being negatively influenced by the industrialization and dam building when one ruined the Alta dam ruined their home. Because of the Alta incident over 400 basins are now protected. In response to a United Nations environmental committee on dams, they stated in about 5 different ways that the rights of the indigenous people.

A big issue in Norway is their energy issue, they have too much! They run on about 96% hydroelectric power, and 88% of that is controlled by the state or local government. They are trying to get locals to break into industry. The need for some friendly competition produces an idea of subcontracting or turning power into a franchise business possibly. A fun fact researched on the spot was Paraguay is 100% hydroelectric and sells 90% of their power.

Greg then gave us an overview of Norwegian Foreign/International/Humanitarian Aid. It started off in stating they were interested in a hands off approach. They believe on making lasting improvements that will strengthen their own abilities. Norway splits their assistance both bilateral (directly) and multilateral (UNICEF, etc). Norway's foreign aid policy helps 3rd world countries fight poverty, by the end of January they donated $17.5 million dollars to Haiti. In 1987 they were the number 1 provider of foreign aid percent of national GNP, and was number 4 in 2002. The Norwegian Labor Movement aides the population throughout Norway. A goal of helping people is to help build confidence and raise self sufficiency and egalitarianism.

Frank's topic was closely linked with Greg's as he went into details about how one way that Norway helped others is by helping others develop dams. Not only information, and aid, but also money to help fund the project. Norway helped Ethiopia build dams to harness power. The UN partnered with Norway to share experience, knowledge, and expertise so the people they teach have the skills and experience needed to be self-sufficient. Norway helped invest in clean energy in North Africa with multilateral and bilateral assistance. They helped fund the Tigre Dam which provided clean water and benefited over 550 households. One of the odd things brought up was how Norway doesn't always follow its own guidelines for building when going to other countries.

To wrap up the night Kevin once again took the lead to discuss environmental issues currently in Norway. While they are not nearly as discussed as the whaling issue, the issues were just brought to our attention. The idea of wind power plants are faced with the idea that they are visually unappealing and a danger to birds. Greenhouses versus gas. The increase in CO2. Ice shelves retreating destroying certain indigenous habitats. Pollution has been steadily decreasing over the decade. The problem of wolf hunting and whaling. And water policies concerning the basins and pollution. Some of the controversy stems form the very simple conflicting ideas of keeping nature as a whole versus protecting each individual animal.

Our last cultural training was an action packed one that hit a big touchy topic for Norway as well as exploring all the good that Norway provides to other countries.

Sunday, March 21, 2010

Training # 1 - Intro to Pier and IVER AUV

On February 21st we had our first hands on technical training! It seems that our robots decided that they really like Norway and Europe and wished to stay longer. (aka Shipping Delays) So that’s exactly what they did. However their trip has finally ended, as they arrived back in California in what seemed to be one piece.

Each of the ICEX team members were given a reading assignment to study the technical documentation and research papers associated with the multiple underwater robots that Dr. Clark has. These robots include the IVER (aka AUV), VideoRay ROV, and the Crawler.



IVER Autonomous Underwater Vehicle (AUV)




VideoRay Remotely Operated Vehicle (ROV)


Inuktun Versatrax 100 (Crawler)


The main goal for this meeting was to delegate the individual project assignments to the team members, meet the IVER and debug any prevailing issues it was having, and ensure everyone was on the same page with the required software needed to control the robots. We met at the Cal Poly owned research peer in San Luis Obispo where we have access to conduct tests. The peer is located in Avila Bay just south of SLO. The location is very scenic and a great place to work! (Pictured above)

Each of the team members were given an individual assignment/project to oversee and complete for this year’s ICEX project. Each project is unique and accomplishes a specific goal set forth by the team and our partners in Norway. Everyone is very excited about their projects, which are listed below.

Alex – Use the AUV to obtain oxygen level data in the fjord.

Frank – Use the ROV to autonomously track a pipe using vision processing.

Greg – Use the crawler to identify objects of interest on the seafloor.

Jessie – Use the AUV to navigate a grid through the fjord to obtain video footage of kelp deposits.

Kevin – Use the AUV and attached camera to create a map of the kelp deposits in the fjord.

At the training we all got the chance to get hands on with the IVER and learn the basic operation and assembly procedures. Once we got the IVER opened up we discovered a few issues/bugs that it was having. Unfortunately we weren’t able to get it in the water to drive around, but we definitely learned a lot and made good progress. We were able to view the driving GUI for the IVER and learn how to drive and read critical sensor values. We hope to drive the IVER and other vehicles in water at our next training.

The last training goal was to get critical software installed on our laptops that will be needed to control and program these many robots. There didn’t seem to be any issues with this process and everyone got the software installed.

Overall...a very productive meeting! It was very exciting to get our hands on a robot and start the technical portion of this great project. We hope to continue to make progress in preparation for our April trip to Norway!

Monday, February 22, 2010

Cultural Training - Feb 19, 2010

This week we looked at slightly more controversial topics: the history of minorities and immigration in Norway.

Everyone in the group read a number of articles about women in Norway because in our past meetings we had been wondering about the results of Norway's commitment to egalitarianism. What we gathered from these articles appears to support our theories; women do indeed seem to have an easier time living independently in Norway.
We did acknowledge that the situation in Norway is still not ideal, as women are not common in upper management, but one of the theories presented in the articles was that rather than a "glass ceiling" there is a hierarchical segregation. Additionally, we agreed that the idea of "occupational segregation" seemed to make some sense, being that women seem to group into particular areas or fields (i.e. medical and education). Some of our theories behind this were that women seemed to be more interested in fields that provided some kind of service to society, whereas men were more interested in positions that provided the most money.
We also found that there were a number of significant advantages for women in the work force in Norway too, though. For example, Norway has a wonderful maternity/child leave program, where up to a year of paternity leave can be taken. Also, in the past decade, Norway introduced a revolutionary policy stating that all company's board of directors must be made up of at least 40% women. The group noted it was fairly interesting that this is similar to the affirmative action policies of the California universities, which were eliminated recently. Was California right to move away from affirmative action, or is Norway taking a necessary action to smash the glass ceiling? The distinctions between our cultures may not enable a clear answer.

Following this discussion of women, we moved to the individual research assignments that were given to everyone else by Jane.

Kevin looked into gender and ROSE (relevance of science education) studies in Norway. He told us about how Norway is very dedicated to determine what factors cause children to choose a career. In order to accomplish this, they are giving questionnaires to children towards the end of lower secondary school (about age 15); the topics include: interests in STEM, perspective on the environment, and their attitude towards school science. The main factors of comparison for these studies are girls vs boys, rural vs urban, and Norway vs. other countries. The primary goal of these studies is to identify what can be done to get more people involved in STEM, especially so that a curriculum can be built to bridge the gap between sexes and rural/urban children.
Kevin also did some more research about women versus men in Norway, reinforcing the ideas and statistics presented in the group assigned reading. He stated that Norway can be considered very gender progress in comparison to other countries, even though men do still hold the majority in most fields. In general, women seemed to be most underrepresented in the groups that were "for profit", relative to the government and university research fields where they are more prevalent; this goes back to our suggestion that women were more interested in aiding society than increasing wages. Furthermore, Kevin told us how women seem to stay more in their home areas, whereas men more frequently drifted towards urban areas. The group also had a theory for this, proposing that women felt stronger ties to their family, whereas men had the desire to start their own family where they can make the best money (which is often in the urban areas).

This week Jessica looked into African immigration in Norway, which was found to have some interesting parallels to the United States. Even though it is a topic our country has been dealing with for nearly our entire existence, Norway appeared to be making social progress at a relatively accelerated rate. In spite of this, there have been a few significant events over the past two decades involving conflicts with African immigrants in Norway. One of the most notable of these was in 1996 when the Norwegian health department recommended people stay away from African people because they "potential HIV carriers;" Newspapers fed the flames by stating that 10% of Africans had aids, when in actuality, the number was 2%. More recently in 2002, a teenager was stabbed to death by neo-nazis; this event was noted as Norway's first public racially motivated homicide. Jessica emphasized that the people of Norway in general were very supportive of the boy's family and over 40,000 people took to the streets to protest. Nonetheless, this event caused Norwegians to do some self-reflection because it became evident they had been ignoring the issues within their own borders.

Frank also looked into a specific population of immigrants in Norway, Muslims. He found that while most Norwegians do not have a problem with their immigration, they would prefer for them to assimilate into Norwegian culture. For example, in Oslo public schools, veils and head scarves are not legal attire, which are common among Muslims. Additionally, a member of the labor party defended the burning of head scarves by saying it was a protest for modernism, rather than against a certain people. This discussion ended on an interesting question posed by the group: will the larger Muslim population's beliefs undermine Norway's goals of equality?

The last individual research assignment for this week's meeting was about immigrants in the labor force and trade unions, completed by Alex. He found that the general attitude from trade union workers, specifically those in representative positions, believed that it was "a challenge, but not a problem" to get minorities represented. To emphasize this statement, Alex had discovered only 2 of the 5 trade unions have published materials in languages common among immigrants. He also found information stating that the people in charge, at the central office, were having trouble getting anything accomplished since it is such a touchy subject. While this did not seem like a big deal to most of the group because we are not very familiar with trade unions, Alex told us that they play a much larger role in Norway than in the United States. He also told us some notable facts about immigrants in the Norwegian work force: Norway is 22nd in the employment rate of immigrants internationally, and in general, the refugees have a worse unemployment rate than 'economic' immigrants.

This weeks topics made us realize that Norway does have a lot of parallels to the United States, but their reactions seem to be swift and thus, they are making great strides towards gender and minority equality.

Wednesday, February 10, 2010

Cultural Training - Feb 5, 2010

Introduction by Jane
Our second cultural training focused on the history of Norwegian & Arctic industrialization (and its relation to/impact on society with particular attention to how the impact of industrialization has varied between Norway, the United States, and Russia ); the historical and contemporary structure of education in Norway; and contemporary science and technology development/challenges in Norway.

In this session, we tested whether the dominant images of Norway that we had identified at our first meeting toughness, self-sufficiency, independence, egalitarianism, and humanitarianism continued to make sense and be useful in the context of this new data. In general, we agreed that this image of dominant constructions of self- and national-identity for Norwegians could be productively used as an explanatory factor in our examinations of industrialization, education, and science/technology development.

Readings
  1. Thomson (1938). Norway’s Industrialization. Economic Geography, Vol. 14, No. 4, pp. 372-380
  2. Duhaime & Caron (2009). Economic and Social Conditions of the Artic Regions (pp. 11-22) in The Economy of the North.
  3. Statistics Norway (2009). Facts about Education in Norway 2009. (PDF – 18 pages)
  4. Norwegian Center for International Cooperation in Higher Education (2009). Guide to Higher Education in Norway: Look Up and Discover (PDF, pp. 6-9; 14-17)
  5. Sivertsen and Persson (2000). The low citation impact of Norwegian Science. Bibliometric Notes, 7(4). (PDF – 4 p)
  6. Research Council of Norway (2007). Report on Science and Technology Indicators for Norway (PDF, pp. 7-14; 53-60).
  7. Norway Exports (2007). “Looking to Global Hands for Continued Growth” (pp. 16-20) + “A Market Full of Options” (pp. 24-25) + “Ensuring the Best Brains Stay” (pp. 26-27) in Career in Norway: Live, Work, Enjoy.
  8. (Browse) Norwegian Center for International Cooperation in Higher Education (2009). Renewable Energy in Norway: Studies and Research.
  9. (Browse) Norwegian Center for International Cooperation in Higher Education (2009). Marine Studies in Norway.



Blog Post by Frank
Our second cultural training meeting took place on the Cal Poly Campus. To start off the evening we talked about the next technical assignment and the woes of tracking the robots on their way home from the arctic. Since some of the robots would not be home for the time we scheduled, we pushed back the timing for the first technical training.

The first topic on culture was the history of Norwegian industrialization. Jessie explained that this country was not very industrialized in the beginning of the 19th century, with most of their work done in fishing forestry and agriculture. The first wave of industrialization was in the 1840’s, with textiles and mechanical engineering repair work done. In the 1860 the second wave started with raw material making use of the timber and manufacturing pulp. The third wave of industrialization was the hydro electric power wave in the early 1900's. Making use of all the power they build electro chemical plants to make artificial fertilizers and also extracted aluminum.

The next topic that we discussed was the social impact that industrialization had on Norway. This was brought up by Kevin. Industrialization brought more wealth to the population and brought the life expectancy up while lowering the infant mortality rate. Women were also greatly affected by the greater wealth, since they could move into the work force and no longer have to be stay at home parents. The Sami people were one group of Norwegians that were negatively affected by industrialization. The reindeer herding of the Sami people was affected by the dams that were created for hydro electric plants and the electric power lines and also roads. They had to fight the Norwegian government for rights to the land that they live on and eventually were given 95% control of the land minus control of fish, oil and minerals.

Greg brought up the topic of education and its history in Norway. It started as far back as medieval times where it was necessary for people to learn to read the bible. Naturally the first schools were in churches, and in 1537 they turned into more Latin based schools. As early as 1736 children were taught to read in schools and about 90 years later they began to create primary schools. By 1889 there was 7 years of school required for children and it moved up to 9 years in 1969. Children went to school between the ages of 7 to 16, and recently they added another year so they would start at the age of 6. An interesting fact about the early years of school are that there are no grades until students are 13 years old and that grades are important to get into high school.

The topic of challenges in contemporary science and technology was brought up by Alex. One challenge that was brought to our attention was the fact that research papers in Norway are cited much less that other countries in one study. One thought of the reason for this was that Norway is writing more papers about the needs for its country and not the needs of other countries. There is a push for open access to papers written in Norway which could help with the low citation percentage. One difference between researches in Norway compared to other countries is that they use it more as a learning tool rather than using it to make products. Even thought Norway is not a part of the EU they are taking part in 10% of EU research which opens them up to a lot of opportunities.

Through this cultural meeting we all learned a great deal more about the culture of Norway and preparing for our trip come April.

Sunday, January 31, 2010

Cultural Training 1/29/2010

Introduction by Jane
For our first cultural training, we prepared in multiple ways.
  • First, each of us were asked to read the items listed below. These texts begin to explore what it means to "do work" in international contexts and provided us with introductions to Norway written from a variety of different perspectives.
  • Second, each student also had additional research and/or blogging responsibilities. For example, as part of the interview process to determine the 2010 ICEX team, candidates had been asked to offer explanations for the different reactions in Norway and the United States to the awarding of the 2009 Nobel Peace Prize to President Obama. To better understand the reasons behind the selection of Obama by the Norwegian committee, one of the research assignments for this first cultural training focused on the history of the Nobel Peace Prize and European perspectives on the United States both before and after the election of Obama in 2008.
  • Third, our first cultural training was a Norwegian "pot-luck" = More research + Cooking!
Readings
  1. Gary Downey et al (2006), "The Globally Competent Engineer: Working Effectively with People Who Define Problems Differently. Journal of Engineering Education 95(April)2:107-122. (pp. 1-4).
  2. Terri Morrison & Wayne Conaway (2006). "Norway." From Kiss, Bow, or Shake Hands: The Best-selling Guide to Doing Business in 60 Countries, 2nd edition.
  3. Norway Exports (2007). "Efficient, Family-Friendly, and Postcard Perfect" + "Finding the Right Balance" in Career in Norway: Live, Work, Enjoy (pp. 10-15).
  4. Norwegian Center for International Cooperation in Higher Education (no date; retrieved Dec 2009). A Brief Guide to Living in Norway.
  5. Norwegian Ministry of Foreign Affairs (2009). Mini-facts about Norway.
  6. Statistics Norway (2009). This is Norway: What the Figures Say.


Blog Post by Alex
Chris and his wife hosted our first Cultural Training session and dinner Friday night at their house. Some of the delicious food included: salmon, lasagna, fried rice, curried lamb and Potje De Garbanzo Con Acelga (Chickpea Soup with Spinach). For desert we had almond cake, black pepper cookies and fresh berries.

Between the amazing dinner and desert we discussed a few aspects of Norwegian culture that could be relevant to our trip there. Frank started us off with some information about the Sami people of northern Scandinavia. There are about 60,000 Sami within Norway and they have a complex history as a people but their flag was only recently inaugurated.

From there we moved to a discussion of the Nobel Peace Prize lead by Jessie. All of the other Nobel prizes are awarded in Sweden, Alfred Nobel's home country. While no one knows for sure why Alfred Nobel decided to have the Nobel Peace Prize awarded in Norway the most popular theory states that he thought that Norway was a lot less militaristic than Sweden was at the time. After that we discussed the awarding of the 2009 Nobel Peace Prize to Barack Obama "for his extraordinary efforts to strengthen international diplomacy and cooperation between peoples" (2009 Nobel Peace Prize).

That subject led to a discussion of Nuclear weapons vs Nuclear energy and the pros and cons of different types of nuclear power plants. We had to cut this discussion short to make sure we didn't skip anything on the agenda.


We then learned from Greg that the differences between the two main forms of Norwegian (Bokmål and Nynorsk) developed in different geographical locations within Norway. Bokmål was used mainly in the cities with Danish background while Nynorsk was used mainly in the western rural areas of Norway. He also told us that each geographical region has its own Bunad or traditional costume. This reminded me of the different traditional costumes that permeate the various regions of Greece. Each one is unique and goes along with a unique dance in the case of Greece and dialect in Norway.

After Greg finished, Kevin gave us an abridged version of Norway's history. And then he started a discussion on how Norwegians differentiate themselves from the other Scandinavian countries. Toughness, self-sufficiency, independence, egalitarianism, and humanitarianism are some dominant images of the Norwegian culture that we agreed on after our discussion.

Chris spent some time throughout the night telling us about his trip to the Arctic earlier this month and described his cultural experiences up there for us. It sounds like we're going to have an awesome time and we're all really looking forward to it.

Saturday, January 30, 2010

Introduction: Jane Lehr


Morn! My name is Jane Lehr, and I am the cultural advisor for the ICEX 2010 trip. This spring, we are traveling to the Sletvik Field Station of the Norwegian University of Science and Technology as part of the NORUS Project, an educational and research collaboration between partners in North America and Norway that is focused on technology development for marine monitoring and ocean observation.

I am an Assistant Professor in the Departments of Ethnic Studies and Women's & Gender Studies at Cal Poly. I received my PhD (2006) and MS (2002) in Science & Technology Studies from Virginia Tech, with concentrations in the social, cultural, and political studies of science and technology, and Women's Studies. In 2005-06, I had the opportunity to work as a Post-Doctoral Research Officer in the NSF-funded Center for Informal Learning and Schools (CILS) in the Department of Education and Professional Studies at King's College London.

My research and teaching primarily explore the relationships between science and engineering education, scientific and technical literacies, practices of personal and public decision-making, and issues of social justice and social responsibility. While at Virginia Tech, I was privileged to work directly with Dr. Gary Downey, a leader in the growing field of Engineering Studies. Scholarship in Engineering Studies focuses on the comparative study of engineers and engineering in different historic and contemporary national contexts.

I am very excited to work with the ICEX team this year for a number of reasons. Primarily, I want to support the students’ efforts to gain experiences working as global engineers by facilitating their explorations of the ways in which social, cultural, political, and economic factors can matter in defining and shaping engineering education and practice. Secondly, I am exploring the possibility of developing a course at Cal Poly that would focus on the meanings, challenges, and strengths of engineering in an increasingly diverse and globalized workplace and world and in the context of significant contemporary societal challenges and transformations. Working with the ICEX students this year will help shape that project. I also am excited to learn more about and visit Norway!

Friday, January 29, 2010

Introduction: Jessie Klemme


Hi, my name is Jessie Klemme and I an a 1st year Environmental Engineer at Cal Poly, San Luis Obispo. I love the outdoors from riding ATVs in the desert to going dogsledding in the Minnesota wilderness. I also love to travel, play waterpolo, and volunteer with Girl Scouts. I enjoy doing things that I believe are going to make a difference in some way, which is why I am thrilled to be a part of this team.

When declaring my major I was unsure which discipline of engineering to choose because I wanted to create mechanisms that could help improve the environment, but I found that required many different disciplines combined. ICEX, to me, is a way to see a path my career may take because it is combining my passion for robotics, environmental issues, and travel. I have experience in robotics, but with this opportunity I will learn much more about how to prepare robots for the real world, not just a planned competition like I am accustomed to. I have traveled to other countries, but every culture has their own customs and practices which I find fascinating. Overall I am excited because people of like minds and enthusiasm are joining together to work on a project that I know will be an unforgettable experience.

Introduction: Frank Schreiber

My name is Frank and I am a senior mechanical engineering student also completing a minor in computer science at Cal Poly. My interests are automobiles, robotics, hiking and traveling. Along with ICEX I am in a group building an autonomous car for the Natcar competition (http://www.ece.ucdavis.edu/natcar/) and conducting research in the mechanical engineering department in engineering education. I have presented at two different American Society of Engineering Education (ASEE) conferences through my mechanical engineering research.

I am very excited to travel to a new country and learn about the Norwegian culture. Everything that I have herd so far makes this sound like a great experience for everyone attending. Through ICEX I would like to become more technical in my area of research and hopefully gain knowledge to assist in my education research as well.