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1. Transportation Practices of People Living with HIV in Rural Areas

   Theisz, Alec A ; Furness, Megan ; Maestre, Juan Fernando ; Kameswaran, Vashnav ; Dillahunt, Tawanna R ; Veinot, Tiffany ; Shih, Patrick C ( November 2020 , American Medical Informatics Association Annual Symposium Workshop on Interactive Systems in Health Care)

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   Transportation has evolved throughout the past several years through developments in HCI and sociotechnical systems. However, there has been a lack of studies examining transportation in rural areas for vulnerable populations. Our study focuses on the transportation facilitators and barriers faced by people living with HIV in rural areas. We were informed through 31 surveys and 18 interviews with people living with HIV in rural areas and their case coordinators. We highlight the importance of utilizing a patchwork of transportation methods and having social networks to support transportation needs. Emerging, popular forms of urban transportation do not translate well due to differences in trust, infrastructure, rural culture, and stigma. 

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2. The value of community technology workers for LPG use: A pilot in Shirati, Tanzania

   https://doi.org/10.1186/s13705-022-00331-x  

   Gill-Wiehl, Annelise ; Sievers, Sara ; Kammen, Daniel M. ( January 2022 , Energy, Sustainability and Society)

   Sustainable Development Goal (SDG) 7 calls for the adoption and continued use of clean-burning stoves by the 2.9 billion people relying on unclean fuels (both solid biomass and kerosene). However, to date, the clean cooking literature has found low rates of efficient stove adoption and continued use. This paper presents the application of a public health community engagement model to the use of clean cooking fuels. We implemented a pilot study with Community Technology Workers (CTWs) as a means to overcome maintenance, education, and behavioral barriers to clean fuel use in rural Tanzania.

   The intervention was a free 6 kg Liquified Petroleum Gas (LPG) cylinder and stove coupled with education from a local technically trained CTW on LPG use. We evaluated the training, work, and impact of a CTW on LPG use on 30 randomly selected households from two villages in a rural district of Tanzania over a 1-year period. After an initial baseline survey, technically trained local CTWs educated the households on safe LPG use and conducted 34 follow up surveys over the next year on their cooking fuel use. Additionally, we conducted qualitative interviews with all households and a focus group with six of the households.

   The results from the mixed methods approach show that 80% of families (n = 24) consistently refilled their LPG cylinders and ~ 40% of households exclusively used LPG. Households reported appreciating the CTWs’ visits for providing education and maintenance support, giving them confidence to use LPG safely, reminding them to save for their cylinder, and providing a community driven effort to use clean fuel.

   The findings demonstrate the feasibility of this type of community infrastructure model to promote and facilitate consistent LPG use, but suggest the need to couple this local support with financial mechanisms (e.g., a microsavings program). This model could be a mechanism to increase LPG use, particularly in rural, low-income areas.

    

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3. Stoking the flame: Subsistence and wood energy in rural Alaska, United States

   https://doi.org/10.1016/j.erss.2020.101819  

   Schmidt J.I., Byrd A. ( January 2021 , Energy research social science)

   Energy costs are large and increasing in rural Alaska communities, so communities are turning to renewable energy. While, many of these communities have a mixed subsistence-cash economy, the relationship between renewable energy and subsistence has not been studied. Tanana, Alaska has a biomass program and we conducted interviews with 61 households in 2017 to understand how residents perceive the program and its association with subsistence activities. We analyzed Alaska Department of Fish & Game subsistence surveys from 89 communities to estimate differences in subsistence harvest between households that harvest wood and those that do not. Interviews indicated that people who harvest wood for the biomass program were six times more likely to engage in subsistence. Subsistence harvests were nearly double (184 kg/per capita) in households that harvested wood for personal use versus those that did not (101 kg/per capita). Equipment used for both activities was similar, and 57% respondents combined wood harvesting with other activities (e.g. subsistence, travel, etc.). Higher household incomes and employment were positively associated with subsistence participation (p < 0.001) while only household incomes was positively associated with wood harvest through the biomass program (p < 0.001). Overall, the program was perceived as having a positive effect (69%) for the community because it has created jobs (36%), saved people money (23%), promoted sharing (16%), and reduced fuel use by the community (15%). Our research shows that biomass programs have the potential to complement subsistence activities and enhance the sustainability of communities in rural Alaska that are faced with high energy costs. 

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4. Findings from the First Year of a Project that Partners Engineers and Educators in Rural Schools

   Grohs, J. R. ; van Montfrans, V. ; Matusovich, H. M. ; Kirk, G. R. ; Carrico, C. ; Gillen, A. L. ; Blackowski, S. A. ; Lesko, H. L. ; Paradise, T. ( June 2018 , ASEE Annual Conference proceedings)

   One significant barrier to broadening participation in engineering and recruiting future engineers is the pervasive lack of understanding or even misunderstanding of what engineering is and what engineers do. The challenges to broadening participation in engineering are further complicated as underrepresented groups often report constructs, such as cultural milieu and outcome expectations, as more important than interest in influencing career choices. Addressing such issues is difficult and single exposure interventions are unlikely to make engineering careers seem more relevant or attainable for most students. More sustainable interventions, designed to (1) challenge misperceptions and create relevant conceptions of engineering; (2) maintain and expand situational interest; and, (3) integrate with individual interests, values, and social identities, appear to hold more promise for creating significant change. As a possible means of developing more sustainable interventions, our ITEST project partners researchers, teachers, and local industry representatives in creating a series (approximately 6 across an academic year) of engineering-related learning activities for middle school children in three school systems in or near rural Appalachia. Across the first year of implementation, we involved nine teachers, six people working at three different companies and more than 500 students with a series of activities in each classroom. To examine the impact of our project, we are using mixed methods, including interviews, surveys, classroom observations, and classroom artifacts gathered from multiple project stakeholders, to answer the following research questions: RQ 1: How do participants conceptualize engineering careers? How and why do such perceptions shift throughout the project? RQ 2: What elements of the targeted intervention affect student motivation towards engineering careers specifically with regard to developing competencies and ability beliefs regarding engineering? RQ 3: How can strategic collaboration between K12 and industry promote a shift in teacher’s conceptions of engineers and increased self-efficacy in building and delivering engineering curriculum? RQ 4: How do stakeholder characteristics, perceptions, and dynamics affect the likelihood of sustainability in strategic collaborations between K12 and industry stakeholders? How do prevailing institutional and collaborative conditions mediate sustainability? Our findings to date offer insights across all research questions and have important implications for stakeholders hoping to raise awareness of engineering among youth, particularly in rural areas. 

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5. Broadening the Participation of Rural Students in Engineering: Preliminary Findings on the Perspectives of Key Community Members

   Vaziri, S.L. ; Grohs, J.R. ; Paretti, M.C. ; Baum, L.M. ; Lester, M.M. ; Newbill, P.L. ( July 2019 , ASEE annual conference & exposition)

   While post-secondary enrollment rates have increased for all groups over the last 40 years, higher education enrollment, and specifically enrollment in engineering programs, continues to vary based on demographic characteristics. As a result, efforts to spark interest in engineering among PreK-12 underrepresented students have increased substantially in recent years. However, as past work has demonstrated, interest is not always sufficient to help students pursue engineering majors, particularly for rural students. In many rural communities, strong family networks, community values, and local economic drivers often play a significant role in shaping students’ career choices. To account for these contextual factors, this project shifts the focus from individual students to the communities themselves to understand how key stakeholders and organizations support engineering as a major choice. Our research aims to gain a holistic understanding of the rural communities by employing three phases: 1. Focus groups and interviews with undergraduate engineering students from selected rural high schools that are known for producing high numbers of engineering majors. 2. Interviews with key individuals (e.g. teachers, guidance counselors, community leaders) and observations of activities that emerged as salient in Phase 1. 3. Participatory design workshops to share findings from the first two phases and foster creative dialogue among the rural schools and communities. The focus groups and individual interviews conducted in Phase 1 provided a rich understanding of how and why undergraduate students from rural high schools selected engineering as a college major. They also laid the foundation for the second phase of this project, which includes interviews with key members of the students' home communities and observations of programs and/or events that emerged as salient. Data collection for Phase 2 will continue through the Spring 2019 semester and our poster will present high-level insights from the interviews and observations.The findings from this phase will allow us to triangulate students’ perceptions with the perceptions and practices of others and will provide a rich understanding of the goals, attitudes, and experiences of community members who often play a key role in students’ decisions. 

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