Cyril Concepcion Shakes Things Up with Locally-Relevant Engineering Activities for Guam Students

 

Bridging STEM and Island Life

As a civil engineering student from Guam, I’ve always seen engineering as more than formulas and blueprints, it’s about solving real problems that affect our island home. This spring, I had the opportunity to lead a community STEM workshop as part of the STEMAP program, where I introduced middle school students to the world of civil engineering in an interactive and culturally relevant way.The workshop, titled "Building Guam: Civil Engineering and Sustainability in Action," was held through the NASA Guam Space Grant’s STEM Saturday series. My goal was to spark curiosity and make engineering concepts feel approachable, especially for students who may have never imagined themselves in this field. We explored real-world engineering challenges on Guam, from typhoon resilience to flooding and erosion, through three engaging activities: an earthquake shake table, an island flooding simulation, and a concrete permeability demo using recycled materials. I was amazed at how quickly the students picked up key concepts. Many of them asked thoughtful questions, made observations about their homes and communities, and even offered creative solutions during the design sessions.

Earthquake Shake Table

The purpose of this activity was to introduce students to the importance of structural resilience in earthquake-prone regions like Guam. Participants built small-scale structures using simple materials (popsicle sticks, rubber bands, and clay) and tested them on a DIY shake table made from cardboard, marbles, and rubber bands that mimicked seismic motion. This demonstrated how building height, shape, and stability influence performance during earthquakes, relating directly to Guam’s history of seismic. Students engaged deeply with the testing of their structures on the shake tables. Through this hands-on process, they developed a strong understanding of how different building designs respond to shaking, and recognized why shorter, sturdier buildings offer better resistance to Guam’s frequent seismic activity.

 

Island Flooding Simulation

This activity aimed to help students understand stormwater runoff and surface permeability, issues especially relevant to Guam’s frequent typhoons and heavy rainfall. Using clear plastic cups, aluminum trays, rocks, and sand, students constructed mini landscapes with permeable and impermeable surfaces, then simulated rainfall to observe how different materials affected water flow and pooling. They saw firsthand how surfaces like asphalt increase runoff and flooding risks, while materials like gravel or porous concrete absorb water and reduce strain on drainage systems. This tied into real-world infrastructure design choices and encouraged students to think critically about urban planning for climate resilience.

Concrete Mix & Permeability Station

This demo showcased the engineering behind concrete design, especially how recycled aggregate or permeable mixescan contribute to sustainable construction. Participants mixed small concrete batches with varying materials and compared their texture, workability, and ability to allow water through. The goal was to reveal how civil engineers adjust material ratios to achieve different properties and how innovations like permeable or recycled concrete can reduce environmental impact, particularly in island communities where import costs are high and waste management is a growing concern.

 

Connecting Culture, Community, and Concrete

Throughout the workshop, I saw how students thrive when content relates directly to life on Guam. Their eyes lit up during conversations about typhoons, flooding, and how our buildings withstand storms. These are topics that are part of their lived experience. The hands-on activities, like the shake table and recycled concrete demonstrations, helped turn abstract engineering concepts into something tangible and exciting. These interactive experiments allowed students to connect STEM ideas with their environment in a way that felt relevant and empowering. As an engineering student who grew up on Guam, I saw how much representation matters. I could feel the impact of being someone from their own community, showing them that pursuing civil engineering, or any STEM path, is something they can do too.

Building for the Future

This experience reminded me that meaningful engagement is a shared exchange. While I was teaching about infrastructure, I was also learning from the students about what matters most to them. Their questions and perspectives showed how deeply they care about their island home. It deepened my passion for designing sustainable engineering solutions that meet Guam’s current needs while preserving our natural resources for future generations.