Multicultural Awareness Part 1:  ASB Buried Cities & Lost Tribes

ASB 222:  Buried Cities & Lost Tribes

ASB 222 expanded my understanding of global cultures by examining how ancient societies worldwide adapted to their environments, developed social systems, and expressed their identities through architecture, technology, and ritual. Throughout the course, I explored archaeological case studies that revealed how diverse cultures responded to environmental pressures and how their innovations shaped human history.

One of the most meaningful modules focused on the ancestral Puebloans of Northern Arizona. As I wrote in my coursework, their cliff dwellings at Walnut Canyon and Montezuma Castle “show a sophisticated understanding of environment, defense, and community planning.” These multi-story structures, built directly into rock faces, protected residents from harsh weather and conflict while strengthening community bonds. I learned that architecture could serve as a cultural record, expressing values such as resilience, cooperation, and adaptability.

Another major component of the course examined the Hohokam people, who engineered irrigation canals stretching over 20 miles to transform the desert into fertile farmland. Their decentralized social structure, ballcourts, and ritual spaces contrasted sharply with the centralized power systems of ancient Mesopotamia. As I reflected in my draft, the Hohokam demonstrated that “advanced societies don’t all follow the same path, their development depends on the land they live in, the resources they have, and what their culture values most.” This comparison helped me understand that cultural complexity can take many forms, not only in kings, temples, or monumental architecture.

 The course also explored global patterns of migration, subsistence, and innovation. From the Jōmon people of Japan, who relied on seafood, to Mesolithic Europeans establishing seasonal river camps, I learned how climate shifts and resource availability shaped cultural practices. Modules on early hominins and the Neolithic Revolution further showed how environmental pressures drove technological innovation, from grinding stones to spear‑throwers to early agriculture. These examples helped me see how human creativity and adaptability have always been tied to the natural world.

Connection to My Sustainability Theme

ASB 222 directly supports my Sustainability theme by showing how ancient societies developed sustainable solutions long before modern engineering existed. The Hohokam irrigation systems, for example, demonstrate environmentally responsive engineering that allowed communities to thrive in harsh desert climates. Studying how past cultures adapted to climate change, resource scarcity, and environmental challenges helped me understand that sustainability is not just a modern concept; it is a long-standing human necessity.

Value to My Academic and Professional Goals

This course strengthened my ability to think globally and historically about sustainability. As a chemical engineer working toward clean energy and advanced materials, I need to understand how technological solutions interact with cultural values and environmental constraints. ASB 222 taught me that sustainable engineering requires cultural awareness, systems thinking, and an understanding of how people adapt to their environments. These insights will guide me as I pursue a career focused on sustainable energy technologies and global impact.

ASB 222 Buried Cities & Lost Tribes Assignments

MODULES 1-6

Multicultural Awareness Part 2: FSE 494 History & Technology of Microelectronics      

(Taipei, Taiwan, May 17- June 1, 2025)

FSE 494:  History & Technology of Microelectronics (Taipei, Taiwan)

FSE 494 was one of the most globally immersive and academically transformative experiences of my undergraduate career. This course took place in Taipei, Taiwan, home to the world’s most advanced semiconductor manufacturing, and combined engineering, history, geopolitics, and cultural immersion. Over two weeks, I studied the global evolution of microelectronics, toured major technology sites, engaged with Taiwanese engineers and students, and explored cultural landmarks that deepened my understanding of Chinese and Taiwanese society.

 What I Did and Learned. 

The course examined how the world arrived at the current geopolitical competition over semiconductor technology. As the syllabus explains, “only two companies in the world can fabricate the most advanced integrated circuits: Taiwan Semiconductor and Samsung,” and the United States and China are now “intensely competing for dominance.” Through lectures, site visits, and team projects, I learned how the invention of the transistor in 1947 led to Silicon Valley’s rise, followed by Japan, South Korea, Taiwan, and China becoming global semiconductor powerhouses.

A major part of the course involved visiting the Taiwanese Semiconductor Manufacturing Corporation (TSMC), where we saw firsthand how integrated circuits are fabricated. We learned the principal steps of IC manufacturing, from photolithography to deposition to etching, and how these processes require extreme precision, cleanroom environments, and global supply chains. This experience helped me understand the technical and economic challenges behind producing advanced chips.

We also attended Computex, one of the world’s largest technology expos, where we observed emerging trends in AI hardware, consumer electronics, and semiconductor innovation. This gave me insight into how global companies collaborate, compete, and showcase new technologies.

Beyond engineering, the course emphasized cultural understanding. We visited the National Palace Museum, which houses “700,000 pieces of artifacts and artwork from 8000 years of Chinese history,” explored the Raohe Night Market, hiked Elephant Mountain, visited Longshan Temple, and toured Taipei 101, a skyscraper engineered to withstand major earthquakes. These experiences helped me understand Taiwanese culture, values, and daily life.

Connection to My Sustainability Theme

This experience directly supports my GCSP Sustainability theme. Semiconductors are foundational to clean energy systems, electric vehicles, smart grids, and renewable energy storage. Understanding how chips are made and how global supply chains function is essential for building a sustainable technological future.

Taiwan’s leadership in microelectronics also showed me how nations balance innovation with environmental challenges such as water scarcity, energy consumption, and greenhouse gas emissions. Many of our course discussions focused on how fabs can reduce waste, improve energy efficiency, and adopt sustainable manufacturing practices. These insights connect directly to my interest in sustainable engineering and advanced materials.

Value to My Academic and Professional Goals

FSE 494 strengthened my global awareness, cultural understanding, and technical knowledge, which will directly support my career in advanced manufacturing and sustainable energy. I gained:

• A deeper understanding of Chinese and Taiwanese business culture

• Insight into how Asian governments collaborate with industry

• Knowledge of how integrated circuits are fabricated

• The ability to analyze global semiconductor news through a historical and geopolitical lens

• Experience creating strategy documents for national semiconductor competitiveness

This course also helped me appreciate the cultural dimensions of engineering. Interacting with Taiwanese students, engineers, and local communities taught me that technological innovation is shaped by cultural values, national priorities, and global relationships.

Overall, FSE 494 was a powerful multicultural experience that expanded my worldview, strengthened my commitment to sustainability, and prepared me to contribute to the global semiconductor and clean‑energy industries.

Course Projects and Assignments: 

My coursework reflects the class's global and multicultural nature. For example:

• In “American Semiconductor (ASMC)”, my team analyzed U.S. semiconductor strengths, constraints, and strategies for competing globally. We examined how the CHIPS Act, international alliances, and workforce development shape national competitiveness.

• In “Resource Revolution,” we evaluated how nations secure critical materials, partner with countries like Mongolia and the DRC, and manage geopolitical risks.

• In “Superiority,” we studied how U.S.and Japan relations after WWII shaped Japan’s rise as a manufacturing superpower and influenced Korea and Taiwan’s development.

• In “US Manufacturing,” we compared geopolitical, economic, and societal impacts of offshoring and reshoring semiconductor production.

• In “Future Value,” we ranked national priorities for semiconductor allocation during crises, analyzing how different sectors depend on microelectronics.

These assignments required me to think globally, understand international political dynamics, and analyze how cultural, economic, and governmental systems shape technological development.

Final Project: American Semiconductor (ASMC)