Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Reed Marshall ; Daylen James McGhee, United States Military Academy; Lixrine Epie Ngeme, United States Military Academy; Joseph Carl Price ; Aaron T. Hill Jr., United States Military Academy; Brad C. McCoy, United States Military Academy; Kevin P. Arnett P.E., United States Military Academy

Tagged Divisions

Community Engagement Division, Equity, Culture & Social Justice in Education, Liberal Education/Engineering & Society

activities. This narrative along with the lack of early STEM education leads to a widearray of misconceptions and rumors regarding STEM disciplines. According to an AmericanSociety for Engineering Education (ASEE) report from 2018, between 2013 and 2016, the totalnumber of students who received bachelor’s degrees in civil engineering declined by 8% in theU.S. [1]. This decrease creates some concerns because the U.S. Bureau of Labor Statistics (BLS)projects employment with nearly 140,000 new jobs expected for engineers over the 2016–26decade, meaning in perspective, there will be a high demand for engineering graduates [2]. Thisstaggering figure displays that the level of interest in the STEM field has declined substantiallyin recent years

Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Whitney Gaskins, University of Cincinnati; Paula Davis Lampley Esq., University of Cincinnati; Krizia Leonela Cabrera-Toro, University of Cincinnati

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division, Equity, Culture & Social Justice in Education, Liberal Education/Engineering & Society

, Pacific Islanders) in STEM fields and the STEM workforce [1]. STEM ispredominantly white, with more than 50% enrollment in post-secondary institutions conferringundergraduate and graduate degrees as of 2014 compared other an ethnic and racial groupcombined [1][2][3]. Lower representation can be contributed to numerous factors, including alack of institutional commitment, a lack of representation throughout students’ upbringing,inappropriate cultural recruitment/outreach efforts, educational discrepancies throughout PK-12,and social expectations among others [4]. In addition, it is observed that females pursue STEM ata lower rate than males, especially females of color, and it is disproportionate in engineeringfields [1]. For the United States to

Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Angelina Nicole Rivera, Colorado School of Mines; Jessica Mary Smith, Colorado School of Mines; Juan C. Lucena, Colorado School of Mines; Robin Bullock, Colorado School of Mines; Thomas J. Phelan, United States Air Force Academy; Kathleen M. Smits, The University of Texas at Arlington

Tagged Divisions

Community Engagement Division, Equity, Culture & Social Justice in Education, Liberal Education/Engineering & Society

from diverse disciplinary backgrounds and life experiences. Situatedlearning refers to how students learn under different a) configurations of social relations (e.g.,graduate/undergraduate; expert/non-expert; US/non-US students, etc.); b) pedagogical strategiesfor engineering problem definition and solution (e.g., remote vs. in-person; in-class vs. in-field);and c) different geographical contexts (e.g., in the US vs. in Colombia) affect faculty and studentlearning [1], [2]. We will explore situativity – the central role that physical and social context ofan educational environment plays in learning – in different institutional, national, and classroomcontexts. As discussed below, we understand global sociotechnical competency as having

Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Pritpal Singh, Villanova University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division, Equity, Culture & Social Justice in Education, Liberal Education/Engineering & Society

addition to thestudents in the program, family members were invited to participate in the activities so that itbecame more of a family affair than simply a student-only program. Twelve students participatedin the program that was remotely delivered over a period of two months. A pre-program survey ofthe participants was performed before the start of the program and a post-program survey wasconducted after the program. Additional details of the program, the surveys, and the measuredlearning outcomes will be presented in this paper along with plans for program expansion.IntroductionPhiladelphia has the highest poverty rate among the largest 10 cities in the country[1]. Reflectiveof the high poverty rate, Philadelphia residents are more likely than

Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bob Schaffer, Mission College

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division, Equity, Culture & Social Justice in Education, Liberal Education/Engineering & Society

community, (iii) to promote STEM to under-served communities close to SCU. In additionto the ELSJ learning objectives, this course was designed with the hope that students would also:• Develop educational materials and hands-on STEM activities as a service to the community• Develop project/time management, organizational, and leadership skills.• Develop effective listening/collaboration skills while working with community partners.• Recognize and understand ethical responsibilities of engineers.In the lecture component of the class, students are introduced to concepts that can help themwhen performing their outreach. Specifically, there is a nine-lecture sequence where thefollowing material is discussed:Lecture 1: Introductions, Course

Conference Session

Community Engagement Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Srinivas Mohan Dustker, Purdue University, West Lafayette; Bandi Surendra Reddy, Hyderabad Institute of Technology and Management; Rohit Kandakatla, KG Reddy College of Engineering and Technology; Gopalkrishna H. Joshi, KLE Technological University; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

Foundation (NSF), IUCEE Young Leader Award for the year 2015, and IGIP SPEED Young Scientist Award for the year 2014.He previously served as the President of the Student Platform for Engineering Education Development (SPEED) and the Vice- President for Student Engagement of the International Federation for Engineering Education Societies (IFEES) where he has led many student-based initiatives to help solve engineering education issues at the local and global level.Prof. Gopalkrishna H. Joshi, KLE Technological University I hold a PhD in Computer Science and Engineering. Areas of research: 1. Data Engineering 2. Engineering Education Research Current position: Professor and Head of Computer Science and Engineering

Conference Session

Community Engagement Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jiahui Song, Wentworth Institute of Technology; Gloria Guohua Ma, Wentworth Institute of Technology; Douglas Eric Dow, Wentworth Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

activities, which have the potential to promote collaborative learning and inquiry as wellas to contribute to the development of the 21st century skills [1]. The US government alsorealized the shortage of STEM workforces. It initiated the “Educate to Innovate” program toincrease student participation in all STEM-related activities. The ultimate objective of theseactivities is to encourage more students to choose an education in the STEM fields and pursue aSTEM-related career in the future [2].Attracting more female students into the STEM fields is a challenge. Even when women enterSTEM fields, they are more likely to leave because of workplace issues [3]. Statistical data showthat there is a big gender gap in the STEM fields in workplaces. It has

Conference Session

Community Engagement Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lamyaa El-Gabry, Princeton University; Martina Sherin Jaskolski

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

global hunger and ensuring food security,particular in low and medium-income countries, is a core objective of the SustainableDevelopment Goals. Feeding growing populations requires a substantial increase in global foodproduction. As the bulk of global population growth occurs in developing countries, the enhancingof food production is often restricted by poverty, limited access to technology, or a lack ofknowledge or capacity. Egypt’s population of around 100 million [1] grows by a further millionevery 6-10 months, while the country is classified as vulnerable to food security, with challengesin food affordability, quality, and safety, as well as malnutrition and stunting [2]. Egypt is alreadythe largest wheat importer in the world, as imports

Conference Session

Community Engagement Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ebenezer Rotimi Ewumi, Washington State University; Olusola Adesope, Washington State University; Candis S. Claiborn, Washington State University; Angela Minichiello P.E., Utah State University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

compared to those who do not. Additionally, we check for how participation in HIEP isrelated to student outcomes around persistence. The NSSE survey aims to measure and reportstudent engagement or participation in activities that impact their educational experienceincluding participation in HIEP. Additionally, the survey aims to investigate the relationshipbetween participation in HIEP and their effect on student learning outcomes including intent tocomplete a degree, persistence, and academic achievement.We used data from NSSE 2012 and 2017 surveys to examine and understand historical trends andanswer the research questions. The study seeks to answer the following research questions: 1. What types of HIEP (i.e., undergraduate research, study

Conference Session

Community Engagement Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rajani Muraleedharan, Saginaw Valley State University; Marie Cassar, Saginaw Valley State University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

personal interactions with professionals working in STEMfields focused on motivating students to visualize themselves on STEM career pathways;family/mentor-focused STEM opportunities intended to broaden students’ educational andemotional support networks; and an integrated STEM-curriculum for teachers to build upon keyconcepts.Background and IntroductionIn 2017, a National Science Foundation (NSF) study [1] projected the adult population of UnitedStates will be more than 50% minorities by 2060, which directly impacts the Science, technology,engineering and mathematic (STEM) workforce and measures to remove barriers in STEMeducation becomes critical. Many universities focus on efforts to recruit students for undergraduateeducation by supporting

Conference Session

What Are Crucial Barriers and Opportunities to Bring Our Whole Selves to Engineering Education? Moving Watermelons Together

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Angela R. Bielefeldt, University of Colorado Boulder; Jon A. Leydens, Colorado School of Mines; Ann D. Christy P.E., The Ohio State University; Marybeth Lima P.E., Louisiana State University and A&M College; Malini Natarajarathinam, Texas A&M University; Julia D. Thompson, University of San Francisco

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

Education, 2021 What are Crucial Barriers and Opportunities to Bringing Our Whole Selves to Engineering Education? Moving Watermelons Together “MAYA ANGELOU: You only are free when you realize you belong no place — you belong every place — no place at all. The price is high. The reward is great… BILL MOYERS: Do you belong anywhere? MAYA ANGELOU: I haven’t yet. BILL MOYERS: Do you belong to anyone? MAYA ANGELOU: More and more… I belong to myself. I’m very proud of that. I am very concerned about how I look at Maya. I like Maya very much [1].” “Not being different in America can lull you, can cripple you – even though it seems desirable to

Conference Session

Community Engagement Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nathalie Al Kakoun, Swansea University; Frederic Boy, Swansea University; Patricia Xavier, Swansea University

Tagged Divisions

Community Engagement Division

design.Keywords: Civil Engineering Design, Personal Values, Priming, Human-Centred Design,Decision Making, Engineering Values, Intention-Behaviour Gap, PlacemakingIntroductionEngineers are first and foremost human beings – at least for now – with personal belief,norm, and value systems. In this paper, we discuss the possible effect of the engineers’personal values on their behaviour, decision making (which is linked to problem solving [1]),and quality of design produced, especially when working on a Human-Centred Design task.Schwartz’s Personal Value SystemAccording to Schwartz [2, p.3], values are what “we think of what is important to us in life”and that “each of us holds numerous values (e.g., achievement, security, benevolence) withvarying degrees of

Conference Session

Community Engagement Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Greg Rulifson P.E., USAID; Jessica Mary Smith, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

Education, 2021 Beyond the Social License to Operate: Training Socially Responsible Engineers to Contend with Corporate Frameworks for Community EngagementAbstractThe “social license to operate” (SLO) has emerged as a key industry framework forconceptualizing the need to responsibly engage communities. The social license loosely refers topublic acceptance, but the term is usually invoked without clear definition [1]. Advocates for theSLO define it as “the level of tolerance, acceptance, or approval of an organization’s activities bythe stakeholders with the greatest concern about the activity” [2]. From its original use in thepulp and paper and mining industries in the 1990s, the term has since

Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cijy Elizabeth Sunny, Baylor University; Kathleen Koenig, University of Cincinnati

Tagged Divisions

Community Engagement Division, Equity, Culture & Social Justice in Education, Liberal Education/Engineering & Society

introductory physics classusing item response theory. In addition to the methodological (concept mapping for scaledevelopment) and theoretical implications (participatory framework) of this study, its practicalimplications include examining the efficacy of STEM education programs in cultivating specificattitudes and persistence traits as conceptualized by the STEM community.IntroductionAs evidenced in the landmark study by Seymour and Hewitt [1], since the mid-1980s, enrollmentand retention in science and mathematics related fields have decreased. This study has been atrailblazer in starting a movement that has gained national and international attention andtriggered a renaissance in Science, Technology, Engineering, and Mathematics (STEM)education

Conference Session

Community Engagement Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Pamela Cristina Silva Diaz, PamLab Design and Engineering; Maggie Favretti, Design Ed 4 Resilience; Nathalia Ospina Uribe; Christopher Papadopoulos, University of Puerto Rico, Mayaguez; Marcel Castro-Sitiriche, University of Puerto Rico, Mayaguez; Luisa Rosario Seijo-Maldonado; Marian Irizarry, University of Puerto Rico, Mayaguez; Javier Moscoso, University of Puerto Rico, Mayaguez Campus; Gabriela Alexandra Otero-Andino; Kevin O'neil Crespo Pagan; Laura Sofia Garcia Canto; Grace Amato, Connecticut College; Fernando Antonio Cuevas, University of Puerto Rico; Dulce M. del Rio-Pineda, Mujeres de Islas, Inc.; Reiner F. Simshauser-Arroyo, University of Puerto Rico, Mayaguez

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

-building, for example, community designers(especially youth) are rarely in the lead. Often, the sense of urgency in a disaster recoverysituation creates a “help the helpless” mindset among aid agencies, and also creates a timeausterity that conflicts with listening, building local consensus, and modifying recovery plans [1][2] [3]. Few funding channels are open to community teams to design and implement their ownsolutions. It is difficult for community designers to access scholarly research and technicalengineering, and difficult for sophisticated engineers to embrace simple, inexpensive solutions.To put this in perspective, we understand development approaches in general, and disaster reliefapproaches in particular, to fall under one of four

Conference Session

Community Engagement Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ulan Dakeev, Sam Houston State University; Reg Recayi Pecen, Sam Houston State University; Faruk Yildiz, Sam Houston State University; Y. Luong, Sam Houston State University

Tagged Divisions

Community Engagement Division

1 COVID – 19 Community Relief Project: Design and Development of Disinfection Booth with AR/VR companion app  AbstractAs the novel coronavirus (COVID-19) outbreak has been declared as a global pandemic sinceMarch 2020, engineering technology students at Sam Houston State University designed adisinfection booth to minimize the exponentially increasing morbidity rate through contactingwith the contaminated surfaces such as individual clothes. The portable disinfecting booth, whichis constructed with PVC and attached disinfectant spray tank, can reduce the infectious ratesignificantly by removing the infectious respiratory droplets lasting on clothes and skin by

Conference Session

Community Engagement Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Wookwon Lee P.E., Gannon University; Pezhman Hassanpour P.E., Gannon University; Saeed Tiari, Gannon University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

1) the pros and cons of such a project as an SLP, 2) the effectiveness ofteamwork in a partly virtual environment, 3) student awareness of environmental monitoring in areal-world situation, and 4) student perception on significance of the GUI development SLPcompared to traditional service-learning projects. We also assess the use of self-regulated learning(SRL) skills under the current circumstances and compare them with the assessment resultspreviously reported in the literature.2. Description and Justification of Methodology 2.1. FYSE Course Setup for SLP The overall course set-up for this study is similar to that described in [1] as the SLP frameworkin 20/FA was adopted for the same course. While the work in [1] was focused on

Conference Session

Community Engagement Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ziliang Zhou, California Baptist University

Tagged Divisions

Community Engagement Division

experiences and the detail processes so thatother institutions in our ASEE community may use as a reference if they choose to host mathcompetitions for their local schools.Introduction to MATHCOUNTSMATHCOUNTS is an annual national math competition program aimed at enhancing problemsolving skills for middle school students through a series of math competitions at the local, state,and national levels. Currently in its 38th year [1], MATHCOUNTS is one of the largest and mostsuccessful education partnerships involving volunteers, educators, industry sponsors, parents,and students in this country. Local professional engineers volunteered their time to organize thecompetitions as MATHCOUNTS Coordinators. As an extracurricular activity, MATHCOUNTSrecognizes

Conference Session

Community Engagement Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Brittany Nicole Boyd, Morgan State University; Jay Phillip Jefferson, Florida International University; Trina L. Fletcher, Florida International University; Lesia L. Crumpton-Young, Morgan State University; Ashton Stepter

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

minorityserving professional engineering society, came together to effectively ensure the success of aproject centered on providing a voice to members of the HBCU community during a globalcrisis.BackgroundResearch often includes a primary researcher or a research team developing a project based on aconcept of interest. Once this research is completed, findings can be disseminated usingplatforms that align with the research topic. However, an alternative model of community partnerresearch can increase the application of the findings by including partners invested in thecommunities of interest [1]. Partners connected to the community of interest can provide insightthat may strengthen the research methods and outcomes.Specifically, a partnership between

Conference Session

Community Engagement Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Simon Thomas Ghanat P.E., The Citadel; William J. Davis P.E., The Citadel; Timothy W. Mays, The Citadel; Rebekah Burke P.E., The Citadel; Kweku Tekyi Brown P.E., The Citadel; John C. Ryan, The Citadel

Tagged Divisions

Community Engagement Division

real world environmental, social, political, ethical, health and safety,constructability, and sustainability constraints. This project provided an academic enrichmentand curriculum engagement for students to apply their knowledge to benefit the community. Thispaper discusses capstone design project objectives, student learning activities, educationaloutcome assessment mapping, faculty reflections and lessons learned.IntroductionIn professional practice, engineers build successful careers out of solving open-ended problems[1]. However, the well-structured and constrained problems that engineering students tend tosolve at the early level coursework, do little to prepare them for the complexity of ambiguousand unstructured real-world problems [1

Conference Session

Community Engagement Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Pouneh Abbasian, Texas A&M University; Malini Natarajarathinam, Texas A&M University; Sarah N. Gatson, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

Engineering Education, 2021Community Engagement Challenges Faced by Food Assistance Providers:A Case StudyIntroductionFood insecurity has been identified as an important humanitarian issue in the USA [1]. TheUnited States Department of Agriculture (USDA) defines food insecurity as “a household-leveleconomic and social condition of limited or uncertain access to adequate food” (USDA, 2020).In 2012, a total of 49 million persons in the United States households were classified as beingfood insecure [2], with 40 million people reported as food insecure in the year 2017 [17].Although the number has been reduced in the following years, 14.3 million Americanhouseholds were food insecure in 2018, with limited or uncertain access to enough and safe food[3].To

Conference Session

Community Engagement Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shoshanah Cohen, Stanford University; Jeff Wood, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

impact vulnerable communities indeveloping countries. Student teams explore users needs and look to understand the cultural andsocietal context for the projects. Student outcomes are targeted in accordance with ABETrequirements (see Table 1) for baccalaureate degree programs and emphasize application ofmechanical engineering skills, design, communication, testing, and teamwork. The long-termcommunity partner relationship facilitates learning continuity as students build on workcompleted by earlier teams, refining design concepts while tackling new challenges. The coursehas also provided opportunities for students to continue their work over the summer and aftergraduation. One example project sequence includes developing a structure to enable

Conference Session

Community Engagement Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Patrick Sours, Ohio State University; Michael J. Hagenberger, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

experience that offersstudents an opportunity to work collaboratively on real world engineering projects in collaboration withinternational institutions and communities. The overarching aim of the course sequence is to preparestudents for the multidisciplinary, multicultural environment that they will experience upon entering theworkforce.The swiftly changing world has inspired a review of how engineering courses are preparing students forthe globalizing workforce (1-4). Engineers will engage with others with diverse backgrounds involvingeducation, culture, language, and experiences (3). This will require skills beyond the technicalcompetencies students gain from their traditional coursework and include intercultural and social skills(2).The Global

Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

William C. Oakes, Purdue University at West Lafayette ; Paul A. Leidig P.E., Purdue University at West Lafayette; Nusaybah Abu-Mulaweh, Purdue University at West Lafayette ; Andrew Pierce, Purdue University at West Lafayette; Jorge Martinez

Tagged Divisions

Community Engagement Division, Equity, Culture & Social Justice in Education, Liberal Education/Engineering & Society

consistency across teams. Each sectioncomprises multiple project teams. A common design process, where interactions withcommunity partners is central, guides students through the design process. Once a project isdelivered, a new project is identified by students, their faculty mentor(s) and communitypartner(s). Example projects include assistive technology, database software for human servicesagencies, and energy-efficient and affordable housing solutions [1-3].Spring 2020 move to onlineLike many campuses, Purdue University moved online in March of 2020 and sent students homewhere possible. This began an odyssey that would last into 2021. The major milestones areshown in Figure 1. Before the formal announcement, the staff prepared plans to move to

Conference Session

Community Engagement Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jay H. Arehart, University of Colorado Boulder; Kathryn Langenfeld, University of Michigan; Brenton Kreiger

Tagged Divisions

Community Engagement Division

c Society for Engineering Education, 2021Engagement in Practice: Pedestrian Bridges as Engineering Service-Learning ProjectsBackground and MotivationNearly one billion people live in communities that do not have consistent, year-round access toall-weather roads, which provide access to schools, employment, or health care [1]. The existingroad networks in communities are fragmented due to rivers, which swell and become impassablefor weeks to months. This rural isolation, or lack of consistent access to essential services, is aroot cause of poverty worldwide, which can be alleviated through simple pedestrian bridges. InNicaragua, it was measured that with a footbridge, income from wages increased 18% andconsumption-equivalent

Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Paul A. Leidig P.E., Purdue University at West Lafayette; William C. Oakes, Purdue University at West Lafayette

Tagged Divisions

Community Engagement Division, Equity, Culture & Social Justice in Education, Liberal Education/Engineering & Society

central component of the value for the community partners. Thisdiffers from many of the early adopters of service-learning, where the service was typicallydefined as time spent within the community or in the partner organization [1]. Nearly 90% of thestudents studied in Where’s the Learning in Service-Learning [2] were from placement-basedapproaches. It is not surprising, therefore, that many of the models for community-engagedlearning were designed with placement-based approaches in mind. While such models can beuseful in engineering, they lack the context of the project experience that adds dimensions notaddressed in earlier models. A project deliverable is central to many engineering experiences,while the project process, including activities

Conference Session

Community Engagement Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Angela L. Chan, University of Illinois Urbana Champaign; Molly H. Goldstein, University of Illinois Urbana Champaign

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

onlyconduct civic hacks if they have sufficient financial resources and support to create an inclusiveevent that fosters discourse and tackles systems. Outcomes should be explicit reinvestment intorelevant communities. Organizer goals should be better defined to assess whether series oftargeted workshops may be more appropriate than a hackathon.IntroductionTechnology and innovation have always been heralded as progress in society, but they are notimmune to systemic inequality and abuse. From everyday products to facial recognition softwareand healthcare algorithms, many systems are built with “engineered inequality,” as RuhaBenjamin has coined [1]. Further, the depoliticization of internet-based and digital technologieshas harmed black, indigenous

Conference Session

Community Engagement Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Scott Gerald Shall, Lawrence Technological University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

a much more massive grassroots construction process thatis supported an army of citizen-designers, all of whom routinely intertwine acts of designing,building and occupation. And all of whom can be counted upon to contribute wisdom orresources to the work. As a result, by the time the professional, using the patronage-basedmodel of practice, realizes one housing project exponentially more homes will have been built bythe informal sector, without formal review or approval.iv (Thieme & Kovacs, 2015, p. 1)The second cost associated with the deployment of patronage-based models of projectdevelopment within extra-legal settlement is that this slow, deliberate process of projectrealization, is ripe for exploitation. First, those responsible

Conference Session

Community Engagement Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Callie Charleton; Miral Desai, California Polytechnic State University, San Luis Obispo ; Carissa Elaine Noriega; Celeste Yi ming Soon Ramseyer; Elise Gooding; Michael S. Reyna, California Polytechnic State University, San Luis Obispo; Lizabeth L. Thompson, California Polytechnic State University, San Luis Obispo ; Jane L. Lehr, California Polytechnic State University, San Luis Obispo ; Jeff Jones, Cuesta College

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

institutions increase the adoption of essentialtransfer practices [1]. These include re-prioritization of transfer student recruitment and successat Cal Poly so that Cal Poly can better serve neighboring communities. One aspect of this is toencourage deep connections for student engagement across the campuses. The PrincipalInvestigator (PI) of the grant at Cuesta identified the potential to connect through establishing achapter of Engineers Without Borders (EWB) at the community college. The PI was confidentthis would attract non-traditional students to engineering by creating opportunities for positivesocial and equity work [2]. As we began to investigate this possibility, we found that even inEWB, there are structures in place that make engagement

Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Juan C. Lucena, Colorado School of Mines

Tagged Divisions

Community Engagement Division, Equity, Culture & Social Justice in Education, Liberal Education/Engineering & Society

with properly selected NGOs they might be ready todeliver. Moving beyond the dangers and perils of trips to "save the poor," the HumanitarianEngineering (HE) program at Colorado School of Mines (Mines) is developing newinteractions with socially responsible and accountable NGOs to ensure that communities areempowered through engineering projects for sustainable community development. To ensurethat these projects can better serve and empower communities, this paper shows 1) howengineers can map their partnerships with NGOs; 2) how to develop engineering designcourses where students learn human-centred problem definition and explore designchallenges with NGO partners; and 3) how to develop relationships with NGOs so studentscan have community