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

the sorting task. Each sorter was presented with all of the final ideason a set of numbered cards with one idea per card. They then sorted the cards into groups ofsimilar ideas and created a descriptive name for each group. Finally, they recorded their groupname and the ideas (numbered cards) were placed in that group. Each idea was only sorted intoone group. Once the ideas were sorted by the stakeholders, this raw data was structured intomatrices of 0’s and 1’s using the open source programing language R [31]. This step generatedindividual and total matrices, which served as an input for the representation step. The sortingstep was an onsite activity and was completed in two hours, with each stakeholder sorting theideas individually. Prior

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

world we live in.Joseph Carl PriceCol. Aaron T. Hill Jr., United States Military Academy Colonel Aaron Hill is an Assistant Professor and Design Group Director in the Department of Civil & Mechanical Engineering at the United States Military Academy, West Point, New York. He holds a Bachelor of Science degree from West Point, a Master of Science degree in Engineering Management from Missouri S&T, a Master of Science degree in Civil Engineering from Virginia Tech, and a PhD in Civil Engineering from The University of Texas at Austin. Aaron has served in the military for 23 years as an Engineer Officer with assignments around the world to include Afghanistan, Egypt, and Bosnia- Herzegovina. He is a licensed

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

Camille Velarde, University of New Mexico; Vanessa Svihla, University of New Mexico; Estike Kokovay Gutierrez

Tagged Topics

Diversity

Tagged Divisions

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

, "Community Engagement in Engineering Education: Needs and Learning Outcomes," in Developments in Engineering Education Standards: Advanced Curriculum Innovations: IGI Global, 2012, pp. 301-317.[8] E. A. Davis, A. S. Palincsar, A. M. Arias, A. S. Bismack, L. Marulis, and S. Iwashyna, "Designing educative curriculum materials: A theoretically and empirically driven process," Harvard Educational Review, vol. 84, no. 1, pp. 24-52, 2014.[9] V. Svihla, T. Kubik, and T. Stephens-Shauger, "Performance assessment practice as professional learning," Interdisciplinary Journal of Problem-based Learning, vol. 13, no. 2, 2019.[10] P. Freire, Pedagogy of the oppressed. New York, NY: Herder and Herder, 1970.[11] L. T. Smith

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

, “Stereotyping and its threat are real.,” American Psychologist, vol. 53, no. 6, pp. 680–681, 1998. 6. C. L. Walker and S. J. Rakow, “The Status of Hispanic American Students in Science: Attitudes,” Hispanic Journal of Behavioral Sciences, vol. 7, no. 3, pp. 225–245, 1985. 7. A. Meador, “Examining Recruitment and Retention Factors for Minority STEM Majors Through a Stereotype Threat Lens,” School Science and Mathematics, vol. 118, no. 1-2, pp. 61–69, 2018. 8. D. Sadegh, S. Perkins-Hall and K. Abeysekera, “Tested Strategies for Recruiting and Retention of STEM Majors” in International Association for Development of the Information Society: Proceeding of the 5th International Association for Development of the

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

community involvement, assuming NGO staff has theflexible schedule to do so. ETH teams can also influence how NGOs enact their ability toscale up and empower communities by conceiving designs that communities will be able tomaintain, operate, and build in different contexts and at different times.Once an NGO partner has been chosen, it is important to spend appropriate time developingthat partnership through curricula where students and NGOs find a common design languageand a balance between NGO goals and course objectives. Using available design frameworkssuch as those outlined above, design pedagogy must be carefully crafted in partnership withNGOs to strengthen student learning, NGO effectiveness, and community empowerment.8. References[1] S

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-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

insophistication of stakeholders also results in higher confidence. 13Bibliography[1] T. D. Sadler, “Situated Learning in Science Education: Socio-scientific Issues as Contexts for Practice,” Stud Sci Educ, vol. 45, no. 1, pp. 1–42, 2009.[2] A. Johri and B. Olds, “Situated Engineering Learning: Bridging Engineering Education Research and the Learning Sciences,” J Eng Educ, vol. 100, no. 1, pp. 151–185, 2011.[3] B. Jesiek, Q. Zhu, S. Woo, J. Thompson, and A. Mazzurco, “Global Engineering Competency in Context: Situations and Behaviors,” Online J. Glob. Eng. Educ., vol. 8, no. 1, pp. 1–14, 2014.[4] G. Downey, “Are Engineers Losing Control of Technology

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

college students,” Journal of Higher Education, vol. 75, pp. 249- 284, May/June 2004.[2] E. Warburton, R. Bugarin, and A. Nunez, “Bridging the gap: Academic preparation and post- secondary success of first-generation students,” Washington, D.C.: U.S. Department of Education, National Center for Educational Statistics. NCES Report 2001-153, 2001.[3] S. Spencer, C. Steele, and D. Quinn, “Stereotype threat and women's math performance,” Journal of Experimental Social Psychology, vol. 35, no. 1, pp. 4-28, Jan. 1999.[4] N. Fitzallen and R. Natalie, “Outcomes for Engineering Students Delivering a STEM Education and Outreach Programme,” European Journal of Engineering Education, vol. 42, no. 6, pp. 632–643, Nov. 2017.[5] R. Tillinghast