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-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-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 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-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

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

learning curve for an organizationseeking to start such work is steep. Additionally, it is important to evaluate to what extent worktypified as community engaged work actually creates a participatory space of community-centered perspectives regarding roles, interests, worldviews, actions and outcomes. To this end,we developed a formative assessment tool using previously identified domains [1]. This tool,created in partnership between a university and an outreach group affiliated with the Air Force,allows organizations to evaluate existing projects and explore ways to develop on a path towardstrue community-engagement. The outreach group in this case undertakes significant STEMeducation within New Mexico, but in the past, a majority of the work has