Conference Session

ERM: Teamwork makes the dream work!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Robin Fowler, University of Michigan; Rebecca Matz, University of Michigan; Mark Mills, University of Michigan; Andrew Moffat, University of Michigan; Madison Jeffrey, University of Michigan; Trevion Henderson, University of Michigan; Caitlin Hayward; Stephanie Sheffield, University of Michigan

students’ first year, engineering courses often make use of group projects,sometimes in the context of cornerstone design courses [1]. Such contexts provide opportunitiesfor students to develop professional skills as well as to develop rich understandings of technicalcontent [2]. In such spaces, teams of novice engineers work to negotiate design decisions in theface of uncertainty. Ideally, student teams would evidence a fairly even distribution of talk andideas [3], but the literature is rife with reports of inequitable contributions in student groups,often with inequitable patterns related to gender and race/ethnicity [4-16].Because students lack significant engineering judgment and technical expertise, other factors thataffect their evaluation

Conference Session

ERM: New Research Methods and Tools

Collection

2022 ASEE Annual Conference & Exposition

Authors

Maimuna Begum Kali, Florida International University; Stephen Secules, Florida International University; Cassandra McCall, Utah State University

, affect, and emphasis remain true to the participant.Implications: This paper presents new possibilities for qualitative researchers on broadeningparticipation, to repurpose their interview content to form practical resources and training thatcan improve faculty’s knowledge, empathy, and understanding of students’ diverse andmarginalized backgrounds. Additionally, these findings will be useful for all researchers seekingnew methods of translating research findings into actionable impact. Keywords — Dissemination; Student experience; Narrative; Interviews; Inclusivity; Faculty1. IntroductionDissemination is defined as “the act of spreading information or knowledge so that it reachesmany people” [1], and it is a crucial step in a research process

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Matthew Grondin, University of Wisconsin - Madison; Michael Swart, University of Wisconsin - Milwaukee; Fangli Xia, University of Wisconsin - Madison; Mitchell Nathan, University of Wisconsin - Madison

constitutethe conventions that engineers use to communicate the knowledgebase that stem directly fromthe physical phenomena they work to manipulate. Consequently, engineering education centersaround a pedagogy that focuses first on the formalisms that abstract real phenomena. Rather thanbuilding on an understanding of the phenomena from their direct, primary experiences,engineering students often are reasoning in terms of formal redescriptions of these phenomena[1]. This formalisms first approach [2], we contest, exposes students to ideas in terms of theirformalisms before students even get opportunities to ground [3] their intuitions in theexperiences that underlie conceptual understandings [4-6].Theoretical Framework:Analyses of secondary-level math

Conference Session

Minorities in Engineering Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jessica Manning, Clemson University; Catherine Mobley, Clemson University; Marisa Orr, Clemson University; Catherine Brawner; Rebecca Brent; Michael Tidwell, Clemson University

GPAs of Black women and men is part of alarger NSF-funded mixed-methods study that includes in-depth student interviews of Blackstudents who persisted in and switched from ME. In this quantitative paper, we examine theGPA patterns of Black students in Mechanical Engineering (ME). Students who have everenrolled in ME have four potential, mutually exclusive, outcomes: 1) they can persist for 12semesters without graduating; 2) they can graduate in ME within 12 semesters; 3) they canswitch to another major; or 4) they can leave school. In this research, we identify the mostcommon GPA patterns associated with graduated ME students.We hypothesize a relationship between distinct GPA patterns and whether a student persists inME, graduates in ME

Conference Session

ERM: New Research Methods and Tools

Collection

2022 ASEE Annual Conference & Exposition

Authors

Trevion Henderson, University of Michigan

versions of the Depoliticization in Engineering scale. I used confirmatoryfactor analysis to establish construct validity for the scale. Results from the quantitative analysisindicate excellent model fit and offer support for the validity of the Depoliticization inEngineering instrument.IntroductionCech and Sherick defined the ideology of depoliticization in engineering as the “belief thatengineering is a purely ‘technical’ space in which engineers design technological objects andsystems stripped of political and cultural concerns” [1, pp. 203]. The idea that engineering workis purely technical, defined by adherence to scientific objectivity, and should avoid social bias byexcluding social justice missions, cultural and political issues, and other

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

K. Jo Min, Iowa State University of Science and Technology; John Jackman, Iowa State University of Science and Technology; Zhuoyi Zhao, Iowa State University of Science and Technology

(before introducing visual aids) and post-test (afterintroducing visual aids), as well as normalized gain for analysis. In addition, as an alternativeapproach, we discuss tactile learning and teaching aids for the (Q, r) model.KeywordsVisual Aids, Inventory Control, (Q, r) Model, Abstract Concepts, Engineering Education.IntroductionAbstract concepts without visual aids can be difficult to comprehend because they lack directsensory [1], physical, or perceptual representation [2]. In engineering education, some studentsstruggle to find solutions or are not confident in explaining their solutions even if the solutionsare correct, perhaps because they mechanically follow problem-solving steps without reflectionand understanding. Hence, this research

Conference Session

Materials Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Susan Gentry, University of California, Davis; Rachel Altovar

, 2022 Powered by www.slayte.com Students’ changing perceptions of programming skills in Materials Science and EngineeringIntroductionProgramming skills are vital for workers involved in materials science and engineering (MSE).Advanced materials design requires computational materials science and engineering (CMSE)because simulation tools can be utilized to investigate phase changes, materials properties, andmicrostructural evolution [1]. An initial 2009 survey identified an increased need for computermodeling in MSE and noted that employers highly sought CMSE skills [2]. Over the followingdecade, academia pushed to integrate more CMSE into the undergraduate curriculum. A

Conference Session

ERM: Mental Health and Wellness

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cortney Holles, Colorado School of Mines

programs,students work hard to get in and even harder to remain, and “the competitiveness of theseprograms adds an overbearing pressure on students that is hard to manage while trying toestablish a balanced college life.” She argues that while some students thrive in competitiveenvironments, many others turn to unhealthy behaviors to cope, especially self-medicating andskipping necessary sleep [1]. Lipson, et al. found that business and engineering students show “asignificantly decreased likelihood” to seek out mental health services compared to otherdisciplines; less than a quarter of the engineering students “with apparent mental health problemshave sought help” [2, p. 36]. Rigorous academic programs and their impacts on student well-being can

Conference Session

Assessment in Mechanics Courses

Collection

2022 ASEE Annual Conference & Exposition

Authors

Michael Sevier, Milwaukee School of Engineering; Vincent Prantil, Milwaukee School of Engineering

Paper ID #37236Bridging FEA Theory and Practice with MATLAB Grader -Work in ProgressMichael Christopher Sevier (Assistant Professor) Michael Sevier is currently an Assistant Professor of Mechanical Engineering at the Milwaukee School of Engineering (MSOE) where he teaches courses in the mechanics sequence. Before joining MSOE, Michael spent nine years working for ATA Engineering in Los Angeles where he specialized in the analysis of aerospace structures such as the James Webb Space Telescope (ATK) and Falcon-1 launch vehicles (SpaceX). Originally from California, Michael tries to prove he is tough enough for his

Conference Session

PCEE Session 9: Virtual Summer Programs

Collection

2022 ASEE Annual Conference & Exposition

Authors

Carol Geary, Virginia Polytechnic Institute and State University; Tawni Paradise, Virginia Tech Department of Engineering Education; Kim Lester, Virginia Polytechnic Institute and State University; Hannah Glisson, Virginia Polytechnic Institute and State University

Society for Engineering Education, 2022 Powered by www.slayte.comAn Evaluation of an Implementation of High School Girls Summer Outreach CampConverted to an Online Format (Evaluation) 1. INTRODUCTIONBroadening participation in engineering has long been of national importance. To fulfill this,organizations continue to implement efforts to increase the participation of groups that arehistorically or systematically marginalized [1]. There is evidence that participation in summerengineering camps impacts increasing interest in STEM fields [2]–[4]. It is shown in [5] thatwell-organized, experiential summer camps are a good recruitment tool for higher educationinstitutions as

Conference Session

ERM: Let's Continue the Conversation about Tests! Part 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Gibin Raju, University of Cincinnati; Sheryl Sorby, University of Cincinnati; Grace Panther, University of Nebraska - Lincoln; Clodagh Reid, Technological University of the Shannon: Midlands Midwest; Luke Fisher, University of Cincinnati

high spatial visualizersdiffers when compared to low spatial visualizers in solving spatial tasks. Pupil dilation wasrecorded as a measure of cognitive load via an eye-tracking device as studies have shown thatcognitive load causes a task-evoked pupillary response. Previous studies have shown that there isa linear increase in pupil dilation as cognitive load increases.The current study was conducted in two phases. The first phase recruited 143 undergraduateengineering students from two large, public, R1 institutions. Participants completed three spatialtests in phase 1. Based on their performance on the spatial tests, 35 participants were purposefullyselected for the second phase of testing. While the first phase was conducted over a web

Conference Session

ERM: Year of Impact on Racial Equity

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jeremi London, Virginia Polytechnic Institute and State University; Yareni Lara-Rodriguez, University of Puerto Rico, Mayaguez Campus; Cynthia Paschal, Vanderbilt University; Rebecca Atadero, Colorado State University; Sarah Vigmostad, The University of Iowa; Desen Ozkan, Tufts University; Amanpreet Kaur, University of Pennsylvania; Courtney Smith-Orr, University of North Carolina at Charlotte; Homero Murzi, Virginia Polytechnic Institute and State University; Elizabeth Litzler, University of Washington; Nicole Jefferson, Virginia Polytechnic Institute and State University

, policies, and racial/ethnic representation within engineering student organizations, colleges of engineering, and pre-college outreach efforts, respectively. This Year of Impact will move us beyond action to focus on the impact of the actions we take. We expect that actions in these domains will result in three concrete forms of impact: (1) Empowered engineering student organizations to make engineering education more inclusive at the level of peer-to-peer interactions; (2) Actionable organizational policies and effective practices implemented in Colleges of Engineering that disrupt the status quo regarding who gets to participate in engineering education as a student and as a faculty member; and (3) Increased participation

Conference Session

ERM: Identity Impacts (Identity Part 2)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Stephanie Damas, Clemson University; Lisa Benson, Clemson University

that Black talent development is lacking in science, technology,engineering, and mathematics (STEM) fields in the U.S. and that these numbers are reflected inundergraduate and graduate admissions as well as the workforce. In this paper, we focus on theexperience of Black students in academia because it is particularly rife with gross inequities inparticipation and prone to racial stereotypes about ability and competence [1]. To understand thecontext of this study we must first understand the history of engineering in institutions of highereducation in America.BackgroundThe Morrill Act of 1862 established engineering as a major at institutions currently known asPWIs. From the very conception of the engineering collegiate culture in 1862

Conference Session

Energy Conversion and Conservation Technical Session 5: Strategies for Increasing Classroom Engagement

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kenneth Walz, Madison Area Technical College; Michael Arquin; Joel Shoemaker, Madison Area Technical College; Scott Liddicoat; Gabrielle Temple; Kathleen Alfano, College of the Canyons

college and university classrooms. School closures, masking andsocial distancing requirements, contact tracing, and quarantines have changed how educatorsinteract with students and have placed a new emphasis on remote learning and virtual instruction.The pandemic has also had a great impact on teacher professional development programming,which was also forced to shift to virtual delivery. The research data on the impacts of COVIDpandemic induced changes is limited, particularly in the areas of energy technology and teacherpreparation. A recent pandemic study of academic programs in engineering and teachereducation profiled an interdisciplinary project engaging university and middle school students inwind energy technology [1]. Student reflection

Conference Session

ERM: Year of Impact on Racial Equity

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jeremi London, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University; Elizabeth Litzler, University of Washington

an option foreveryone;● Empowered engineering and engineering technology student organizations to makeengineering education more inclusive; and● Actionable organizational policies and effective practices implemented in Colleges ofEngineering and Engineering Technology that disrupt the status quo regarding who gets toparticipate in engineering and engineering technology education as a student and as a facultymember.Figure 1 summarizes the activities and preliminary outcomes of the work of the volunteers whoare making the Year of Impact on Racial Equity happen.Figure 1. Overview of Year of Impact on Racial EquityIn addition to the activities that are happening within each of the three pillars described above,the Commission on Diversity, Equity

Conference Session

ERM: Identity Impacts (Identity Part 2)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Caroline Bolton, Bucknell University; Elif Miskioglu, Bucknell University; Madeline Roth, Bucknell University

practices.Madeline Roth © American Society for Engineering Education, 2022 Powered by www.slayte.com The Impact of Gender Identity on Early-Career Engineer's Perception of ExpertiseIntroductionThis full paper seeks to share insight on the relationship between early-career engineers’perceptions of personal expertise and their gender identity. This research is an effort to expandupon a previous study regarding engineers with 6+ year of experience and how their respectiveidentities influenced their perceptions of personal expertise [1]. This experienced participantpopulation was chosen based on the known links between expertise and experience

Conference Session

ERM: Persistence and Attrition in Engineering

Collection

2022 ASEE Annual Conference & Exposition

Authors

Baker Martin, Clemson University; Lisa Lampe, University of Virginia

. © American Society for Engineering Education, 2022 Powered by www.slayte.com Probation and Suspension in Engineering by Major and Matriculation ModelAbstractThis full paper will explore rates of academic suspension in engineering disciplines and willbuild off past descriptive ex post facto analysis. Academic suspension rates at 4-year institutionsrange from 2% to 10% [1], [2]. We investigated the percentage of students on probation whoeventually become suspended within an engineering major. To explore engineering trends acrossinstitutions, over time, and contextualized by major, we utilized the Multiple-InstitutionDatabase for Investigating Engineering

Conference Session

ERM: Conceptualizations of Engineering and Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Julianna Gesun, Purdue University at West Lafayette (COE); Julia Rizzo, University of New Hampshire

insight into which high-impactcompetencies engineering faculty, staff, and administrators can focus on when creatingenvironments conducive to student thriving and interacting directly with students when teaching,supporting, advising, and mentoring.IntroductionAlthough products of engineering reach nearly every facet of society, little is known regardingthe most important factors that contribute to thriving for undergraduate engineering students whowill supply the engineering workforce. In this paper, we build upon prior work [1] that definesengineering thriving as a process in which students develop internal competencies and managechanging external factors within the broader engineering education system and culture. A modelof engineering thriving

Conference Session

PCEE Session 4: Resource / Curriculum Exchange

Collection

2022 ASEE Annual Conference & Exposition

Authors

Latanya Robinson, Florida International University; Emily Dare, Florida International University

. © American Society for Engineering Education, 2022 Powered by www.slayte.com How to Use the STEM-OP Levels to Support the Engineering Designed-Based Lesson Plan Template in The Framework for P-12 Engineering Learning (Resource Exchange)This instructional resource is designed to help K-12 engineering educators create activities for the EngineeringDesigned-Based Lesson Plan template found in the Framework for P-12 Engineering Learning [1]. The resource ismeant to help take topics found in resources such as textbooks, curricula, and standards and create activities thatalign with the lesson plan template. This tool is not meant to be used in a linear fashion, but each section

Conference Session

ERM: Find Out More About Faculty!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Alejandro Espinal; Alejandra Magana, Purdue University at West Lafayette (COE); Camilo Vieira, Fundacion Universidad del Norte

disciplinaryteachers in Antioquia, Colombia. The learning goals for this program are: (1) Recognize the importanceof integrating computation in different areas, (2) Explain how the CT can be integrated into differentareas, and (3) Design a learning environment where CT is integrated within a disciplinary context. Weintroduced a set of lesson plans of Physics, Natural Science, and Social Sciences for the participatingteachers to explore. The lesson plans contained a set of activities using the UMC progression to supportstudent learning. For example, the Physics lesson plan had the structure presented is Table I. The teachersstart by exploring sample lesson plans, and explain them to each other (i.e., use). They should thenintroduce a change into the lesson

Conference Session

PCEE Session 3: Robotics and Design Competitions

Collection

2022 ASEE Annual Conference & Exposition

Authors

J Carroll, Saint Louis University; Kyle Mitchell, Saint Louis University

project competitions [1-7], which rangein level of scope and complexity. Balsa wood bridge competitions, for example, have beenaround for decades and are the “go to” engineering outreach activity, particularly for civilengineering programs, used to introduce students to engineering. They are fairly simple to runand can easily reach over 100 students. However, balsa wood bridge competitions are now facedwith the ever-growing popularity of other competitions related to robotics and rockets, and mostrecently drones. Competing with more flashy activities can make it difficult to attractparticipants, and even volunteers, especially if competition dates overlap. The traditional balsawood bridge competition simply requires students to build a bridge and

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Scott Thorne, Purdue University at West Lafayette (COE); Greg Strimel, Purdue University at West Lafayette (PPI); Nathan Mentzer, Purdue University at West Lafayette (COE); David Sears, Purdue University at West Lafayette (COE)

early college credits are earned or transferred to these universities,they often fall outside the student’s plan of study, or count as elective credits, doing little to reducetheir workload while in college [1]. This paper, however, highlights a novel case of a dual creditmodel, referred to as the facilitator model, for first-year design courses. The case presentedoutlines procedures for developing and implementing such a model within engineering andtechnology programs. While this may not be the same process at each university, hopefully thisprovides some guidance to help navigate such a task. The facilitator model is a relatively newmodel for dual credit that was recently piloted with a cohort of high school juniors and seniors [2].For this

Conference Session

Faculty Development Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sarah Zappe, Pennsylvania State University; Deb Jordan, Colorado School of Mines; Sam Spiegel, Colorado School of Mines; Megan Sanders, Colorado School of Mines; Stephanie Cutler, Pennsylvania State University

evaluation. Ourco-authors, who conducted the external evaluation, have submitted a corresponding parallel paperthat details the approach taken for the evaluation (Zappe et al, 2022). This paper focuses on: 1) therationale for conducting and allocating resources for the external evaluation, 2) the approach OurCenter took to focus the evaluation, 3) finding and working with external evaluators, (4) theprimary findings from the external evaluation, 5) lessons learned, and (6) moving forward.Rationale for Conducting and Allocating Resources for the EvaluationThere were several reasons for commissioning external evaluations of Our Center and our work.One reason was to model research-based practice. Our Center promotes a backwards design(Wiggins &

Conference Session

ERM: Lessons Learned from COVID (COVID Part 2)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, University of Georgia; Beshoy Morkos, University of Georgia; Fred Beyette; Amy Ragland, University of Georgia; Dominik May

)IntroductionPrior to the global pandemic that led to unprecedented, widespread changes in instructionalstrategies, students’ participation in online laboratory learning was often their prerogative, withseeming advantages and disadvantages. Though past research about online learning, in general,may shed light on instruction with online labs—e.g., [1], [2]—the experiential emphasis oflaboratory learning presents unique challenges in an online environment that must be addressed.Online labs have gained interest in education over the last decades. Starting with rather simple,remotely accessible equipment [3] we can see new examples such as augmented and virtualreality technology making progress for teaching and learning [4]. Efforts from diverse

Conference Session

ERM: Problem Solving and Conceptual Understanding

Collection

2022 ASEE Annual Conference & Exposition

Authors

Roman Taraban, Texas Tech University; Sheima Khatib, Texas Tech University; Jacob Vaughn, Texas Tech University

includesteps of choosing equations, monitoring, and evaluating problem solutions, and the combinationof these steps into more complex problem-solving strategies. These are metacognitive processesbecause they require the solver to think about anticipated, ongoing, and final problem-solvingsteps. Although research has identified characteristic differences between novice and expertproblem solvers, less is known about the more detailed ways in which students develop theirproblem-solving methods through experience. In this research project, we asked 1) Whichproblem-solving strategies do students report using, 2) Is strategy use correlated with level ofmetacognitive reflection and problem-solving confidence, 3) Is strategy use correlated withobjective

Conference Session

Graduate Studies Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Athena Lin, Purdue University at West Lafayette (COE)

Powered by www.slayte.com How Do Engineering Education Graduate Students Perceive and Negotiate Disciplinary Expectations in Academic Writing?Introduction and BackgroundAcademic writing is an important aspect of graduate education. To succeed in their programs,graduate students must learn to communicate their research in a way that resonates with otherscholars in their field [1]. In other words, they must write in a way that aligns with theexpectations of their field. In engineering education, graduate students come from varieddisciplines, and many are new to the field. They may find that the expectations around academicwriting in engineering education differ from prior experiences in other disciplines.Transitioning from a technical

Conference Session

Engineering and Public Policy Division Technical Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

yongxin deng; Tuoyu Li; Min Ye, Zhejiang University

engineering policy[1]; Second, countermeasures and suggestions foremerging engineering policy system optimization, the scholars based on the results ofthe study puts forward the specific optimization suggestions for emerging engineeringpolicy[2][3]. There is still a lack of quantitative analysis of the text of the emergingengineering policy, and comparative analysis on the emerging engineering policy hasnot yet formed a unified research framework. On the one hand, quantitative analysis ofpolicies is difficult to some extent. Both text mining and quantitative statistics mainlyused in quantitative analysis require a large amount of text data, and the specificanalysis of differences in the content of emerging engineering policies is ignored. Onthe other

Conference Session

Civil Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Brad Wambeke, United States Air Force Academy

experience.Field Engineering and Readiness Lab OverviewIn 1994 the Department of Civil and Environmental Engineering at the United States Air ForceAcademy initiated an innovative concept in higher education: The Field Engineering andReadiness Laboratory, more commonly referred to as FERL. FERL is a direct result of thevision and dedicated effort of Retired Brigadier General David O. Swint to improve the learningof students in this unique course. FERL is where engineering practice and education areuniquely combined in a hands-on construction environment. In addition to improving thelearning, FERL was intended to increase interest in and motivation to study civil andenvironmental engineering. Vander Shaaaf and Welch [1], and Buchholtz and Vander Schaaf [2

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yingqian Zhang; Jiabin Zhu

Paper ID #37313A review of research on STEM preservice teacher education(Work in Progress)Yingqian Zhang 1. Bachelor's degree in Biosystem Engineering, Zhejiang University 2. Master's degree in Educational Management, University of Malaya 3. PhD candidate in Educational Economics and Management, Shanghai Jiao Tong UniversityJiabin Zhu (Associate Professor) Associate Professor, School of Education, Shanghai Jiao Tong University. Dr. Jiabin Zhu's primary research interests relate to the development of engineering students, professional skills, the assessment of teaching and learning in engineering, the cognitive

Conference Session

LEES Session 8: Care and Commitments

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lauren Kuryloski, University at Buffalo, The State University of New York; Amy Baird, University at Buffalo, The State University of New York

global communities and work to devise solutions to the givencommunity’s technical challenges. However, if these projects are created without a social justiceframework, or undertaken without appropriate student training, they can often reify the inequitiesthey seek to resolve. When students are motivated by a “design-for-charity” mindset, they maydevise effective short-term solutions to a specific technical challenge, but fail to adequatelyimplement a successful long-term resolution [1]. These projects can often have a paternalisticquality, in which engineering students, outsiders to the community, decide upon the best courseof action for community members without taking into consideration the community members’needs, goals, or desires [2