Conference Session

Community Engagement Division 1 - Empowering Students and Strengthening Community Relationships

Collection

2023 ASEE Annual Conference & Exposition

Authors

Khalid Oladeji Bello, University of Louisville; Faisal Aqlan, University of Louisville; Danielle Wood, University of Notre Dame; Jay B. Brockman, University of Notre Dame; Hazel Marie, Youngstown State University ; Kerry Meyers, University of Notre Dame; Daniel Lapsley, University of Notre Dame

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Diversity

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Community Engagement Division (COMMENG)

mainly involved in identifying the research questions for the projectsand making decisions about how the results of the research-focused projects will beimplemented. This paper presents a replication of a model focused on university-communitycollaboration, student engagement and Science, Technology, Engineering, and Math (STEM)attraction and retention using three research-focused projects addressing community needs. Thethree projects are (1) empathic design project aimed at improving quality greenspaces andpedestrian streetscape experience, (2) food justice project to study the disparities in food accessbetween local regions, and (3) analyzing water quality in a local creek. The projects provided aunique opportunity for students to directly

Conference Session

Community Engagement Division 1 - Empowering Students and Strengthening Community Relationships

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hannah Cooke, University of Connecticut; Rebecca Campbell-Montalvo, University of Connecticut; Todd Campbell, University of Connecticut; Chester Arnold; Maria Chrysochoou, University of Connecticut; Byung-Yeol Park, University of Connecticut; Peter C. Diplock

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Diversity

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Community Engagement Division (COMMENG)

-University Relationships in Environmental Engineering Service-Learning Courses: Social Network Vectors and Modalities of CommunicationIntroduction This work offers an initial and essential exploration of the ways in which universities andcommunities become connected in service-learning programs. Since numerous studies havefound that service learning offers an array of benefits to undergraduate students [1], [2], it isequally important to consider perspectives of the partnering communities. Specifically, in somecontexts, university-community partnerships, both generally and service-learning programs inparticular, are exploitative due to the power imbalance caused by the “concentration of powerand knowledge” of universities [3]. In this

Conference Session

Community Engagement Division 1 - Empowering Students and Strengthening Community Relationships

Collection

2023 ASEE Annual Conference & Exposition

Authors

Connor Becerril; Joanna D. Kinsey, Quinnipiac University; Courtney McGinnis, Quinnipiac University; John E. Greenleaf, P.E., Quinnipiac University; Kimberly DiGiovanni, Quinnipiac University

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Diversity

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Community Engagement Division (COMMENG)

research experience and benefit for community membersaddressing their water quality concerns.BackgroundCommunity-university-partnershipsCommunity-university partnerships are collaborations between communities and universities toachieve shared goals through community-engaged scholarship [1] [2, pp. 463–469]. Key tenantsof community-university partnerships and community-based research involve genuinereciprocity, mutual benefit for communities and participating students [1], building connectionswithin and between organizations [3, Vol. 4], generation of knowledge to meet a communityidentified need, involving the community throughout, from problem definition to resultsdissemination [4, pp. 412–428] and funding [3, Vol. 4].Community-university

Conference Session

Community Engagement Division 1 - Empowering Students and Strengthening Community Relationships

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sydney Donohue, University of New Mexico; Anjali Mulchandani, University of New Mexico

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Diversity

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Community Engagement Division (COMMENG)

data were collected throughwritten responses to questions on specific positive or negative student experiences and attitudes.Four main outreach trends emerged: 1) Students enjoy attending outreach events and find ithelpful to themselves and to society; 2) Attending events leads students to want to participate inmore; 3) Lack of time is by far the top hinderance; 4) Students are motivated by mentor support.Study findings suggest three possible steps to implementing a targeted strategy for broaderimpact student outreach that aligns with student desires at university research centers: 1) Choiceof outreach events should emphasize the contribution to society; 2) Outreach recruitment shouldemphasize skills students will gain; 3) Faculty mentors

Conference Session

Community Engagement Division 3 - Engagement in Practice Lightning Round: Fostering Reciprocal Partnerships and Empowering Change

Collection

2023 ASEE Annual Conference & Exposition

Authors

Daniel B. Oerther, Missouri University of Science and Technology

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Diversity

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Community Engagement Division (COMMENG)

Environmental Health Literacy to Raise Awareness of Antibiotic Resistance Daniel B, Oerther Missouri University of Science and Technology, 1401 North Pine Street, Rolla, MO 65409AbstractThe process of how to engage with communities (i.e., community engagement) is animportant skill for engineers to acquire, and the skill is well suited to experientiallearning (i.e., learning through doing). To educate engineers to perform communityengagement, a module was developed and incorporated as part of three differentengineering courses, namely: 1) science, technology, engineering, art, and math(STEAM) diplomacy (dual-level graduate and undergraduate, elective); 2) public

Conference Session

Community Engagement Division 2 - Engagement in Practice Lightning Round: Equitable Engagement and Transformative Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hyunjung Ji, The University of Alabama; Sally Grace Shettled, The University of Alabama; Mark Allen Mueller, The University of Alabama; Colby Nicole Putman, The University of Alabama; Amelia Salazar, Sam Houston State University; Laurel Jane Holmes MPH, Energy Alabama; Hyun Jin Kim, The University of Alabama

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Diversity

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Community Engagement Division (COMMENG)

construction, engineering,manufacturing, etc. by 2030 [1]. However, as clean energy job opportunities increase, the gapbetween available jobs and qualified workers grows. Education in the U.S. does not emphasizethe clean energy or environmentally friendly behavior, so many students do not see these jobs asa potential career path or even know they exist.Education plays a critical role in helping the United Nations reach its Sustainable DevelopmentGoals (SDGs) [2]. Environmental education begins with giving children access and opportunitiesto build a relationship with nature, learn about environmental issues and the need for cleanenergy, develop important skills for the clean energy workforce, and inform them of the jobs andcareer paths in clean energy

Conference Session

Community Engagement Division 2 - Engagement in Practice Lightning Round: Equitable Engagement and Transformative Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ezequiel Aleman, Iowa State University of Science and Technology; Ethan Paul Ruchotzke; Michael Brown, Iowa State University of Science and Technology

Tagged Divisions

Community Engagement Division (COMMENG)

future goals, and experiencing developmentally relevant role confusion [5]. The first set of tasks-identifying a place-based challenge- engages students’ values and beliefs by encouraging them to reflect onwhat they care about. The second set of tasks exposes students to basic computer science concepts throughthe enactment and development of scenarios they developed around place-based challenges. In terms of moral and interpersonal development, we were interested in how youth aged 12-15 in agame jam program expressed 1) moral sensitivity, the ability to read a moral situation and determine what rolethey might play; 2) moral judgment, the ability to solve complex moral problems using reason about duty andconsequences; 3) moral motivation

Conference Session

Community Engagement Division 3 - Engagement in Practice Lightning Round: Fostering Reciprocal Partnerships and Empowering Change

Collection

2023 ASEE Annual Conference & Exposition

Authors

Marian K. Zaki, Houston Christian University

Tagged Divisions

Community Engagement Division (COMMENG)

competent enough for the job market. The pedagogicalapproaches that universities adopted evolved over the years to demonstrate an interestingevolution to the education system, some of these approaches include: • Active Learning: This approach emphasizes student engagement and participation in the learning process through activities such as group discussions, debates, and analyzing different case studies. This approach is based on the idea that students learn best through hands-on activities and interactive experiences [1, 2]. • Project-Based Learning: This approach focuses on a real-world or simulated set of problems and challenges as the starting point for learning to promote critical thinking, problem-solving, and

Conference Session

Community Engagement Division 3 - Engagement in Practice Lightning Round: Fostering Reciprocal Partnerships and Empowering Change

Collection

2023 ASEE Annual Conference & Exposition

Authors

Danielle N. Wagner, Purdue University, West Lafayette ; William C. Oakes, Purdue University, West Lafayette ; Ashish Dahiya, Indian Institute of Technology, Delhi, India

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Diversity

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Community Engagement Division (COMMENG)

. Partnerships may develop betweencommunities, academia, organizations, or with any combination of these. Reciprocity incollaborative partnerships implies mutual respect, trust, benefit-sharing, and growth [1].Traditionally, groups that are considered to have more resources are allotted a higher degree ofpower, leading to non-reciprocal collaborations. Often driven by historical colonial relations, thesedisparities can have harmful results such as uneven stakeholder benefits, unidirectionality, andperpetuating oversimplified stereotypes, and can continue without critique due to hiddenassumptions of prestige in resources despite evidence to the contrary. Partnership imbalances canyield inequities, despite good intentions. To achieve mutual benefits, it’s

Conference Session

Community Engagement Division 2 - Engagement in Practice Lightning Round: Equitable Engagement and Transformative Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Roneisha Wynette Worthy, Kennesaw State University; Amy Borello Gruss, Kennesaw State University

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Diversity

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Community Engagement Division (COMMENG)

students to attend the engineering program, as well as creating anenvironment that is welcoming and supportive of diversity, has caused our numbers to shiftgreatly from women accounting for only 14% of our engineering program population in 2020 towomen making up 21% in 2022 [1]. With over 50% of our engineering students identifying asnon-white, there is a lot to celebrate but there is still more work to do. When considering theintersectionality with race, we discovered that African American women engineering studentscomprised only 4% of the college and Hispanic women engineering students comprised just 3%.Further analysis revealed that out of the nearly 800 degrees awarded in 2022, not even 50 wereawarded to these demographics. Women accounted for

Conference Session

Community Engagement Division 2 - Engagement in Practice Lightning Round: Equitable Engagement and Transformative Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Yuting W. Chen, University of Illinois, Urbana-Champaign; Blake Everett Johnson, University of Illinois, Urbana-Champaign; Saadeddine Shehab, University of Illinois, Urbana-Champaign; Marcia Pool, University of Illinois, Urbana-Champaign

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Community Engagement Division (COMMENG)

applied after recruitment emails were sent to localschool district contacts. In July 2022, a one-day workshop was held at UIUC with a group of fifteenK–12 educators from twelve different local schools, ranging from pre-K to high school. After theinitial introduction, workshop participants were divided into five groups based on their teachingrole and grade level. A human-centered design approach was then used to guide a series of groupactivities, which focused mainly on connecting all stakeholders to create better support betweenservice-learning project developers (university students) and receivers (K–12 students). Lessonslearned from the summer workshop include: (1) having a long-term (3–5 years) commitment forpartnership between local schools

Conference Session

Community Engagement Division 5 - Nurturing Well-Being and Promoting Awareness

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jacquelyn Kay Nagel, James Madison University; Jenna P. Carpenter, Campbell University

Tagged Divisions

Community Engagement Division (COMMENG)

University, a liberal artsuniversity on the East coast. A once-a-month asynchronous format (four hours) was used at thisinstitution, versus the two-day, six-hour format used at James Madison. Programming impacted12% of engineering students. This paper presents the framework for offering asynchronouswellness programing within a department, as well as best practices and lessons learned.1. IntroductionDuring the pandemic, reports from academic-focused sources [1-3] emphasized the importanceof providing services that address student well-being. A need to help students in the area ofmental health and wellness within an undergraduate only department of engineering wasrecognized.To address this need, two engineering programs housed at East coast, liberal

Conference Session

Community Engagement Division 5 - Nurturing Well-Being and Promoting Awareness

Collection

2023 ASEE Annual Conference & Exposition

Authors

Thomas Rossi, Penn State Behrend; Sarah Lengel

Tagged Divisions

Community Engagement Division (COMMENG)

past two years and what the strategy is moving forward.1.0. Introduction Approximately two years ago, three students under the direction of a faculty mentor and withthe aid of two outside experts created an app to replace the school’s Red Folder. The originalRed Folder was designed as a resource for faculty to address mental health situations that mayoccur in the classroom and was based off what came out of the University of California [1]. Thisfolder while beneficial had a few shortcomings including: 1. Only being distributed to select groups on campus (faculty and staff) 2. It could be easily misplaced or damaged 3. Not being in a form that was always available Given these shortcomings it was obvious there was room

Conference Session

Community Engagement Division 4 - Cultivating Engineering Excellence through Mentorship and Humanitarian Engineering

Collection

2023 ASEE Annual Conference & Exposition

Authors

Aaron Brown, Metropolitan State University of Denver; Irma Livier De Regil Sanchez, Universidad del Valle de Atemajac, Guadalajara, Mexico

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Diversity

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Community Engagement Division (COMMENG)

: Association of International Educators, and funded by ExxonMobil Corporation. The100,000 Strong in the Americas program is an education initiative created “to increase the annualnumber of U.S. students studying in Latin America and the Caribbean to 100,000 and bring100,000 students to the United States by 2020.” [1]. It does this by fostering new partnershipsamong higher education institutions (HEIs) in the United States and the rest of the WesternHemisphere in student exchange and training programs with focus given to “buildinginstitutional capacity, increasing student mobility, and enhancing regional educationcooperation” [1].The objective of the initial partnership activities was to offer an innovative study abroadopportunity to American students

Conference Session

Community Engagement Division 4 - Cultivating Engineering Excellence through Mentorship and Humanitarian Engineering

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kirsten Heikkinen Dodson, Lipscomb University; Amelia Elizabeth Cook, Lipscomb University; Lewis Ngwenya, Lipscomb University; Hannah Grace Duke, Lipscomb University

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Diversity

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Community Engagement Division (COMMENG)

across the sub-groups. Data from two students who participatedin the questionnaire before and after participating in a humanitarian engineering project is alsopresented. From these results, the authors conclude that the sampling methods may have had animpact on the mixed significance and that further qualitative methods may be appropriate fordeeper study. For future work, the project team will conduct interviews with selected participantstoward building a model for creating inclusive engineers through humanitarian engineeringprojects.Background:This paper details part of the work of an ongoing project previously described in [1] and [2]. Theproject’s objective is to study the impact of humanitarian engineering projects (HEPs) onprofessional

Conference Session

Community Engagement Division Poster Session - Exploring the Transformative Power of Service, Engagement, and Research

Collection

2023 ASEE Annual Conference & Exposition

Authors

Selvin Yovani Tobar; Bara Maisara Zalloum; Anna N. Le; Yessenia Nicacio-Rosales; Doris J. Espiritu, Wilbur Wright College- One of the City Colleges of Chicago

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Diversity

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Community Engagement Division (COMMENG)

and implement practices that develop Community of Practice (CoP), Professional Identity, and Self-Efficacy to increase diversity in Engineering and Computer Science and to streamline transfer from community colleges to 4-year institutions ©American Society for Engineering Education, 2023 Engagement in Practice: Strengthening Student’s STEM Identity Through ServiceI. INTRODUCTIONVolunteering offers participants the opportunity to develop their social network and connectionwith the local community. Volunteering can make adolescents more adept at connecting withsocial groups outside of their norm [1], increase their civic engagement [1], and increase theiracademic

Conference Session

Community Engagement Division Poster Session - Exploring the Transformative Power of Service, Engagement, and Research

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kerry Meyers, University of Notre Dame; Danielle Wood, University of Notre Dame; Faisal Aqlan, University of Louisville; Daniel Lapsley, University of Notre Dame

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Diversity

Tagged Divisions

Community Engagement Division (COMMENG)

, and examined a community-engaged STEM learning environment in adeindustrialized city in Indiana. Drawing on principles from academic engaged learning andinnovation ecosystems [1-5], the pilot integrated partners across a diversity of higher educationinstitutions, high schools, local government, and community organizations to developcommunity-identified, authentic projects and tailored programming to implement internships thatsupport STEM attraction and retention for underrepresented groups in engineering and science aswell as improving the quality of life in these communities. As such, it applied what weunderstand about persistence in STEM [6-8] by providing opportunities for early research andactive learning in the community. The original

Conference Session

Community Engagement Division Poster Session - Exploring the Transformative Power of Service, Engagement, and Research

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tagged Divisions

Community Engagement Division (COMMENG)

planning area in Texas, the Canadian – Upper RedRiver Basin Regional Flood Planning Area, or Region 1. The student participants interviewedrural residents in portions of Western and Central Texas, using both phone and in-personinterviews. The survey provided data that defined the nature of observed flooding in rural areasand needed mitigation efforts for future flooding risks. The students who conducted the publicoutreach study were from several different majors (Geoscience, Environmental Science, andEngineering) and cultural backgrounds.The students who conducted the flood research interview were surveyed for a post-studyassessment using two research instruments – a Qualtrics survey and personal interviews. Alleighteen students were solicited for

Conference Session

Community Engagement Division Poster Session - Exploring the Transformative Power of Service, Engagement, and Research

Collection

2023 ASEE Annual Conference & Exposition

Authors

Azadeh Bolhari P.E., University of Colorado Boulder; Eric Matzke Flaska, University of Colorado Boulder; Kenneth Stewart

Tagged Divisions

Community Engagement Division (COMMENG)

to adapt to shock quickly to wherecapacity is recovered efficiently. The Natural Resource Council (NRC) defines resilience as “theability [of individuals, groups, communities] to prepare and plan for, absorb, recover from, ormore successfully adapt to [actual or potential] adverse events” (Amadei, 2020; NRC, 2012). Avisual depiction of resilience and its relationship to capacity is shown in Figure 1 below. Figure 1. Resilience after a disaster or crisis or viewing resilience as variations in community capacity over time following a disaster or crisis (Amadei, 2020).Engineers such as Amadei (2020) and Bouabid & Louis (2015) (henceforth referred to as theABL model) have formed models to assess the capacity of communities to

Conference Session

Community Engagement Division 4 - Cultivating Engineering Excellence through Mentorship and Humanitarian Engineering

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ping-Chuan Wang, State University of New York, New Paltz; Wenyen Huang, State University of New York, New Paltz; Graham Werner, State University of New York, New Paltz ; Darren Wang, Stony Brook University ; James M. Amodio, John Jay High School, Wappingers Central School District

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Community Engagement Division (COMMENG)

and success unique to this cross-disciplinary robotics mentorship program in fostering engineering soft skill development as itentered the third phase in Fall 2022. Results of survey and interview data from participatingmentors are reported regarding the soft skill development outcomes over the first two years,along with opportunities for broader impact in the future.1. Introduction It has been recognized that the acquisition of only technical knowledge and engineeringjudgment by graduating engineering students is oftentimes insufficient. In the workplace,interpersonal relations and soft skills are also necessary to work between disciplines and betweenfunctional groups in today’s competitive global market [1, 2]. Despite the increasing

Conference Session

Community Engagement Division 5 - Nurturing Well-Being and Promoting Awareness

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gianina Morales, Universidad de Valparaíso, Chile; Mauricio Reyes Gallardo, Universidad de Valparaíso, Chile

Tagged Divisions

Community Engagement Division (COMMENG)

with the community as acontribution to their professional identity. Findings offer implications for engineering educatorsinterested in applying service-learning experiences to promote professional learning andcommunity engagement.IntroductionChile is located in the circum-Pacific seismic belt, a zone where most of the largest earthquakesoccur. Its coast is frequently affected by earthquakes and tsunamis, including the biggestearthquake and tsunami ever recorded, the M9.5 Valdivia Earthquake (1960) [1]. Chile’spropensity for earthquakes and tsunamis makes it essential to advance educational proposals toincrease its inhabitants’ risk awareness and resilience. After the tragic loss of lives in the tsunamithat followed the Maule Earthquake—an M8.8

Conference Session

Community Engagement Division 3 - Engagement in Practice Lightning Round: Fostering Reciprocal Partnerships and Empowering Change

Collection

2023 ASEE Annual Conference & Exposition

Authors

Marissa H. Forbes, University of San Diego; Gordon D. Hoople, University of San Diego

Tagged Divisions

Community Engagement Division (COMMENG)

].We previously reported on 1) the ExSJ framework, 2) the infrastructure, mechanisms, andactivities we are using to apply this framework, and 3) the challenges and complexities we arefacing as we apply it [13]. At its core, the framework is meant to support the connection betweenengineering and social justice, and it operationalizes this effort through multiple mechanisms thatfit within the university context. For example, the ExSJ, “provides a system wherebycommunities are encouraged and supported to submit project ideas, which are developed andchanneled through a panel of professionals and academics to create suitable projects for studentsin a wide variety of programs inside engineering disciplines and across campus” [14]. One suchmechanism

Conference Session

Community Engagement Division 3 - Engagement in Practice Lightning Round: Fostering Reciprocal Partnerships and Empowering Change

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kristen M. Conroy, The Ohio State University; Patrick Sours, The Ohio State University; Adithya Jayakumar, The Ohio State University; Rachel Marie Tuttle

Tagged Divisions

Community Engagement Division (COMMENG)

University. Prior to working at Ohio State, Rachel worked in Residence Life at both Case Western Reserve University an ©American Society for Engineering Education, 2023Engagement in Practice: Better preparing students for community-engagedengineering by restructuring an academic program, minor and curriculum.BackgroundSeveral universities have developed courses guided by partnerships with communities andcommunity organizations. Students work with communities to define or implement solutions toperceived needs. These programs are often labeled service learning, community engagedlearning, and/or global service learning [1]. These programs are intended to build collaborationsbeyond the university and motivate students

Conference Session

Community Engagement Division 2 - Engagement in Practice Lightning Round: Equitable Engagement and Transformative Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Patrick Sours, The Ohio State University; Cherish Vance, The Ohio State University; Tylesha D. Drayton, The Ohio State University

Tagged Divisions

Community Engagement Division (COMMENG)

and resultant projects have elevated the applied studentexperience to the neglect, or even detriment, of the served communities [1]. Projects of this typecan unintentionally become transactional in nature [2] by ignoring social injustices, reinforcingdeficiency-based community development ideals, and serving the academic calendar andstudents more than communities [3][4].In the simplified academic version of the design process, it is difficult to convey to students thecomplex context of stakeholder values and to incorporate social dynamics [5]. Student proposedsolutions tend to focus on purely technical aspects and struggle to integrate the complexcontextual elements [6]. Our model of engagement focuses on aligning values across

Conference Session

Community Engagement Division 2 - Engagement in Practice Lightning Round: Equitable Engagement and Transformative Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Vincent Nguyen, University of Maryland, College Park; Jennifer Bishop, University of Maryland, College Park; Paige E. Smith, University of Maryland, College Park; Rebecca Kenemuth

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Diversity

Tagged Divisions

Community Engagement Division (COMMENG)

engineering experiences that involvemaking and testing solutions.A fundamental aspect of GOAL programming is the inclusion of culminating events whereinmultiple classrooms come together for challenges and competitions. These events motivateconnectedness to content and offer opportunities for discussion and collaborative design. Eventsare used to build connections to UMD and include information sessions regarding pathways foradmissions and transfer, familiarizing students with pathways toward higher education.Figure 1 illustrates the GOAL activities over the past three years. Over 5000 kits have beendistributed to middle school (MS) and high school (HS) students. The implementation has beenprimarily through two neighboring school districts, and those