Conference Session

Engineering, Ethics, and Community Engagement

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tucker Krone, Washington University in St. Louis; Seema Mukhi Dahlheimer, Washington University in St. Louis; Sandra Payton Matteucci

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division (COMMENG)

Paper ID #41379Engagement in Practice: Innovating a Project-Based, Community EngagedCourse for Engineering Students that Fosters Ethical ThinkingProf. Tucker Krone, Washington University in St. Louis Tucker Krone joined the faculty in the McKelvey School of Engineering at Washington University in St. Louis in 2017. He teaches statistics, ethics, publication writing, communication, and community engaged courses. Tucker emphasizes engineering and statistics as forces for equity and social justice. Tucker Krone’s current passion focuses on integrating community engagement, social justice, equity, diversity and inclusion into

Conference Session

Engineering Empowered Communities: Place-Based Community Engaged Learning

Collection

2024 ASEE Annual Conference & Exposition

Authors

Juan C. Lucena, Colorado School of Mines; Mateo Rojas; Casey Gibson, National Academy of Engineering; Jaime Elizabeth Styer, Colorado School of Mines; Sofia Lara Schlezak, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division (COMMENG)

research grant (e.g., NSF),s/he must comply with already structured research as stated in the grant proposal which rarelyincludes RT as defined and outlined above (NSF’s Broader Impact criterion is not RT). In spiteof these institutional, structural, and procedural constraints, the student co-authors in this paperdeveloped a commitment to RT mainly due to the spaces that their HES graduate programopened to do so and the guidance of faculty committed to RT. Hence, as expected, their RTefforts had to be implemented somewhat haphazardly, often circumventing established academicpractices but without placing themselves in trouble. Other students, while deeply committed toRT, found themselves prioritizing traditional academic writing, valued by academic

Conference Session

Empowering Students and Strengthening Community Relationships

Collection

2024 ASEE Annual Conference & Exposition

Authors

Danielle N. Wagner, Purdue University; Sukrati Gautam, Purdue University; Peyman Yousefi, Merck Group; Nuela Chidubem Enebechi, Purdue University; Andrew Pierce, Purdue University; William C. Oakes, Purdue University

Tagged Divisions

Community Engagement Division (COMMENG)

. •EPICS Supervisor •Research Advisor Managerial •Community Partners •Peer TAs •Collaborators TA •Mentees •Students Subordinate Figure 2. Top to down rank GTA’s navigate management in service-learning programs 3. MethodsThis exploration initiated with a curiosity about the distinction between GTA’s experiences inservice-learning relative to other courses, as well as their development relative to undergraduatestudents enrolled in the service-learning courses

Conference Session

Empowering Students and Strengthening Community Relationships

Collection

2024 ASEE Annual Conference & Exposition

Authors

Angela R Bielefeldt, University of Colorado, Boulder; Lupita D Montoya, University of Colorado, Boulder; Andrea Ferro, Clarkson University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division (COMMENG)

deficit views of communities, bring a savior complex to their work, and/or are overly focused on student learning. CES: CE that takes “a scholarly approach”, which means being grounded in previous work and “documented through products that can be disseminated and subjected to critique by peers from a variety of contexts”; a goal of CES is “to generate, disseminate, and apply new knowledge.” Further, “Effective CES demands that the scholar produce diverse forms of scholarship in innovative formats—such as documentaries, websites, briefs, or manuals—for non-academic audiences and uses.” [13, p. 59] “CES is recognized as teaching, discovery, integration, application and engagement that involves the faculty member in a mutually

Conference Session

Empowering Students and Strengthening Community Relationships

Collection

2024 ASEE Annual Conference & Exposition

Authors

Samuel A Acuña, George Mason University; Nathalia Peixoto, George Mason University; Holly Matto, George Mason University; Siddhartha Sikdar, George Mason University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division (COMMENG)

opportunities for trainees to work on theircommunication skills within the design courses. Trainees may benefit from having more formalfeedback from professors and their peers when preparing for presentations to communitymembers or writing to government leaders. Taken together with trainees’ satisfaction andusefulness ratings, portfolio reflections provided further evidence that our courses helpedtrainees build knowledge and skills.While most students were satisfied with the design courses we offered, there is still room forimprovement in the courses. Feedback on the post-survey and course reflections suggests thatrequiring students to have completed prerequisites may help move the course along faster. Forexample, requiring a prerequisite in statistics

Conference Session

Engineering, Ethics, and Community Engagement

Collection

2024 ASEE Annual Conference & Exposition

Authors

Emma Sophie Stine, University of Colorado Boulder; Amy Javernick-Will, University of Colorado Boulder

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division (COMMENG)

student being unable to identify inequitable or culturally incongruent‬ ‭educational systems that are causing personal hardship but still 'fighting back' or being‬ ‭oppositional because of the hardship they are facing. When a student is‬‭motivated by social‬ ‭justice and not critiquing social oppression‬‭(conformist‬‭resistance), they may act to address the‬ ‭hardships they and their peers face but continue to be unable to name or address the systems‬ ‭causing those hardships. This could look like a student creating study groups for struggling peers‬b‭ ut not addressing the curriculum and classroom culture that causes their peers to struggle. In‬ ‭contrast, a student performing‬‭not being motivated‬‭by social justice but critiquing