Conference Session

Lightning Talk - "Innovating for Impact: Community-Engaged Education, Technology, and Infrastructure for a Sustainable Future

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tammy Mackenzie, The Aula Fellowship; Laxmaan Balaji; Kayli Heather Battel; Rosa Y. G. Paccotacya-Yanque; Animesh Paul, University of Georgia; Lilianny Virguez, University of Florida; Leslie Salgado, University of Calgary; Beyza Nur Guler, Virginia Tech Department of Engineering Education; Rubaina R Khan, University of Toronto; Natalie Perez; Sreyoshi Bhaduri, Private Corporation; Debarati Basu, Embry-Riddle Aeronautical University - Daytona Beach; Peer Herholz, Northwestern University

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Community Engagement Division (COMMENG)

, industries, and markets,” pp. 1025–1035, 2008. [3] B. C. Larsen, “A framework for understanding ai-induced field change: How ai tech- nologies are legitimized and institutionalized,” in Proceedings of the 2021 AAAI/ACM Conference on AI, Ethics, and Society, 2021, pp. 683–694. 10 work in progress: Exclusive Rhetoric in AI Conference Mission Statements [4] T. Mackenzie, S. Bhaduri, L. Salgado, A. Paul, P. Herholz, Z. Rosenthal, R. Khan, and D. Basu, “Reimagining ai conference mission statements to promote inclusion in the emerging institutional field of ai,” in 2024 IEEE Frontiers in Education Conference (FIE). IEEE, 2024, pp. 1–9. [5] A. Freire, L. Porcaro, and E. Gómez

Conference Session

Lightning Talk - "Innovating for Impact: Community-Engaged Education, Technology, and Infrastructure for a Sustainable Future

Collection

2025 ASEE Annual Conference & Exposition

Authors

Polly Parkinson, Utah State University; Emma Mecham, Utah State University; Fawn Groves, Utah State University; Ivonne Santiago, University of Texas at El Paso; Amy Wilson-Lopez, Utah State University - Engineering Education

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studies evaluated consumer awareness [40] and the impact of consumer information,including environmental benefits, on buyer intentions [36]. After considering vehicle rangeissues, charging stations, consumer information, “the affordability of EVs remain[s] the greatestbarrier [31].” In summary, factors related to EV were found to be battery and chargingtechnology, access and convenience, environmental value, and primarily affordability.Charging Infrastructure Other scholarship has focused more specifically on best practices in building chargingstation infrastructure. These included land use clustering [41], community charging hub modelsfor multi-dwelling EV drivers [42], and supply/demand optimization algorithms [5]. Carlton andSultana’s

Conference Session

STEM Education and Intercultural Competence

Collection

2025 ASEE Annual Conference & Exposition

Authors

Margaret Pinnell, University of Dayton; Leanne Petry, Central State University; Elizabeth Generas, Wright State University; Amy Anderson; Marjorie Langston Langston; Douglas Picard, Greene County Career Center; Camryn Lanise Justice, University of Dayton

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Diversity

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Community Engagement Division (COMMENG)

crucial role in developing innovative solutions to public health challenges asexemplified during the COVID-19 pandemic where STEM professionals designed anddistributed personal protective equipment and vaccines and made significant advancements intelemedicine, predictive models and diagnostic tests (Braund, 2021, Fork & Koningstein, 2021).Unfortunately, the US is falling behind in STEM fields, a trend exacerbated by equity gaps in K-12 and higher education. The US no longer leads in science and engineering researchpublications or patents, and it graduates fewer STEM Ph.D.’s compared to countries like China(National Science Board, National Science Foundation, 2021, Zwetsloot, et al, 2021). These gapsbegin early, with significant disparities in

Conference Session

Lightning Talk - Empowering Students and Strengthening Community Relationships

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sophia Vicente, Elizabethtown College; Malle R Schilling, Arizona State University; Hannah Root; Annick J Dewald, Greenway College; Rebecca Holcombe; Sara A. Atwood, Elizabethtown College

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mission can be seen below in Table 3. We chose to de-identify companynames for the purposes of this paper.Table 3. Local Companies Overview Company Company Mission Green Company 1 develops, commercializes, and deploys forward looking clean energy Technology innovations for our commercial, community, and utility customers. From US Company Department of Energy R&D funded grants to hundreds of commercial solar and EV charging installations, Company 1’s experience and services are supporting all communities’ transition to a cleaner robust future. Solar Company 2 is a local, Vermont-based, member-owned worker’s cooperative Installation specializing in affordable, high

Conference Session

Community Engagement Division (COMMENG) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

James Horatio Haller; Jimmy Peralta; Fatimah Musa; Doris J. Espiritu, City Colleges of Chicago

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Success Case method to determinewhich participants to interview in these case studies [23].VI. ACKNOWLEDGEMENTSThis paper builds upon the work-in-progress paper presented at the 2023 ASEE AnnualConference and Exposition, “Board 53: Engagement in Practice: Strengthening Student’s STEMIdentity Through Service,” [24, p. 53] and funded by the National Science Foundation underGrant No. DUE-1832553. Any opinions, findings, conclusions, or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. We would like to acknowledge the researchers from whom we inherited thisproject: Selvin Yovani Tobar, Bara Maisara Zalloum, Anna N. Le, Yessenia Nicacio-Rosales,Adam Moine

Conference Session

Lightning Talk - Empowering Students and Strengthening Community Relationships

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jose Manuel Fuentes-Cid, Universidad Andres Bello, Santiago, Chile; Maria Elena Truyol, Universidad Andres Bello, Santiago, Chile

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analyses. These approaches wouldprovide a more comprehensive understanding of the impact of SBL on engineering educationand expand its applicability in different educational contexts.AcknowledgmentThe authors gratefully acknowledge the leadership and financial support of the School ofEngineering at the Universidad Andres Bello, Chile. We also thank the Educational Researchand Academic Development Unit (UNIDA) for its mentorship and guidance in developingresearch skills for higher education faculty.References[1] L. Najev Čačija, M. Lovrinčević, and S. Pivčević, "Exploring the service-learning program in the transition

Conference Session

Community and Industry Collaboration for Sustainable Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Susan J Ely, University of Southern Indiana; Matthew J. Ely, Indiana University-Bloomington; Milad Rezvani Rad, University of Southern Indiana

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participants of otherstudent experiences, to evaluate the potential difference in impact of various engineeringactivities.References[1] National Society of Professional Engineers, “Code of Ethics for Engineers” Publication#1102, National Society of Professional Engineers, 2019.[2] National Academy of Engineers, “NAE Grand Challenges for Engineering”, EngineeringChallenges, 2022. [Online]. Available: http://www.engineeringchallenges.org/challenges.aspx[Accessed: October 27, 2022].[3] E. Cech, “Culture of disengagement in engineering education?,” Science, Technology andHuman Values, vol. 39, no. 1, pp. 42-72, 2014.[4] W. Oakes, S. Khalifah, C. Sigworth, P. Fuchs and A. Lefebvre, “EWB-USA and EPICS:Academic Credit, Community Impact, and Student Learning

Conference Session

Diversity, Inclusion, and Representation in STEM

Collection

2025 ASEE Annual Conference & Exposition

Authors

Daniel B Oerther P.E., Missouri University of Science and Technology

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Community Engagement Division (COMMENG)

. Evaluations by students areaccomplished during the end of semester course evaluation’s which are online, anonymoussurveys completed by students.MethodsInstitutional context. Located in Rolla, Missouri, the Missouri University of Science andTechnology was founded in 1870 as the Missouri School of Mines. In 2023, a total of more than7,000 students (approximately 1,500 graduate and 5,500 undergraduate) are enrolled inapproximately 100 degree programs. Currently characterized as a Carnegie R2, a doctoraluniversity with high research activity, S&T is home to three colleges. Within the College ofEngineering and Computing, the Department of Civil, Architectural, and EnvironmentalEngineering (or CArE) is one of the largest and most research productive

Conference Session

Community Engagement Division (COMMENG) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Emily Wonnacott-Stanley, Southern Illinois University Edwardsville

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Diversity

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Community Engagement Division (COMMENG)

]. Available:https://www.lifescied.org/doi/pdf/10.1187/cbe.23-04-0059. [Accessed: 14-Jan-2025].S. S. Raza, A. M. Ibrahim, and C. M. Williams, "The Role of Informal Science Educationin Shaping Science Identity: A Case Study of an Out-of-School Astronomy Program,"arXiv preprint arXiv:2306.06014, Jun. 2023. [Online]. Available:https://arxiv.org/abs/2306.06014. [Accessed: 14-Jan-2025].R. Fry, B. Kennedy, and C. Funk, "STEM Jobs See Uneven Progress in IncreasingGender, Racial and Ethnic Diversity," Pew Research Center, Washington, DC, USA,Apr. 2021. [Online]. Available: https://www.pewresearch.org/science/wp-content/uploads/sites/16/2021/03/PS_2021.04.01_diversity-in-STEM_REPORT.pdf.[Accessed: 14-Jan-2025].

Conference Session

Diversity, Inclusion, and Representation in STEM

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alexander Grey, University of Connecticut; Adeline Smith, University of Connecticut; Alexandra Hain, University of Connecticut; Jada-Lynn De Laia Vercosa-Bennett, University of Connecticut; Stephany Santos, University of Connecticut; Valerie Maier-Speredelozzi, The University of Rhode Island

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Community Engagement Division (COMMENG)

,” International Journal of ScienceEducation, vol. 37, no. 7, pp. 1067–1088, May 2015, doi: 10.1080/09500693.2015.1017863.[7] M. Penman, J. Tai, G. Evans, J. Brentnall, and B. Judd, “Designing near-peer mentoringfor work integrated learning outcomes: a systematic review,” BMC Med Educ, vol. 24, no. 1, p.937, Aug. 2024, doi: 10.1186/s12909-024-05900-6.[8] P. A. S. Ralston, J. L. Hieb, and G. Rivoli, “Partnerships and Experience in Building STEMPipelines,” J. Prof. Issues Eng. Educ. Pract., vol. 139, no. 2, pp. 156–162, Apr. 2013, doi:10.1061/(ASCE)EI.1943-5541.0000138.[9] T. Lowrie, S. Leonard, and R. Fitzgerald, “STEM Practices: A translational framework forlarge-scale STEM education design,” EDeR. Educational Design Research, vol. 2, no. 1, Art

Conference Session

Lightning Talk - Empowering Students and Strengthening Community Relationships

Collection

2025 ASEE Annual Conference & Exposition

Authors

Juan C. Lucena, Colorado School of Mines

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Diversity

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Community Engagement Division (COMMENG)

the HE Colombia ecosystem through thesectors of the Quadruple Helix – academia, government, private sector, and civil society – theinteractions among them, and the different roles that they can play in the ecosystem such asarticulator, enabler, knowledge creator, promoter, and facilitator of social appropriation ofknowledge. Participants addressed the following guiding questions:1. Which actors in each sector perform which role(s)?2. What capabilities must they have to contribute to the purpose of the HE Ecosystem?Fig 2. Virtual canvas used in workshop 2.FindingsThe methods above yielded some context- and place-specific findings, yet many of them applyacross contexts and places and can be useful to HE-type programs trying to figure out how

Conference Session

Lightning Talk - "Innovating for Impact: Community-Engaged Education, Technology, and Infrastructure for a Sustainable Future

Collection

2025 ASEE Annual Conference & Exposition

Authors

Pierre Rahme, Lebanese American University; George E Nasr, Lebanese American University; Abbas A. Tarhini, Lebanese American University; Michel Elkhoury, Lebanese American University; Evan Fakhoury, Lebanese American University

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activecontributors to their education and fostering a culture of inquiry, VIPs not only enhance the academicexperience but also prepare students to tackle the pressing challenges of the 21st century. As universitiescontinue to navigate the complexities of the modern educational landscape, the adoption and expansionof the VIP model may prove essential for cultivating a new generation of informed, engaged, and capableglobal citizens.References [1]. Strachan, S.M., Marshall, S., Murray, P., Coyle, E.J. and Sonnenberg-Klein, J. (2019). Using Vertically Integrated Projects to embed research-based education for sustainable development in undergraduate curricula. International Journal of Sustainability in Higher Education, Vol

Conference Session

STEM Education and Intercultural Competence

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mihwa Park, Texas Tech University; Bernard Justus Wekullo, Texas Tech University

Tagged Divisions

Community Engagement Division (COMMENG)

directly to their lives. This experience effectively supports students’ aspirations to pursuecareers in STEM and architecture.References[1] J. Rendell, “Architectural research and disciplinarity”, arq: Architectural Research Quarterly, 8(2), 141-147, 2004.[2] B. Givoni, “Climate considerations in building and urban design”, John Wiley & Sons, 1998.[3] S. M. Nainggolan, O.C. Dewi and T. H. Panjaitan, “10 criteria of sustainable housing: A literature review”, Advances in Social Science, Education and Humanities Research, 475, 42-53, 2020.[4] K. Varma, K., M. Chaurasia, M., P. Shukla and T. Ahmed, “Green building architecture: A literature review on designing techniques”, International Journal of Scientific and

Conference Session

Community and Industry Collaboration for Sustainable Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Amanda R. Lowery, Vanderbilt University; Eric Spivey, Vanderbilt University

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Diversity

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Community Engagement Division (COMMENG)

, 2015. https://doi.org/10.1002/jee.20107 [3] Anon. “TOM Communities”. tomglobal.org. Accessed Jan 15, 2025. [Online]. Available: https://tomglobal.org/communities [4] Anon. “Volunteer Chapters”. makersmakingchange.com. Accessed Jan 15, 2025. [Online]. Available: https://www.makersmakingchange.com/s/chapters [5] S. Logan, H. Feldner, K. Bogart, B. Goodwin, S. Ross, M. Catenaet al., "Toy-based technologies for children with disabilities simultaneously supporting self-directed mobility, participation, and function: a tech report", Frontiers in Robotics and AI, vol. 4, 2017. https://doi.org/10.3389/frobt.2017.00007 [6] Anon. “GoBabyGo!”. udel.edu. Accessed Apr 25, 2025. [Online]. Available: https://sites. udel.edu/gobabygo

Conference Session

Community and Industry Collaboration for Sustainable Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Carol L Considine, Old Dominion University; Mujde Erten-Unal, Old Dominion University; Dalya Ismael, Old Dominion University; Luka Alandra Hamel-Serenity, Hampton University; Farzaneh Soflaei, Hampton University

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/10.1029/2018GL079572Carleton, T., & Hsiang, S. (2016). Social and economic impacts of climate. Science, 353(6304),aad9837. https://doi.org/10.1126/science.aad9837City of Norfolk. (2023). Ohio Creek Watershed Project. Retrieved fromhttps://www.norfolk.gov/3867/Ohio-Creek-Watershed-ProjectHauer, M. E., Fussell, E., Mueller, V., Burkett, M., Call, M., Abel, K., McLeman, R., & Wrathall,D. (2020). Sea-level rise and human migration. Nature Reviews Earth and Environment, 1(1),28–39. https://doi.org/10.1038/s43017-019-0002-9Intergovernmental Panel on Climate Change (IPCC). (2021). Climate Change 2021: ThePhysical Science Basis. Contribution of Working Group I to the Sixth Assessment Report of theIntergovernmental Panel on Climate Change. Edited

Conference Session

Diversity, Inclusion, and Representation in STEM

Collection

2025 ASEE Annual Conference & Exposition

Authors

Azizi Penn, Purdue Engineering Education; Tamara J Moore, Purdue University at West Lafayette (PWL) (COE); Kerrie A Douglas, Purdue University – West Lafayette (College of Engineering)

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/community-voices-a-california- campus-compact-study-on-partnerships-final-report[8] D. E. Collins, A. T. Weinbaum, G. Ramón, and D. Vaughan, “Laying the Groundwork: The Constant Gardening of Community—University— School Partnerships for Postsecondary Access and Success,” Journal of Hispanic Higher Education, vol. 8, no. 4, pp. 394–417, Oct. 2009, doi: 10.1177/1538192709347848.[9] J. Tudge and S. Scrimsher, “Lev S. Vygotsky on Education: A Cultural-Historical, Interpersonal, and Individual Approach to Development,” in Educational Psychology: A Century of Contributions: A Project of Division 15 (educational Psychology) of the American Psychological Society, B. J. Zimmerman and D. H. Schunk, Eds., New York: Routledge, 2014, p

Conference Session

Community and Industry Collaboration for Sustainable Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jasmine N Patel, Georgia Institute of Technology; Nathan W. Hartman, Purdue University at West Lafayette (PWL) (COE); Alisa Deck; Roxanne A. Moore Ph.D., Georgia Institute of Technology

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a shared, long-term strategy across industries, education systems, andcommunities. While this paper represents only a small number of participants and limited viewsfrom industry partners, we hope this will serve as a call to action for future programs, ecosystembuilding, and scholarship in the rapidly burgeoning space of workforce development.AcknowledgementsWe would like to express our sincere gratitude to the participants of the workforce developmentworkshop at the Digital Manufacturing Conference for sharing their time, energy, and valuableinsights with us.References[1] S. Ferguson and M. Hoover, “Understanding America’s Labor Shortage: The Most Impacted Industries.” Accessed: Dec. 17, 2024. [Online]. Available: https

Conference Session

Lightning Talk - Empowering Students and Strengthening Community Relationships

Collection

2025 ASEE Annual Conference & Exposition

Authors

Shoshanah Cohen, Stanford University

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Community Engagement Division (COMMENG)

-Learning in Theory and Practice: The Future of Community Engagement in HigherEducation. New York: Palgrave Macmillan, 2010.[2] J. Eyler, D. E. Giles, and A. W. Astin, Where’s the Learning in Service-Learning? Hoboken, NJ: John Wiley &Sons, 2010.[3] E. Brubaker, M. Trego, S. Cohen, and K. Taha, “Partnerships Compass: Guiding Questions for Equitable andImpactful Engineering Community-Engaged Learning,” Adv. Eng. Educ., In Press, 2022.[4] J. Eby, “Why Service-Learning Is Bad,” Service Learning, General, no. Paper 27, 1998. [Online]. Available:digitalcommons.unomaha.edu/slceslgen/27.[5] ME170, me170.stanford.edu/. Accessed 28 Mar. 2025.[6] Criteria for Accrediting Engineering Programs, ABET, 2024.[7] T. L. D. Fenster et al., “Defining and

Conference Session

Engagement in Practice: Bridging Engineering Education and Community Impact through Collaborative Design and Construction

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ronald W. Welch, The Citadel; Simon Thomas Ghanat P.E., The Citadel; William J. Davis P.E., The Citadel

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Community Engagement Division (COMMENG)

. The practicum’s successdepends on the cooperation of two Habitat for Humanity sites, which reserve Wednesdayafternoons for the students. This flexibility allows the instructor to rotate between sites, ensuringstudents gain diverse experiences and adapt to construction schedules affected by weather.References[1] Hobson, Rosalyn S. "The changing face of classroom instructional methods: service learningand design in a robotics course." In Frontiers in Education Conference, 2000. 30th Annual, vol.2, pp. F3C-20. IEEE, 2000[2] Jacoby, B., and Assoc., Service Learning in Higher Education, Jossey-Bass, SF, CA, 1996.[3] Brandenberger, J.W., "Developmental Psychology and Service-Learning: A TheoreticalFramework," p. 68 in R. Bringle and D. Duffy

Conference Session

STEM Education and Intercultural Competence

Collection

2025 ASEE Annual Conference & Exposition

Authors

Leanne Petry, Central State University; Kenya Crosson, University of Dayton; Margaret Pinnell, Air Force Institute of Technology; Melissa Karlin, St. Mary's University; Ramanitharan Kandiah, Central State University; Krishnakumar V. Nedunuri, Central State University; Kaitlin Hill, St. Mary's University; Corinne Mowrey, University of Dayton; Kellie Schneider, The Foodbank, Inc. (Dayton, OH); Elizabeth Generas, Wright State University

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Organization Number Major(s) and Academic Rank Waste Collection Route Montgomery 1 Sophomore; Optimization to reduce County Computer Greenhouse Gas Footprint Environmental Science Services | Solid Waste District Porous Carbon Sorbent AIMM Labs, Inc. 2 Freshman; Regeneration for Dye Engineering and Absorption Optimization Sophomore

Conference Session

Diversity, Inclusion, and Representation in STEM

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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: Educational Thought and Practice. in The Stanford series on education and public policy, no. 19. Abingdon, Oxon: RoutledgeFalmer/Taylor & Francis Group, 1997.[2] G. Ladson-Billings, “Just what is critical race theory and what’s it doing in a nice field like education?,” Int. J. Qual. Stud. Educ., vol. 11, no. 1, pp. 7–24, Jan. 1998, doi: 10.1080/095183998236863.[3] Peace Direct, Adesco, Alliance for Peace Building, and WCAPS, “Time to Decolonize Aid - Insights and lessons from a global consultation,” Peace Direct, May 2021.[4] S. Roborgh, N. Banks, Md. A. Islam, K. A. M. Morshed, and J. Oberreit, “BRAC in Bangladesh and beyond: bridging the humanitarian–development nexus through localisation,” Dev. Pract., vol. 34, no

Conference Session

Engagement in Practice: Bridging Engineering Education and Community Impact through Collaborative Design and Construction

Collection

2025 ASEE Annual Conference & Exposition

Authors

Katie Zoe Loughmiller, Kansas State University

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Community Engagement Division (COMMENG)

. Wiley Online Library.[5] J. Collofello, et al. (2021), “Dissemination and adaptation of the EPICS (EngineeringProjects in Community Service) model,” Advances in Engineering Education, 9, 3.[6] S. Bechara. “Engineering with purpose: The impact of community service-based seniordesign projects,” ISEE Pulse, December 16, 2024. [Online]. Available:https://www.embs.org/pulse/articles/engineering-with-purpose-the-impact-of-community-service-based-senior-design-projects/[7] D. Staudacher. “ECE students use senior design projects to help community organizations,”Electrical and Computer Engineer, University of Illinois – Chicago, January 25, 2018. [Online].Available: https://ece.uic.edu/news-stories/ece-students-use-senior-design-projects-to-help

Conference Session

Lightning Talk - "Innovating for Impact: Community-Engaged Education, Technology, and Infrastructure for a Sustainable Future

Collection

2025 ASEE Annual Conference & Exposition

Authors

Pierre Rahme, Lebanese American University; George E Nasr, Lebanese American University; Abbas A. Tarhini, Lebanese American University; Michel Elkhoury, Lebanese American University; Evan Fakhoury, Lebanese American University

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Graduate Research. Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. 10.18260/1-2—1421. [2]. Coyle, E. J., Jamieson, L. H., & Sommers, L. S. (2014). Vertically Integrated Projects (VIP): A Program for Long-Term Student-Faculty Interaction. IEEE Transactions on Education, 47(4), 63-71. [3]. Abler, R., Schneider, J., & Coyle, E. (2017). The VIP Program: Fostering innovation and engagement in higher education. Journal of Engineering Education, 106(4), 567- 592. [4]. Kuratko, D. F. (2005). The emergence of entrepreneurship education: Development, trends, and challenges. Entrepreneurship Theory and Practice, 29(5

Conference Session

Diversity, Inclusion, and Representation in STEM

Collection

2025 ASEE Annual Conference & Exposition

Authors

Thomas Rossi, University of New Haven; Shivanjali Khare, University of New Haven; Angelina Casiano, University of New Haven

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entrepreneurship among students at all? case study of an educational cross functional hackathon,” in Understanding the Digital Transformation of Socio-Economic-Technological Systems: Dedicated to the 120th Anniversary of Economic Education at Peter the Great St. Petersburg Polytechnic University, pp. 31–47, Springer, 2024.[3] C. Steglich, L. Salerno, T. Fernandes, S. Marczak, A. Dutra, A. P. Bacelo, and C. Trindade, “Hackathons as a pedagogical strategy to engage students to learn and to adopt software engineering practices,” in Proceedings of the XXXIV Brazilian Symposium on Software Engineering, pp. 670–679, 2020.[4] K. Oyetade, T. Zuva, and A. Harmse, “Evaluation of the impact of hackathons in education,” Cogent Education, vol

Conference Session

STEM Education and Intercultural Competence

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cherish C. Vance, The Ohio State University; Patrick J Sours, The Ohio State University; xinquan Jiang, The Ohio State University

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, D. R., Soldner, M., Leonard, J. B., Alvarez, P., Inkelas, K. K., Rowan-Kenyon, H.T., & Longerbeam, S. D., “Examining sense of belonging among first-year undergraduates fromdifferent racial/ethnic groups,” Journal of College Student Development, 48(5), 525-542, 2007.[5] Deardorff, D. K., “The identification and assessment of intercultural competence as a studentoutcome of internationalization,” Journal of Studies in International Education, 10(3), 241–266,2006.[6] Ovink, S. M., Byrd, W. C., Nanney, M., & Wilson, A., “Figuring out your place at a schoollike this: Intersectionality and sense of belonging among STEM and non-STEM collegestudents.” PLoS One, 19(1), 2024.[7] Sarason, I. G., Sarason, B. R., Shearin, E. N., & Pierce, G

Conference Session

Diversity, Inclusion, and Representation in STEM

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nina D Miville, University of Miami

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Community Engagement Division (COMMENG)

engineers.References[1] Engineers’ Council for Professional Development, “Canons of ethics for engineers”. 1947.[2] National Society of Professional Engineers, “NSPE Code of Ethics for Engineers”, Retrieved9/24/24 from https://www.nspe.org/resources/ethics/code-ethics.[3] Civic Engagement, Retrieved 7/31/24 from https://youth.gov/youth-topics/civic-engagement-and-volunteering.[4] M. Nelson, “Lesson in Empowerment: the Civic potential of Historically groundedconversations among racially marginalize youth,” The Annals of the American Academy,January 2023, 174-191, 2023.[5] S. Namasivayam and J. Moganakrishnan, “Linking Professional Conduct for UndergraduateEngineering With Civic Engagement through Teaching and Learning,” Journal of EngineeringScience and

Conference Session

Lightning Talk - Empowering Students and Strengthening Community Relationships

Collection

2025 ASEE Annual Conference & Exposition

Authors

Omar McFarlane Sweeney, University of Florida; Fazil T. Najafi, University of Florida

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Community Engagement Division (COMMENG)

technology at MIT - CDIO. https://web.mit.edu/edtech/casestudies/cdio.html[5] S. Sekaran, N. Anandh, A. Subbiah, D. Bhaven. (2022, January 1). Implementation of the CDIO framework in engineering courses to improve student-centered learning. SRS Journal. https://journaleet.in/articles/implementation-of-the-cdio-framework-in- engineering-courses-to-improve-student-centered-learning[6] T. Wood. Three Models and Engineering Analysis, ASEE's Virtual Conference. peer.asee.org/three-models-and-engineering-analysis.pdf. Accessed 22 Dec. 2024.[7] Jamaica Social Investment Fund, 2006. Community-Based Contracting (CBC) Procedures Manual. Jamaica Social Investment Fund, Jamaica.[8] Water

Conference Session

Community and Industry Collaboration for Sustainable Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Angela R Bielefeldt, University of Colorado Boulder

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Diversity

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Community Engagement Division (COMMENG)

.2012.0017.[3] M.T. Riccardi, V. Pettinicchio, M. Di Pumpo, G. Altamura, M.C. Nurchis, R. Markovic, ... & G. Damiani, “Community-based participatory research to engage disadvantaged communities: Levels of engagement reached and how to increase it. A systematic review,” Health Policy, vol. 137, paper 104905, 2023.[4] K. Strand, S. Marullo, N. Cutforth, R. Stoecker, and P. Donohue, “Principles of best practices for community-based research,” Michigan Journal of Community Service Learning, vol. 9, pp. 5-15, 2003.[5] J.G. Burke and S.M. Albert, Eds. 2014. Methods for community public health research: integrated and