Conference Session

Community Engagement Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ben Ralph Bernard, North Dakota State University; Jeremy Straub, North Dakota State University; Pranay Kumar Marella, Mississippi State University

Tagged Divisions

Community Engagement Division

lastsummer, 70 high school students participated in the week-long cybersecurity summer campevent at North Dakota State University in Fargo, North Dakota.The cybersecurity summer camp curriculum is facilitated by junior counselors (students whohave completed high school that have a strong interest in cybersecurity), counselors (collegestudents with cybersecurity experience), and university faculty & staff. This paper studies theimpact of having counselors and junior counselors integrated into the cybersecurity summercamp experience and evaluates the impact that being a counselor has on the students thatparticipate in that role. These impacts facilitate cybersecurity community engagement.1. IntroductionThe need for quality cybersecurity education

Conference Session

Community Engagement Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Patrick John Sours, Ohio State University; Michael J Hagenberger P.E., Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

on locations designated by the community. Rainwater harvestingaddressed several priorities identified by the community, specifically 1) access to clean water,2) improvements to the medical dispensary, and 3) improvements to their primary schools. Thedecision to install the first RWH system at the Marwa medical dispensary was based on theinitial request to KiHO from the Village Chairman and through extensive discussions with theMarwa community, KiHO, UDOM and Same District government officials.PROJECT DESIGN AND EXECUTION The basis for the rainwater harvesting initiative was to prepare for the Pangani RiverSystem (PRS). The PRS is the proposed long-term solution to alleviate the water needs of theMarwa community. The system will take

Conference Session

Community Engagement Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rachel Koh, Smith College

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

Paper ID #30735Engagement In Practice: Community Engaged Capstone Design ExperienceDr. Rachel Koh, Smith College Rachel Koh joined the Smith College faculty as a Visiting Assistant Professor in 2019 after earning a doc- torate from the University of Massachusetts Amherst in 2017 and teaching at Lafayette College in Easton, PA, for two years. Their research focuses on sustainable materials using two approaches: (1) development and characterization of bio-based composite materials, and (2) development of advanced computational methods to enable the use of bio-based materials in engineering design. Koh is also interested in

Conference Session

Community Engagement Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ajay P. Malshe, Purdue University; Kevin M Fitzpatrick, University of Arkansas; Salil Bapat, Purdue University

Tagged Divisions

Community Engagement Division

has also worked extensively with high schools to advance student learning success. Malshe’s notable honors include: Membership in the National Academy of En- gineering (NAE) for ”For innovations in nanomanufacturing with impact in multiple industry sectors”; Society of Manufacturing (SME)’s David Dornfeld Blue Sky Manufacturing Idea Award for ”Factories- In-Space”; SME-S.M. Wu Research Implementation Award; three Edison Awards for Innovation; Tibbett Award by the US Small Business Association sponsored by EPA for successful technology transfer; R&D 100 Award, (the ”Oscar” of innovation); Fellowships to the International 1. Academy of Production Engineering (CIRP), 2. the American Society of Materials (ASM), 3

Conference Session

Community Engagement Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Malinda S Zarske, University of Colorado, Boulder; Michael A Soltys, University of Colorado, Boulder; Jennifer Kracha, University of Colorado Boulder

Tagged Divisions

Community Engagement Division

, team-based design project [1], [2].​ ​Thesemester-long projects for the course are traditionally chosen by individual professors, and topicsrange from assistive technology projects with actual clients to water filtration systems fordeveloping countries, among others. First year engineering undergraduate students spend thesemester learning about the design process by working on teams to produce a tangible finalproject, culminating with an Engineering Design Expo at the end of the semester. Severalengineering departments require this course for first-year students, including mechanical, civil,environmental, and aerospace engineering.Further research from this team and others around service-based projects suggests that students inactual client

Conference Session

Community Engagement Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Angela R Bielefeldt, University of Colorado, Boulder; Greg Rulifson PE, USAID

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

activities is often focused on the impacts to the K-12 kids (e.g. [2-4]): Do they gain knowledge about engineering? Increase their interest inengineering? In contrast, the research question explored in this work was: What benefits doundergraduate engineering students derive in association with their activities with K-12 students?Undergraduate student development is a common goal for K-12 outreach programs [1],particularly when these programs are aligned with service-learning activities embedded incourses (e.g. [5]). Some studies have examined the impacts of programs engaging with K-12students on the college students. Carberry et al. [6] used surveys, knowledge assessments, andobservations to determine that students participating in the Student

Conference Session

Community Engagement Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Margaret Pinnell, University of Dayton; Kellie Schneider, University of Dayton; Leanne Petry, Central State University; M. Suzanne Franco, Wright State University; Malcolm W. Daniels, University of Dayton; Amy Anderson, University of Dayton; Marjorie Langston, Hamilton Township High School ; Megan Shepherd; Madeline Mock

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

-serviceteachers in a variety of engineering research opportunities through one the University ofDayton’s Engineers in Technical Humanitarian Opportunities for Service-Learning (ETHOS)Center which focuses on engineering and community engaged learning. This paper willsummarize the project, present observations from the spring participant sessions, and discuss theunique opportunities and challenges associated with involving teachers in internationalcommunity engaged learning.Introduction It is well established that the United States (US) has a need for enhanced participation aswell as increased racial and gender diversity in the Science, Technology, Engineering andMathematics (STEM) fields, particularly engineering [1-4]. Farinde, Tempest and

Conference Session

Community Engagement Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Adetoun Yeaman, Virginia Polytechnic Institute and State University ; Diana Bairaktarova, Virginia Polytechnic Institute and State University; Kenneth Reid, Virginia Polytechnic Institute and State University

Tagged Divisions

Community Engagement Division

the nature of their relationships with people they interfacedwith on their projects changed, which suggests that pieces of their service experiences in thecourse are connected to aspects of empathy. The findings from the study could provide someinsight on empathy cultivation and the impact of including a service component in a first-yearengineering course.Keywords: empathy, phenomenology, service-learning, community engagementBackgroundEmpathy is commonly and casually defined as the ability to put oneself in another person’s shoes[1], [2]. In engineering education and practice, more awareness has been directed towards thisability due to recognition for a need to carefully consider the implications of engineering workon humanity [3]–[7]. The

Conference Session

Community Engagement Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chelsea Cefalu, Lafayette College ; Arthur D. Kney, Lafayette College

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

. c American Society for Engineering Education, 2020 Aspirations: Overcoming barriers to success and developing character through pre- and post-secondary school partnershipsAbstractThe goal of this study is to improve understanding of how participation in learning and teachingpartnerships between elementary classrooms facing high barriers to success and collegeclassrooms can: 1) influence the knowledge of, interest in, and aspirations toward post-secondaryeducation in populations less likely to explore college; 2) impact college students’ sense of civicknowledge, civic learning, civic reflection, and civic efficacy. Qualitative evaluation methodsdesigned by Lafayette College’s Landis Center for Community Engagement in

Conference Session

Community Engagement Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cristiano Cordeiro Cruz, Aeronautics Technological Institute

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

grassrootsengineering.In this manuscript, along with a brief recall of the most important facts concerning theemergence of Brazilian grassroots engineering (GE), I will: 1) present three of the GE’s currentleading teams; 2) discuss some of the theoretical and methodological basis of GE; 3) analyzesome of the impacts of GE on the supported group; 4) highlight the main aspects of theformation process and evaluative tools provided to students; and 5) discuss some potentialitiesand limitations of GE.In doing so, I will draw on different GE teams’ publications, interviews with some leadinggrassroots engineers, and my perception as a member of the GE network, Repos.IntroductionAccording to Brazilian law, higher education must articulate teaching, research, and

Conference Session

Community Engagement Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cristiano Cordeiro Cruz, Aeronautics Technological Institute

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

skills and knowledge usuallydeveloped/learned in the engineering courses, also encompasses: empathy, ability to dialogue,critical sense, and openness to learn from local (or grassroots/traditional) knowledge. To achievethis profile, different pedagogic approaches and activities have been developed in manyBrazilian universities.In this manuscript, after presenting a brief account on grassroots engineering’s history, I will:1) analyze the four non-technical skills of grassroots/educator engineers, making explicit theirFreirian roots; 2) present the three main engineering education approaches (and correspondingactivities) aimed at the development of (part of) grassroots engineer’s skills; and 3) highlight thestrengths and weaknesses of each as well

Conference Session

Community Engagement Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

John Bernhard Kleba, ITA - Aeronautics Technological Institute (Brazil); Cristiano Cordeiro Cruz, Aeronautics Technological Institute (Brazil)

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

related to the conception and institutionalization of a minor in engaged engineering. c American Society for Engineering Education, 2020 Building Community Engaged Programs in Curriculum - A Short Review of Brazilian ApproachesIntroductionEngineering schools have established a variety of ways of how community engagementprograms (CEP) are built into curriculum [1]. But what are the conditions for establishing CEP inengineering schools? And how can we explain the different ways in which CEP programsthrive? From the perspective of the social systems theory, there is an interplay in the dimensionsof constraints (structural coercion), free choices, and contingencies, allowing actors a set ofoptions

Conference Session

Community Engagement Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Juan C. Lucena, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

can apply when engaging communities. Finally, it concludes with lessonslearned from this criteria development and curricular integration for engineering educatorscommitted to educating students to become socially responsible engineers and making theirprojects both socially just and sustainable for communities.1. IntroductionIn engineering education, there has been a proliferation of projects aimed at communitydevelopment, most of these motivated by strong personal desires to help solving big andcomplex problems like poverty, climate change, lack of drinkable water, etc. and also byinstitutional needs to enhance students experiences and professional development, exposure tointernational education, and, in some cases, to contribute to program

Conference Session

Community Engagement Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Camilo Andrés Navarro Forero P.E.; Odesma Onika Dalrymple, University of San Diego

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

possibility of pursuing the creation of a community-based waste-upcycling business.Both the Web of Life and Social Cartography workshops invited the participation of a large numberof community stakeholders to first co-create a common systemic model of the community system(STW #1) and then see how the model fits in the physical geographical space and how each individualin the systems fits and navigates in the space (STW#4) . This paper presents the structure andexecution of these workshops and the resulting artifacts created by participating stakeholders. Itwill also discuss the implications for further work within the context of the identified ExSJ projectand more broadly for community-engineering partnerships

Conference Session

Community Engagement Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Robert M. Brooks, Temple University; Sangram Shinde, Department of Mechanical Engineering, Jazan University, Jazan KSA

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

significant at an alpha value of 0.05. Creation of a Paradigm Shift in Student Humanitarian Service – An Experience of One Third Century1. IntroductionGovernments recognize that student volunteers play an important role in developing an engagedcivil society [1]. A school that actively participates in neighborhood activities unites students,teachers, staff, and community stakeholders. This increases a school’s ability to produce engagedand civic minded citizens. Students participating in community projects gain a sense of belongingand security which can lead to academic success as well as civic engagement. Studies have shownvolunteering and service projects benefit students, communities, educational institutions

Conference Session

Community Engagement Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Maija A Benitz, Roger Williams University; Li-Ling Yang, Roger Williams University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

. Jacoby conciselydescribes service learning as “a form of experiential education in which students engage inactivities that address human and community needs together with structured opportunitiesintentionally designed to promote student learning and development” [1].The main components of community engaged learning are service, academic content, partnershipand reciprocity, and finally, analysis or reflection [2]. The service should provide support andsolutions for overcoming a community identified need, while also deepening students learning ofengineering concepts. The community engagement work provides an opportunity for students toapply their classroom learning in a real world setting, with the intention of enriching theirunderstanding of

Conference Session

Community Engagement Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Johnson, Playful Learning Lab; Elise Rodich, University of St. Thomas; Hannah French; Annmarie Thomas, University of St. Thomas

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

to the organization.This semester’s project is designing Little Free Libraries for the community partners. “Little FreeLibrary is a nonprofit organization that inspires a love of reading, builds community, and sparkscreativity by fostering neighborhood book exchanges around the world. Through Little FreeLibrary book exchanges, millions of books are exchanged each year, profoundly increasing accessto books for readers of all ages and backgrounds [1].”The PartnershipsThe partnerships with the organizations were all created differently. Two of the organizations(Metro Deaf School and Minnesota Children’s Museum) are current partners with the PlayfulLearning Lab. The Playful Learning Lab at the University of St. Thomas is a research group ledby

Conference Session

Community Engagement Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lauren Anne Cooper, California Polytechnic State University, San Luis Obispo; Amanda Johnston, Purdue University-Main Campus, West Lafayette (College of Engineering); Emily Honor Hubbard, California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

lecture topics and the project contexts were intentionally designed by thecourse instructors with the goal of promoting students’ development of empathy.Prior ResearchEmploying empathy in engineering contexts has recently been explored as an opportunity forinnovation. Couvreur and Goossens [1] argue that industrialized rehabilitation design solutionsdon’t approach the design with enough time to properly consider if a user need is satisfied, andalso that there exists an economic incentive for companies to create a universal, rather thanspecific, solution for patients. In contrast, there is power in developing community-basedrehabilitation solutions for people with disabilities; local solutions that reflect physical,emotional, and cognitive needs

Conference Session

Community Engagement Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Julie Fogarty, California State University, Sacramento; Nathan E Canney P.E., CYS Structural Engineers Inc.; Benjamin V Fell P.E., California State University, Sacramento

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

centers around the potential impacts of the WP program,addressing the following research questions: How does the WP intervention affect: 1) collegestudents’ intentions to persist in an engineering major? 2) college students’ understanding ofengineering professions? 3) elementary school students’ understanding of the engineeringprofessions? 4) elementary school students' intentions to attend college? 5) elementary schoolstudents’ intentions to major in engineering? Finally, these potential impacts will be examinedfor demographic differences, including sex, underrepresented minority students, low-income,and first-generation students. Pre- and post-surveys for the college and elementary students usingelements from existing surveys with strong

Conference Session

Community Engagement Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stacey V Freeman, Boston University; Sandra Lina Rodegher, Boston University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

modes of inquiry Project administrators led internal evaluation of the kit testing at several sites aroundthe U.S. and also elicited feedback from museum professionals in Buenos Aires, and at aninternational conference in Copenhagen. The evaluation testing model included four maingoals: 1) Identify aspects of activities that are unclear, difficult to implement, confusing, etc.; 2)test facilitation to ensure games function correctly; 3) determine if educational outcomes areclearly articulated through facilitation; 4) evaluate effectiveness/engagement with kids andadults. To meet these goals, researchers implemented a three-part evaluation model. 1) Learn: museum educators/facilitators learn the activities without any guidance. Then

Conference Session

Community Engagement Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Peter Golding, University of Texas at El Paso; Helen Elizabeth Geller, University of Texas at El Paso and El Paso Community College; Diane Elisa Golding, University of Texas at El Paso; Ana Karen Jimenez Enciso, University of Texas at El Paso; Kwame Opuni, University of Houston-Downtown (Retired); Anand Raj, University of Texas at El Paso; Mike Thomas Pitcher, University of Texas at El Paso; Carla Ann Judith Navar, University of Texas at El Paso; Paul E. Hotchkin, El Paso Community College

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

activities; i) to strengthenstudents’ core learning skills; ii) to create a personal space for building a support network of teachers and mentors;and iii) to engage in weekly activities to raise students’ academic achievement in the classroom and beyond. TheEduGuide program facilitates the discovery of: 1) various ways learning are connected in and outside of theclassroom; 2) How to break down one’s goals into simple steps for success; 3) Resources to help one to build his/herstrengths to accomplish one’s goals; 4) Strategies to overcome future obstacles by preparing for them now; and 5)Strong leadership skills. The program also enables students to: i) plan, look for opportunities, and measure theirprogress; ii) connect with teachers and other

Conference Session

Community Engagement Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jessica L. Murphy Ph.D., Jackson State University; Dawn Bishop McLin, jackson state university

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

82Mississippi counties are "designated natural disaster areas". How can Mississippians better prepare andrespond to current and forth-coming disasters and further mitigate the loss of life and property? How canunderserved populations gain access to needed disaster preparedness information, preparedness training,and resources? Table 1: Examples of Mississippi Underserved Populations (571,000 MS below poverty) (from U.S. News and World Report, 2018 and 2019 citations from John Mutter, author of "The Disaster Profiteers: How Natural Disasters Make the Rich Richer and the Poor Even Poorer.”) Disaster Type Impact Natural Disasters (various) May not have cellphones, broadband or regular use of

Conference Session

Community Engagement Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Yanjun Yan, Western Carolina University; Mary Anna LaFratta, School of Art and Design, Western Carolina University; Lane Graves Perry III, Western Carolina University; Hugh Jack P. Eng. P.E., Western Carolina University

Tagged Divisions

Community Engagement Division

the other hand, were excited to learn somenew skills. If we were to do it again, we would strive to make the project challenging for allstudents and arrange the class time to best fit the project.IntroductionIncorporating service-learning into a single course is already challenging given the logistics andinteraction with the service partners. Incorporating a common service-learning project into twocourses in two drastically different disciplines (engineering and art) is an even more challengingtask, as reported in this paper. As Nusaybah Abu-Mulaweh and William C. Oakes reported, it isa fine art to balance student learning and community relations in software-based service-learning[1], and our service-learning project involves coding in an

Conference Session

Community Engagement Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Julee Farley, Montgomery County Public Schools and Virginia Tech; Lisa D. McNair, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

spanningusing a range of criteria (see Table 1). ​They used this meta-analysis to generate an understandingof what boundary spanners are and how they are relevant to the field of engineering. We use​ thisframework to better understand the benefits and challenges of the liaison role being pioneered inour center for STEM outreach and engagement.Table 1. Four key areas of boundary spanning (Jesiek et al., 2018) Types of Boundaries Definitions and Roles of Activities of Boundary Competencies of Boundary Spanners Spanners Boundary Spanners organizational linking pin information and no formal categories, but

Conference Session

Community Engagement Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Melissa Morris, Embry-Riddle Aeronautical University - Worldwide

Tagged Divisions

Community Engagement Division

. It is here that studentssometimes lose focus and cannot see that they are still headed to the career or specialization thatsparked their interest. They forget why they chose engineering in the first place, and so retentioncan be a challenge. This paper will present a course that not only addresses this issue, but alsoincorporates project-based learning and community involvement to enrich the educationexperience.BackgroundInarguably, engineering is a challenging curriculum. STEM fields have a completion rateranging from 21-54% as opposed to business at 63-71% [1]. In addition to academic challenges,notably in math [2], students need motivation and perseverance. Motivation in particular can behighly effective, and it was shown that getting

Conference Session

Community Engagement Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Simon Thomas Ghanat P.E., The Citadel; William J. Davis P.E., The Citadel; Dan D Nale PE, The Citadel - Civil & Environmental Engineering; Rebekah D Burke, The Citadel

Tagged Divisions

Community Engagement Division

experience[1]. It is not possible to understand the processes of service learning without considering Kolb’sexperiential learning model [2, 3]. Kolb used the term “experiential learning” to describe hisperspective on learning in order to link his ideas to their roots in the works of [4, 5, 6] and toemphasize the central role that experience plays in the learning process. Within Kolb’sexperiential learning theory [2, 3], learning is described as a four-stage cycle consisting ofconcrete experience (feeling dimension), reflective observation (reflecting dimension), abstractconceptualization (thinking dimension), and active experimentation (doing dimension).In order to develop graduates who possess the knowledge, skills, and teamwork necessary to

Conference Session

Community Engagement Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

M. Loraine Lowder, Kennesaw State University; Christina R Scherrer, Kennesaw State University; Kevin Stanley McFall, Kennesaw State University; David R Veazie P.E., Kennesaw State University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

engineering and mechatronics engineering courses. These are the first courses inour college that met or will meet the service learning definition in our QEP. This paper detailsthe successes and the ‘lessons learned’ through service learning in those classes at KennesawState University, including feedback from the instructors and students. We also explain futureplans for expansion into other engineering courses.Service learning has been shown to enhance personal outcomes, social outcomes, learningoutcomes, career development, and student retention [1]. In engineering specifically, Pierrakoset al. found sophomore students in a service learning experience better learned and were able toapply engineering knowledge, they valued and were challenged by

Conference Session

Community Engagement Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rob Rouse, Southern Methodist University; Juan Torralba, University of Miami; Kathryn Krummeck; DiMitri Higginbotham, Good Shepherd Episcopal School

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

Engineering Education, 2020 Engagement in Practice: The SMU Maker Education ProjectIntroductionFor nearly two decades, collections of like-minded individuals have united to createmakerspaces in their communities. Community makerspaces serve as places where people cancongregate, access high-tech tools and materials, share design knowledge, and make unique andpersonally-relevant items [1]. This phenomenon, known as the maker movement, has spread toinstitutions such as universities, libraries, and museums [2], [3]. A number of these institutionshave created makerspaces and launched maker programming with the goal of fostering the skillsand mindsets commonly exhibited by the people participating in the maker movement [4].More recently, K-12

Conference Session

Community Engagement Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joan B Schuman, Missouri University of Science and Technology

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

Education, 2020 Evaluating the Impact of Training on Increasing Cross-Culture CompetencyIntroduction:Technological, political and economic changes worldwide have driven an increase inglobalization [1] and many industries that operate globally need to hire engineers that will besuccessful in that arena. Assigning the most technically competent engineer to a project withoutconsidering their global competency can be very costly for organizations. If these engineers fail,wasted travel and living expenses, lost contracts, and personal costs could be significant [2].Therefore, many employers state that cross-cultural competency is important for career developand actively recruit that skill set [3].For some time now, industry and academia have tried to

Conference Session

Community Engagement Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Glen Hordemann, Texas A&M University; Malini Natarajarathinam, Texas A&M University; Sharon Lynn Chu, University of Florida; Mathew Kuttolamadom, Texas A&M University; Francis Quek, Virginia Polytechnic Institute and State University; Osazuwa John Okundaye Jr, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

, MentorCorps, CyberlearningIntroductionSTEM employment grew 24.4% over the last decade, compared to a 4% growth in otheroccupations. STEM workers earn 29% more than non-STEM workers. 1 This trend holds despiteeducational level. As the market for STEM employees grows, today’s students need to beprepared for the future job market in order to succeed at the high-paying STEM jobs.American schools are one of the critical places where students might learn these skills, but in thecases of electronics, 3D design, programming, and similar Making technologies, many studentsand schools lack access to technologically oriented teachers, mentors, and role-models. Only 47%of science teachers have a science or engineering degree 2 . It is not a simple matter to