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

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Community Engagement Division

clients and students to notice any disengagement, if ever. 2. Remind the students that the clients on the Autism spectrum might communicate differently. 3. Coordinate the assessment and survey efforts to be consistent with the institutional standard.Interdisciplinary service-learning projects are complex to manage and require a balanced task designationbetween students from different disciplines. However, the rewards are fruitful. We will improve upon thecourse delivery and assessment plan and share it with the engineering education community.References[1] Nusaybah Abu-Mulaweh and William C. Oakes, “Balancing Student Learning and Community Relations in Software-Based Service Learning”, 2019 ASEE Annual Conference & Exposition

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

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Community Engagement Division

experience while designing online courses,” Br. J. Educ. Technol., vol. 45, no. 5, pp. 765–777, 2014, doi: 10.1111/bjet.12102.[3] D. Bairaktarova, W. Z. Bernstein, T. Reid, and K. Ramani, “Beyond Surface Knowledge: An Exploration of How Empathic Design Techniques Enhances Engineers Understanding of Users’ Needs*,” Int. J. Eng. Educ., vol. 32, no. 1(A), pp. 111–122, 2016.[4] J. L. Hess and N. D. Fila, “The development and growth of empathy among engineering students,” in ASEE Annual Conference and Exposition, Conference Proceedings, 2016.[5] J. Walther, S. E. Miller, N. W. Sochacka, and M. A. Brewer, “Fostering empathy in an undergraduate mechanical engineering course,” in ASEE Annual Conference and

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

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Diversity

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Community Engagement Division

;.McCabe, J. T., Leslie, P. W., & DeLuca, L. (2010). Adopting Cultivation to Remain Pastoralists:The Diversification of Maasai Livelihoods in Northern Tanzania. Human Ecology, 38(3), 321–334.https://doi.org/10.1007/s10745-010-9312-8Greene, H., Eldridge, K. and Sours, P. (2019). Engagement in Practice: The Vocabulary ofCommunity Development as an Indicator of a Participatory Mindset. ASEE Annual ConferenceProceedings, American Society for Engineering Education. Paper No. AC 2019-26610. 7 p. (Peerreviewed)Browning, S. A. (1997). Understanding Non-Western Cultures: A Strategic IntelligencePerspective.: https://doi.org/10.21236/ADA326929Community participation in development: nine plagues and twelve commandments,Community Development Journal

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

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Diversity

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Community Engagement Division

://digitalcommons.uri.edu/ojgee/vol3/iss1/1[3] R. Bean, “Cross-cultural Training and Workplace Performance”, National Centre forVocational Education Research (NCVER), Australian Government, 2008.[4] Accreditation Board for Engineering and Technology, Inc. (ABET), Outcomes forEngineering Curriculum, 2019.[5] D. May and A.E.Tekkaya, “The Globally Competent Engineer,” in IEEE InternationalConference on Interactive Collaborative Learning 2014, Dubiai, UAE, December 3-6. 2014.[6] S.A. Rajala “Beyond 2020: Preparing Engineers for the Future”, Proceedings of the IEEE,Vol 100, DOI:10.1109/JPROC.2012.2190169, 2012.[7] S. P. Hundley and L.G. Brown, “The Attributes of a Global Engineer Project: Updates,Inputs, Faculty Development Considerations,” in the ASEE National

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

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Diversity

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Community Engagement Division

. Manteufel. “Robotics service learning for improving learning outcomes and increasing community engagement,” in ASEE Gulf- Southwest Section Annual Conference, 2017.7. A.R. Bielefeldt and M. Lima. (January 21st 2019). “Service-learning and civic engagement as the basis for engineering design education [Online First]”, IntechOpen, DOI: 10.5772/intechopen.83699. Available: https://www.intechopen.com/online-first/service- learning-and-civic-engagement-as-the-basis-for-engineering-design-education. [Accessed May 23, 2019]8. S. M. Lord, E. Tsang, and J. Duffy. (2000, June), “Service learning in engineering: What, why, and how?”. 2000 Annual Conference, St. Louis, Missouri, June 18-21, 2000. Available: https://peer.asee.org/8694. [Accessed

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

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Diversity

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Community Engagement Division

. and B.S. all in industrial engineering from the University of Arkansas. She has a variety of research interests including quality & reliability, engineering education, and community-based OR. She is a member of ASEE and IIE.Dr. Leanne Petry, Central State University Dr. Leanne Petry is an Associate Professor in the College of Engineering, Science, Technology, and Agriculture at Central State University. Her expertise is in analytical and materials characterization tech- niques, including microscopy, spectroscopy, chromatography, and electrochemistry. Her research interests include oxidation-reduction reactions at the surface of electrodes for sensor applications, corrosion mech- anisms of materials, as well as

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)

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Diversity

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Community Engagement Division

society, including the development in practice of concepts such as grassroots engineering and solidarity economy and technology.However, there are some limitations too. As far as we can see, Soltec faces two significantchallenges for the students’ education: funding and evaluation. In the first case, the problem getsmore evident with administrations less sympathetic to left-wing projects, which is the case ofBrazil and both the State and city of Rio de Janeiro, currently in the hand of far-right politicians.This situation is new to Soltec, after thirteen years of the leftist Worker’s Party’s federaladministrations. However, after far-right Jair Bolsonaro came into power (2019), FederalUniversities (such as UFRJ), social movements, and

Conference Session

Community Engagement Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cristiano Cordeiro Cruz, Aeronautics Technological Institute

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Diversity

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Community Engagement Division

Undergraduate EngineeringCurriculum Guidelines that were approved in 2019 [21] and which replace the 2002 equivalentGuidelines [22].As we will see in the next section, the 2002 Guidelines were particularly important forprogressive perspectives such as grassroots engineering and liberating technical support tograssroots groups because: 1. They made the curriculum more flexible, allowing local faculty to adapt it to specificities the institution could identify as worth considering [23]; 2. They made explicit an ideal education that should form a generalist, humanist, critical, ethical, and socially and environmentally sensitive engineer [22]; 3. They encouraged a multidisciplinary education and made curricular

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

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Diversity

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Community Engagement Division

needs to be performed to understand how different learningactivities and environments affect students' ideas about empathy. Therefore, this study aimed toidentify the constructs of empathy that were most salient in students before and after therehabilitation engineering course.Study ContextThe rehabilitation engineering course was piloted in Spring 2017. Preliminary research showedthat students developed aspects of design empathy, as well as recognition of the importance ofaccessibility and universal design [14]. The course was offered again in Fall 2019 and enrolled24 fourth- and fifth- year biomedical engineering and mechanical engineering students. Thecourse was co-taught by Dr. Lauren Cooper and Dr. Brian Self, mechanical engineering

Conference Session

Community Engagement Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Juan C. Lucena, Colorado School of Mines

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Community Engagement Division

accreditation .Figure 1. Growth of number of papers presented and published in ASEE conferences between 1998-2018 on projectsrelated to community development, EWB, humanitarian engineering and community service (Source: peer.asee.orgdatabase)But what if these problems are so complex that they cannot be solved by engineering projectsalone, and certainly not by engineers in training operating in highly constrained educationalenvironments (e.g., 50-75 min classes, 14-week semesters, design classes away fromcommunities, etc.) and under limited resources of time, money and expertise? Where and howcan/should engineering educators focus their attention and resources to develop, organize,integrate, and support these projects so they can be more effective and

Conference Session

Community Engagement Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cristiano Cordeiro Cruz, Aeronautics Technological Institute

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Diversity

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Community Engagement Division

available. Besides, Repos, which is also responsible for supporting the local organizers ofthese meetings, seems to be growing stronger, perhaps at a slower pace than many would like,but steadily. These two aspects seem to play an important role in the shared perception of manyGE practitioners, in which, despite the highly adverse Brazilian political scene since the removalof Dilma Rousseff from office (2016) and, mainly, after far-right Jair Bolsonaro’s presidencyinauguration (2019), GE teams not only survive (in many cases, however, with much less moneyand undergraduate students (as scholarship holders)) but are also being created nationwide.Leading Grassroots Engineering TeamsMany groups, linked or not to university extension centers, identify

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

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Community Engagement Division

–University Of St. Thomas - Minnesota. [online] Stthomas.edu. Available at: [Accessed 1 October 2019].[3] AM. Thomas, A. Miller, and H. Spicuzza, “Dance + Engineering: A Collaboration forFreshmen Engineering Design Students,” proceedings of the ASEE North Midwest SectionMeeting, Mankato, MN (2010).AcknowledgementsThe authors would like to thank the Kern Family Foundation for their generous financial support.They would also like to thank the Playful Learning Lab and University of St. Thomas School ofEngineering for support in building.Appendix A. Project GuidelinesThe second project for the semester is designing Little Free Libraries for some exciting partners.Project Partners: • Partner name o External links.Final Deliverables: • A

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

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Community Engagement Division

Materials Science & Engineering, SI Edition., Cengage Learning, 2013, pp. 1–18.[2] J. P. Mercier, G. Zambelli, and W. Kurz, “Materials,” in Introduction to Materials Science, Elsevier, 2002, pp. 1–16.[3] W. D. Callister and D. G. Rethwisch, “Introduction,” in Fundamentals of Materials Science and Engineering: An Integrated Approach, 5th ed., Wiley, 2016.[4] "Adopt-a-Material": A Case Study for Self-driven Learning Process for Undergraduate Students Paper presented at 2019 ASEE Annual Conference & Exposition, Tampa, Florida.[5] D. R. Askeland and W. J. Wright, The Science and Engineering of Materials. Cengage Learning, 2016.[6] https://grantadesign.com/education/ces-edupack/ Figure 1: Sample

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

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Diversity

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Community Engagement Division

. Lafayette’s enrollment is currently about 2700. Thestudent body population is 48% male and 52% female. In Fall 2015 the college had 220 full-timefaculty, 35 were members of minorities and 13 were international. At this time 17 percent of ourU.S. students identify as students of color (Hispanic/Latino, 6 percent; Asian-American, 4percent; African-American, 5 percent; multiracial, 2 percent) [9]. In 2015 our engineeringdivision college was recognized by the American Society for Engineering Education (ASEE) forits commitment to diversity and inclusivity. At this time the student body within the engineeringdivision consisted of 36% women and nearly 25% identified within the underrepresented group,approximately double the national average [10].Over the

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

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Diversity

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Community Engagement Division

research team went to Bruni High School and Hebbronville High School inthe Summer of 2019 to examine and verify facilities, to deliver and set up remote teaching andMaking materials, and to gain a familiarity with the classrooms that the STEM mentors would bementoring and teaching in. The STEM mentors themselves have not been to the classroomsphysically, and have only been present through technological assistance. The overall goal was toget a sense of the capabilities of the classrooms and to verify that the classes would have theproper starting conditions and materials for the project.The first phase of the project establishes a baseline using the most common, though alsoleast-embodied, technological assist: teleconferencing. For this phase, we

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

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Community Engagement Division

experiences with “people like me who areengineers” and “envision[ing] people like me as engineers” and demographic information.These surveys are also provided in Appendix A.The college student surveys were administered using Qualtrics at the beginning and end of theFall 2019 Semester. The elementary student surveys were administered as hard-copies in theclassroom before they received their first letter and during the final week of the college semester.Post-surveys were delivered to the elementary teachers two days before the campus visit withinstructions to have each of their students bring the survey with their random ID anddemographics page already completed to facilitate completing the survey at the end of thecampus visit. One fifth grade teacher

Conference Session

Community Engagement Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

James L. Huff, Harding University; Degnan William Lawrence; Amanda Coleman

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Diversity

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Community Engagement Division