Conference Session

Thinking Globally, Acting Locally: The Role of Engineering Education towards Attaining UN Sustainable Development Goals

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tripp Shealy, Virginia Tech; Allison Godwin, Purdue University, West Lafayette; Haley Margaret Gardner

Tagged Divisions

Civil Engineering, Community Engagement Division, Liberal Education/Engineering & Society, Minorities in Engineering

climate change effects their motivations and agency to solve complex global problems for a sustainability in their career.Dr. Allison Godwin, Purdue University, West Lafayette Allison Godwin, Ph.D. is an Assistant Professor of Engineering Education at Purdue University. Her research focuses what factors influence diverse students to choose engineering and stay in engineering through their careers and how different experiences within the practice and culture of engineering foster or hinder belongingness and identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science Education. She is the recipient of a 2014 American Society for Engineering

Conference Session

Stakeholder Perspectives on Community Engagement in Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Nathan E. Canney, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Community Engagement Division

AC 2012-3887: ENGINEERING STUDENTS’ VIEWS OF THE ROLE OFENGINEERING IN SOCIETYNathan E. Canney, University of Colorado, Boulder Nathan Canney received bachelor’s degrees from Seattle University in civil engineering and applied math- ematics. After graduation, he worked for Magnusson Klemencic Associates in Seattle, Wash., as a struc- tural engineer on high-rise residential buildings. Canney returned to school at Stanford University for a master’s degree and is currently pursuing a doctoral degree at the University of Colorado, Boulder, in civil engineering, with an engineering education research focus.Dr. Angela R. Bielefeldt, University of Colorado, Boulder Angela Bielefeldt has been a professor in the Department

Conference Session

Models of community engagement practices

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tiago R. Forin, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

second part will show how the conceptualframework was constructed. The third part of the literature review will focus on the outcomesof global engineering experiences (which are specific to the context of the pilot study). Theliterature review will conclude with how reflective practices can be applied to globalengineering experiences.Reflective practice Reflective practices are essential to student learning and can give new purpose or 1meaning to what was learned. In the 1930s, John Dewey explored reflection as a component oflearning by trial and error, describing its role in developing relationships and connectionsbetween parts of an experience. Dewey refers to this purposeful action as conscious

Conference Session

Relevance of and Models for Community Engagement in Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Susan McCahan, University of Toronto; Holly K. Ault, Worcester Polytechnic Institute; Edmund Tsang, Western Michigan University; Mark R. Henderson, Arizona State University, Polytechnic; Spencer P. Magleby, Brigham Young University; Annie Soisson, Tufts University

Tagged Divisions

Community Engagement Division

. Thedifference between points 4 and 5 represents the sophistication and depth of a project. While 4may represent a freshman LTS experience, 5 would be a capstone LTS experience, building uponprevious technical and social learning in programs such as EPICS, which provides graduatedproject experiences for freshmen through seniors and graduate students that can become morecomplex as the project progresses and as more senior-level students become involved.This balance can be viewed in terms of Butin’s models.6 Basically, we have collapsed Butin’sCultural, Political, and Anti-foundational models onto one axis. In our experience fewengineering LTS program have a very strong anti-foundational goal set. The goals tend to bemore often technical, cultural, and

Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Whitney Gaskins, University of Cincinnati; Paula Davis Lampley Esq., University of Cincinnati; Krizia Leonela Cabrera-Toro, University of Cincinnati

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division, Equity, Culture & Social Justice in Education, Liberal Education/Engineering & Society

; integrate hands-on learning and create a fun,uplifting experience to empower young women. WOCSEC included 6 components: EngineerSpotlight Interview; Engineering Design Challenge; E-Moment of Empowerment; Design Lab;Interactive Forum and Panel; and College Readiness.Engineer Spotlight Interview - Each morning began with an Engineer Spotlight Interview with afemale engineer of color. The engineer acted in the role of a mentor and supporter, as they sharedtheir stories of resilience and success, along with aspects of their careers, such as their currentresearch, as well as how their job impacts society [7]. The interview was an optimal method tosuccessfully engage and inspire the students to recognize the diverse and fulfilling experienceawaiting them

Conference Session

What Are Crucial Barriers and Opportunities to Bring Our Whole Selves to Engineering Education? Moving Watermelons Together

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Angela R. Bielefeldt, University of Colorado Boulder; Jon A. Leydens, Colorado School of Mines; Ann D. Christy P.E., The Ohio State University; Marybeth Lima P.E., Louisiana State University and A&M College; Malini Natarajarathinam, Texas A&M University; Julia D. Thompson, University of San Francisco

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

challenging, recently, to bring my best self to my work. I am not in agood place mentally - all of the stresses of COVID and racism issues; my daughter at home for‘online learning’; my husband working from home since March. And as usual far too muchgoing on at work.So, bringing my best self starts with being in a good space mentally. The overall balance of mylife as a whole.My best self has the time for curiosity, and forgives myself and others for lack of perfection.“Maintaining “high expectations for the life trajectories of all [ ] students and resist acting asgatekeeper[] with students who do not fit easily into comfortable or familiar schemata [20].” Isaw this quote in a Patterson and Gray [21] paper I’m reading for an EDUC course that I

Conference Session

Civic Engagement and Volunteerism in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

David A. Delaine, Universidade de São Paulo and IFEES; Jose Roberto Cardoso, Universidade de São Paulo; Joachim Walther, University of Georgia

Tagged Divisions

Community Engagement Division

and real worldconnection, and inhibiting increased STEM literacy. An institutionalized and sustainedcommitment to engagement is a necessity and must be prioritized if higher education is tocontinue its important societal role [7]. The goal is to create platforms “in which theacademic and civic cultures communicate more continuously and more creatively withone another helping to enlarge the universe of human discourse and enriching the qualityof life for all of us” [1]. Boundary spanners, or individuals who act as knowledge and power brokers to helpestablish reciprocal relationships between a university and community, are fundamentalfor providing pathways for collaboration between the academy and society [8,9].Boundary spanners effectively

Conference Session

Global Community Engagement in Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Aditya Johri, Virginia Tech; Akshay Sharma, Virginia Tech

Tagged Divisions

Community Engagement Division

and exploration. Relatednessrefers to the feeling of belonging and being significant in the eyes of others. SDT furthersuggests that people are naturally inclined to explore and dedicate much of their energies towardsactivities, role, and relationships that promote these basic psychological needs. “Of importance,from an SDT perspective, the social context – specifically relational partners’ support of needs –informs one’s self-concept, goals, and identity-related behaviors (La Guardia, 2009, p. 93)16.”Prosocial motivation, intrinsic motivation, and self-determination theory form the backbone ofour program and curriculum design. We believe that our projects should provide students theopportunity to act on their prosocial motivation while also