Conference Session

Community Engagement Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rajani Muraleedharan, Saginaw Valley State University; Marie Cassar, Saginaw Valley State University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

-Middle and High School Students [5]will assess students’ attitudes about STEM-related academic course work, STEM-related careers,personal interests and professional contacts, growth mindset and self-efficacy. The survey is partof a set of STEM outreach measurement resources available for educational purposes from TheFriday Institute for Educational Innovation at North Carolina State University College ofEducation.The items assessing attitudes about STEM-related academic courses ask students to rateagreement, using a 5-point Likert scale, with statements related to math courses (3 items), andscience courses (3 items). Students are also asked to indicate agreement with statements assessinginterest in activities related to engineering and

Conference Session

Measuring the Impact of Community Engagement on Students

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matthew Siniawski, Loyola Marymount University; Sandra G. Luca, Loyola Marymount University; Jeremy S. Pal, Loyola Marymount University; Jose A. Saez, Loyola Marymount University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

StudentsAbstractFirst-year engineering students at Loyola Marymount University (LMU), a primarily liberal artsprivate undergraduate institution, can participate in service-learning projects through anengineering living-learning community. In addition, service-learning projects were recentlyoffered at LMU for first-year engineering students not participating in this living-learningcommunity. The impact of service-learning on students’ engineering design self-efficacy andengineering learning outcomes were assessed. An instrument was adapted from a combination ofpreviously validated instruments that measure engineering design self-efficacy and interventionalimpacts on technical and professional engineering learning outcomes. The instrument alsoincludes a

Conference Session

Community Engagement Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Eric Reynolds Brubaker, Stanford University; Mark Schar, Stanford University; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

Appendix A.2.Innovation Self-Efficacy (ISE.5) – This self-efficacy construct involves specific behaviors thatcharacterize innovative people and is designed to measure a students’ confidence in his/herability to innovate. The included items are adapted from Dyer, Gregersen, and Christensen(2008). The original Dyer items were piloted and factor-analyzed as part of the EMS surveydevelopment process. The emergent five factors corresponded to Dyer’s innovative behaviordomains of questioning, observing, experimenting, and idea networking, as well as the relateddomain of associative thinking. These items each have a Likert scale of (0-4), have an acceptableCronbach 𝛼 (.78), and have been averaged to form the ISE.5 construct variable (Schar,Gilmartin

Conference Session

Perspectives on Service Learning: Challenges, Successes, and Opportunities

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michael Foster, George Fox University; Gary E. Spivey, George Fox University

Tagged Divisions

Community Engagement Division

her contribution to the statistical analyses completedfor this paper.References[1] M. Foster and G. Spivey, "Preparing Engineers for Service," in 2012 ASEE Annual Conference and Exposition, San Antonio, TX, 2012.[2] E. Coyle, L. Jamieson and W. Oakes, "EPICS: Engineering Projects in Community Service," International Journal of Engineering Education, vol. 21, no. 1, pp. 139-150, 2005.[3] E. Coyle, L. Jamieson and W. Oakes, "Integrating Engineering Education in Community Service: Themes for the Future of Engineering Education," Journal of Engineering Education, vol. 95, no. 1, pp. 7-11, 2006.[4] A. Carberry, H. Lee and M. Ohland, "Measuring Engineering Design Self-Efficacy," Journal of Engineering Education, vol. 99, no. 1, pp

Conference Session

Impact of Community Engagement on Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Chris Swan, Tufts University; Kurt Paterson P.E., James Madison University; Timothy Henry Hellickson, Tufts Center for Engineering Education and Outreach

Tagged Divisions

Community Engagement Division

instruments to explore theimpacts of CE on engineering students’ learning; specifically, traditionally technical attributes(e.g., ABET Criteria 3a-e) as well as a mix of non-technical attributes (e.g. global awareness,social context of problems, self-efficacy, identity, civic development, intercultural sensitivity,and psychosocial well-being). The two major components of the study consisted of semi-annualrounds of administering an on-line survey (for all participants) and telephone interviews(conducted with a sub-set of participants). An additional instrument to measure interculturalsensitivity was administered to the interview sub-set on an annual basis. Overall, the projecthad an initial, total participant number of over 250 (including 120

Conference Session

Lessons Learned through Community Engagement of Engineering Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

Michael Robert Foster, George Fox University; Gary E. Spivey, George Fox University

Tagged Divisions

Community Engagement Division

. Page 25.1058.12References[1] Coyle, E. J., Jamieson, L. H., & Oakes, W. C. (2006). EPICS: Engineering Projects in Community Service.International Journal of Engineering Education, 21(1).[2] Coyle, E. J., Jamieson, L. H., & Oakes, W. C. (2006). Integrating Engineering Education in Community Service:Themes for the Future of Engineering Education. Journal of Engineering Education, Jan 2006.[3] https://engineering.purdue.edu/EPICS/Resources/Forms/design_process_docs.html.[4] Carberry, A. R., Lee, H., & Ohland, M. W. (2011). Measuring Engineering Design Self-Efficacy. Journal ofEngineering Education, 99(1), 71-79.[5] Carberry, A. R., & Swan, C. W. (2011). Developing an Instrument to Measure the Impact of Service onTechnical and

Conference Session

Engagement in Practice: Engaging the Community through Educational Outreach

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mariam Manuel, University of Houston; Ricky P. Greer, University of Houston; Jerrod A Henderson, University of Houston (CoE & CoT); Virginia Snodgrass Rangel Rangel, University of Houston

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

to take ‘gatekeeper’ courses such as Pre-Calculus and Calculus (NCES, 2016).Purpose StatementAlthough, only in the preliminary stages of data collection, the primary goal of this work is toaddress the challenge of broadening participation in STEM, particularly among UR boys bybuilding on a pilot afterschool STEM program for UR boys. Specifically, this project proposesthe STEM Engagement through Mentoring (SEM) model as a way to address the followingquestions:1) In what ways do fathers/mentors motivate students to become aware of, interested in, and prepared for STEM careers?2) To what extent does involvement in SEM shape the students’ STEM identity?3) What impact does working with the SEM program have on the self-efficacy of pre-service

Conference Session

The D/M/A of CE

Collection

2013 ASEE Annual Conference & Exposition

Authors

Linda Barrington, University of Massachusetts, Lowell; Emmanuelle Reynaud, University of Massachusetts, Lowell; Ella Willard-Schmoe, University of Massachusetts Lowell

Tagged Divisions

Community Engagement Division

had significant positive effects on 11 outcome measures: academic performance (GPA,writing skills, critical thinking skills), values (commitment to activism and to promoting racialunderstanding), self-efficacy, leadership (leadership activities, self-rated leadership ability,interpersonal skills), choice of a service career, and plans to participate in service after college.In all measures except self-efficacy, leadership, and interpersonal skills, service-learning wasfound to be significantly more effective than service alone.12,13 This longitudinal study isongoing.Since the 2004 inception of the UMass Lowell Francis College of Engineering college-wideservice-learning effort (assisted by an NSF grant), 58 faculty members have taught at least

Conference Session

Community Engagement in Engineering Education Projects

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sudhir Kaul, Western Carolina University; Guanghsu A. Chang, Western Carolina University; Paul M. Yanik, Western Carolina University; Chip W. Ferguson, Western Carolina University

Tagged Divisions

Community Engagement Division

studentengagement is commonly acknowledged to significantly benefit the students as well as thestudent mentors involved in the program. Data from an initial student survey that measures theefficacy of the proposed mentorship program is included in this paper and these data arediscussed in detail. A 1-5 Likert scale is used for quantitative analysis of the data in order toevaluate the self-efficacy of the program. The group size of the mentorship cohort has beenlimited to a maximum of thirty students at this stage. Preliminary analysis of the data indicatesthat the participating students have a strongly positive opinion of the program.Keywords: Mentorship, Engineering, Project-based Learning (PBL).1. IntroductionMentoring is commonly acknowledged as a means

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

,understanding engineering, self-efficacy, and hands-on activities/structure and virtual format. Toincrease validity in the coding, multiple researcher triangulation was conducted. The statementsset forth in Table 1 below are representative responses of students to each of the emergingthemes. Representation "I enjoyed hearing about different engineers and black and women excellence.” “It was an amazing experience to meet so many women from all different backgrounds who are so successful.” “I really liked when the women from [manufacturing company] came and spoke to us about what they did. And, when the women came and spoke her computer science journey.” “My favorite part was hearing from the speakers and their wisdom. It opened job opportunities that I

Conference Session

Assessment of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Theresa M. Vitolo, Gannon University; Karinna M Vernaza, Gannon University; Barry J Brinkman, Gannon University; Scott E Steinbrink, Gannon University

Tagged Divisions

Community Engagement Division

artifact in comparison to the agreed-upon engineering specifications.3.2 Student Identity and Attitude towards Service AssessmentA conceptualization of the impact of project-based service-learning on the knowledge, skills,attitudes, and identity of the participants is presented by Bielefeldt et al.11 and a general list ofindicators (demographics, self-efficacy, attitudes towards learning, engineering learningoutcomes, well-being, mindset, work and life, engineering identity, and interculturalcompetency) is presented by Patterson et al.12 to study the impacts of learning through service.The extent to which each one of these dimensions/indicators is affected will depend on the levelof complexity of the experience as well as the learning objectives

Conference Session

Assessment of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Matthew J. Traum, Milwaukee School of Engineering; David A Howell, Milwaukee School of Engineering; Leah C. Newman, MSOE

Tagged Divisions

Community Engagement Division

Connected Through Servant LeadershipAbstractServant-Leadership is a leadership paradigm that emphasizes power sharing in decision makingprocesses. It also encourages leaders to serve those they manage by propelling them toward highachievement while promoting their professional growth and self-efficacy. Servant-Leadership isalso being pioneered as a teaching pedagogy at the Milwaukee School of Engineering, anapproach that is unique because most academic institutions subscribe instead to the service-learning model. In conventional academic settings, instructors are the authority figures withcontrol over content, knowledge, assessment, and course outcomes. By contrast, servant-leadership places instructors at the bottom of an inverted power pyramid

Conference Session

Lessons Learned through Community Engagement of Engineering Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

Malinda S. Zarske, University of Colorado, Boulder; Derek T Reamon, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder; Daniel W. Knight, University of Colorado, Boulder

Tagged Divisions

Community Engagement Division

skills, first-year engineering project-based learning (PBL) courses have reported increased gains inknowledge across genders and effectiveness in improving students’ self efficacy and confidencein using the engineering design process.1–4Related research suggests that incorporating service-learning into existing engineering curriculaincreases student learning. In a service context, the needs of the community define the design Page 25.1157.2tasks and provide students with a sense responsibility for being members of a larger community.5Often combined with project-based learning in engineering to form project-based service-learning (PBSL), studies

Conference Session

Transdisciplinary Perspectives on Engineering Engagement with Community

Collection

2018 ASEE Annual Conference & Exposition

Authors

Noa Bruhis; Micah Lande, Arizona State University

Tagged Divisions

Community Engagement Division

nature, “communitas,” and personal growth. This “magic” allows for a strongsense of connectedness with people and place, and opens doors for new forms of learning.Powell, Kellert and Ham [3] published a study evaluating the knowledge gains and change inenvironmental behavioral intentions, prior to and following a multi-day whitewater rafting tripdown the Grand Canyon’s Colorado River. Their research suggested that knowledge gained onthe trip was mostly retained one year later, and that behavioral intentions changed immediatelyafter a trip, but were rarely implemented one year later.Others have paid close attention to informal learning environments and their impacts onknowledge retention, self-efficacy, and interest in STEM topics. For example

Conference Session

Community Engagement Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ebenezer Rotimi Ewumi, Washington State University; Olusola Adesope, Washington State University; Candis S. Claiborn, Washington State University; Angela Minichiello P.E., Utah State University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

them. Insome instances, the lack of engagement might be because students are not aware of the HIEP theycan participate in during their program. Acknowledgments This material is based upon work supported by the National Science Foundation underGrant No. 1927218. Any opinion, findings, and conclusions or recommendations expressed inthis material are those of the authors and do not necessarily reflect the views of the NationalScience Foundation.REFERENCES[1] Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.[2] French, B. F., Immekus, J. C., & Oakes, W. C. (2005). An Examination of Indicators of Engineering

Conference Session

Community Engagement Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cynthia Helen Carlson P.E., Ph.D., Merrimack College; Anne Pfitzner Gatling, Merrimack College; Katherine Marie Donell

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

primarily designed and implemented byMerrimack College’s STEM Education majors – college students studying to be STEM teachersat the elementary and middle school level. The engineering students therefore support the STEMEducation majors and the local youth.Through participation in this program, engineering majors practice their technical skills, discoverthat they HAVE technical skills, and practice their communication skills at the same time -developing higher self-efficacy and seeing the community’s need for the skills they already have.Meanwhile, middle school students are mentored by college students, gaining insight into what itwill take to be on that path, and being inspired to take up a career in STEM. Finally, STEMEducation majors provide

Conference Session

Diversity in Community Engagement Implementation II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ziyu Long, Colorado State University; Sean Eddington, Purdue University; Jessica Pauly; Linda Hughes-Kirchubel, Purdue University; Klod Kokini, Purdue University, West Lafayette; Patrice Marie Buzzanell, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

shared understanding by organizational members regarding organizationalgoals, values, and general structures and procedures. When members are acculturated, theyusually have accepted the general goals and values of the organization, and are willing tointegrate into the culture. Familiarity with other individuals from the organization (i.e., get toknow the colleagues and establish relationships with members) can foster relationships (in bothmicro and macro-levels) bond individuals to their organizations, and become a way to increaseperceptions of self-efficacy and commitment toward the organization (Cheney et al, 2014).Recognition from others (i.e., perceiving one’s value to the organization and feeling recognized)can also link to job satisfaction

Conference Session

Community Engagement in Engineering Education Projects

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christine Zakzewski, The University of Scranton; Mark Robert Murphy Sr., University of Scranton, Director of Sustainability; Michael Mahon Ph.D., Abington Heights School District

Tagged Divisions

Community Engagement Division

serve community interests and to developcareer awareness. Lima1 describes key components of service-learning as: service for thecommon good, academic content, reciprocity, mutual learning, and reflection. Thus, effectivelearning can be accomplished through action, interaction, and reflection.Research has shown that well-designed service-learning experiences have a positive impact onlearning and developmental outcomes for students2,3,4. Astin et al (2000) provides acomprehensive study that shows participation in service positively impacts student academicperformance, self-efficacy, leadership, choice of career, and service participation aftergraduation3. Their report indicates that the positive effects of service-learning are strongly

Conference Session

Community Engagement Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ravi T. Shankar, Florida Atlantic University; Francis Xavier McAfee, Florida Atlantic University; Diana Mitsova, Florida Atlantic University; Summer Scarlatelli, Museum of Discovery and Science

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

-value theory to explain persistence. Eccles’ theory factors in genderand ethnic differences in STEM participation (Eccles, 2005). They hypothesized thateducational, vocational, and avocational choices would be most directly related to person’sexpectations for success and the value they attach to the available options. Simply put, theEccles’ theory suggests that choices to engage in activities are shaped by competence and valuebeliefs. Competence is about acquiring skills and applying them. Competence beliefs have beenstudied more widely than value beliefs among K-12 and engineering students. They are mostlybased on the self-efficacy theory (Bandura, 1997). Self-efficacy is enhanced by positivefeedback, better performance, and social comparisons

Conference Session

Lessons Learned through Community Engagement of Engineering Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

John J. Duffy, University of Massachusetts, Lowell; Linda Barrington, University of Massachusetts, Lowell; Emmanuelle Reynaud, University of Massachusetts, Lowell; Manuel A. Heredia, University of Massachusetts, Lowell

Tagged Divisions

Community Engagement Division

enhances the positive effects 17. Page 25.1473.2Astin et al. found with longitudinal data of 22,000 students that service-learning had significantpositive effects on 11 outcome measures: academic performance (GPA, writing skills, criticalthinking skills), values (commitment to activism and to promoting racial understanding), self-efficacy, leadership (leadership activities, self-rated leadership ability, interpersonal skills), choiceof a service career, and plans to participate in service after college. In all measures except self-efficacy, leadership, and interpersonal skills service-learning was found to be significantly moreeffective than

Conference Session

Community Engagement Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Micaela Sandoval, Texas A&M Health Science Center; Malini Natarajarathinam, Texas A&M University; Lauren Neala Holder, Texas A&M University; Mary Kathryn McDougal, Texas A&M University; Mary E Campbell, Texas A&M University; Bruce E. Herbert, Texas A&M University

Tagged Divisions

Community Engagement Division

students’ ability to make decisions that are both integrative andinclusive (Hesse-Biber and Leavy, 2011). These interviews will also capture details about groupdynamics, engagement, self-efficacy, and cultural competency; each consenting student willanswer similar questions during recorded interviews. These interview reflections will serve as atool to enhance student metacognition while simultaneously serving as a form of triangulation tocorroborate other methods of assessment (Hesse-Biber and Leavy, 2011). We will use a contentanalysis methodology to extract behavioral data from student final reports, including argumentsand decision-making processes, to validate our qualitative data. Additionally, we will useaggregated qualitative information

Conference Session

Community Engagement Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Angela L. Chan, University of Illinois Urbana Champaign; Molly H. Goldstein, University of Illinois Urbana Champaign

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

is Power Award” [3].Post-event media coverage and following through with opportunities are the primary wayshackathons can create material benefits towards these issues and for participants [3]. Therefore,eliminating single winners can reduce solutionist mindsets and increase self-efficacy for moreparticipants, ideally increasing access to resources to those who may also be impactedstakeholders. Experiential prizes over monetary ones sponsored by corporations, nonprofits, andfoundations can also help further dialogue and offer opportunities such as presenting at aconference that may be inaccessible otherwise [3]. With increased awareness on the topic oftenbeing a large takeaway, it is crucial for hosting institutions with more influence to

Conference Session

Community Engagement Division Technical Session 4

Collection

2017 ASEE Annual Conference & Exposition

Authors

Morgan Stewart, Sealed Air Corporation; Katherine Fu, Georgia Institute of Technology; Charlotte Marr de Vries, Pennsylvania State University, Erie; Laura Jacobson, OM Partners; Jacquelyn Kay Nagel, James Madison University; Kathy Jacobson, Lockheed Martin, Retired; Allison Mae Hughes, Girl Scouts of Greater Atlanta

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

]. Stout etal. found that by exposing girls to female experts in STEM, they were able to foster strongeridentification with STEM, more self-efficacy, and increased effort on STEM tests. They foundthat even if negative stereotypes remained in girls’ minds with respect to gender and STEM, thattheir own self perception benefited from contact with female experts in STEM [6]. Interventionsto increase interest, expectations, performance and self-esteem in STEM in young girls havebeen shown to be effective.How can Girl Scouts help close the gender gap? Royse found that the Girl Scouts curriculum hasa significantly positive impact on the self-esteem of adolescents [7]. From a report entitled“How Girl Scout STEM Programs Benefit Girls” published in 2016 by

Conference Session

Civic Engagement and Volunteerism in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

of social responsibility. Resultsshowed that, irrespective of the weighting system, volunteerism had poor to moderate correlationwith social responsibility attitudes. Looking specifically at the eight dimensions of the PSRDM,the strongest correlations existed between volunteerism and how engineering students weightedthe costs and benefits of volunteering and how they saw their professional obligation to helpothers as engineers or through their profession; though these had only weak correlations (0.3).BackgroundEngaging in volunteer activities has been shown to be very beneficial to students, not only intheir development of personal values and self-efficacy, but also having positive effects onacademic performance measures1. When tied to

Conference Session

Community Engagement Division Technical Session 4

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nirmala Prakash, Florida Atlantic University; Rachel Tobillo, Charles E. Schmidt College of Medicine at Florida Atlantic University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

difficulties can consist of negative beliefs or thoughts that may“decrease the individual’s self-esteem and perceived self-efficacy, [and thus] …decrease theindividual’s confidence in his or her ability to make decisions” (Kleiman, 2004). Gati (1996)developed a taxonomy of career decision-making difficulties to explain possible sources ofvocational indecision. Examples of difficulties include lack of information about occupations,lack of information about oneself, internal conflicts, external conflicts, and dysfunctional beliefs,such as irrational expectations about the career-decision making process itself.Dysfunctional career thinking appears to have a large impact on STEM career choice in females.In a meta-analysis of literature exploring the

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

participation showed significant positive effects on all 11 outcome measures: academicperformance (GPA, writing skills, critical thinking skills), values (commitment to activism andto promoting racial understanding), self-efficacy, leadership (leadership activities, self-ratedleadership ability, interpersonal skills), choice of a service career, and plans to participate inservice after college. The study further found that performing service as part of a course (servicelearning) significantly adds to the benefits associated with community service for all outcomesexcept interpersonal skills, self efficacy and leadership and benefits associated with course-basedservice were strongest for the academic outcomes, especially writing skills. Overall

Conference Session

Community Engagement Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Malinda S Zarske, University of Colorado, Boulder; Dana E Schnee, University of Colorado, Boulder; Angela R Bielefeldt, University of Colorado, Boulder; Derek T Reamon, University of Colorado, Boulder

Tagged Divisions

Community Engagement Division

; Truch, N. (2010). Assessing Self-Efficacy, Identity, Morality, and Motivation in a First-Year Materials Engineering Service Learning Course. ASEE Annual Conference Proceedings. Louisville, KY.[11] Olsen, L., & Washabaugh, P. D. (2011). Initial Impact of a First-Year Design-Build-Test-Compete Course. ASEE Annual Conference Proceedings. Vancouver, BC, Canada.[12] Sheppard SD, Gilmartin S, Chen HL, et al. Exploring the Engineering Student Experience: Findings from the Academic Pathways of People Learning Engineering Survey (APPLES). Engineering. 2010;(September).[13] Knight, D. W., Carlson, L. E., & Sullivan, J. F. (2003). Staying in Engineering: First-Year Projects Course on Student Retention. American Society of

Conference Session

Community Engagement Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ella Willard-Schmoe, University of Massachusetts Lowell; John J. Duffy, University of Massachusetts Lowell; Emmanuelle Reynaud, University of Massachusetts, Lowell; Linda Barrington, University of Massachusetts, Lowell

Tagged Divisions

Community Engagement Division

, has beenshown in many studies to have a consistently positive impact on many affective and cognitivemeasures. These include community engagement, self-efficacy, leadership, academicengagement, and academic performance1-3. As more positive outcomes are demonstrated, S-Lcontinues to grow in many disciplines. Page 23.1098.2In spite of these gains, participation in S-L in mathematics and the sciences remains low4. A2009 study conducted by Sherman and MacDonald focused on the question of low participationin S-L in the sciences, interviewing participants in S-L projects in math and biology collegecourses. At the end of the study, both

Conference Session

Global Community Engagement in Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kristine Louise Guzak, Michigan Technological University; Kurt Paterson P.E., Michigan Technological University; Alexandra Archer, Michigan Technological University

Tagged Divisions

Community Engagement Division

) abroad, which could provide further insight as to why graduatestudents scored lower than undergraduates.D. Skills-Intercultural CompetencyAn overall frequency report of the percent change between the pre- and post-developmental Intercultural Development Inventory (IDI) scores was generated to betterunderstand the distribution of scores amongst the graduate (pre n=23, post n=19) andundergraduate (pre n=26, post n=20) student groups. Actual and perceived competenciesare reported, only the former are used herein. The hope of measuring the IDI pre- andpost- fieldwork would be to see some improvement to show that the students engaged inthese programs are gaining a better understanding of how to work with someone who hasa different worldview

Conference Session

Community Engagement Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Pamela Cristina Silva Diaz, PamLab Design and Engineering; Maggie Favretti, Design Ed 4 Resilience; Nathalia Ospina Uribe; Christopher Papadopoulos, University of Puerto Rico, Mayaguez; Marcel Castro-Sitiriche, University of Puerto Rico, Mayaguez; Luisa Rosario Seijo-Maldonado; Marian Irizarry, University of Puerto Rico, Mayaguez; Javier Moscoso, University of Puerto Rico, Mayaguez Campus; Gabriela Alexandra Otero-Andino; Kevin O'neil Crespo Pagan; Laura Sofia Garcia Canto; Grace Amato, Connecticut College; Fernando Antonio Cuevas, University of Puerto Rico; Dulce M. del Rio-Pineda, Mujeres de Islas, Inc.; Reiner F. Simshauser-Arroyo, University of Puerto Rico, Mayaguez

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

, 2021 Community Designers: A Pilot Virtual Community Co-Design Symposium1. Introduction: Who Controls the Power of Design?What if you did not get to select your clothes? What if, instead, certain sizes, colors and styleswere assigned to you based on what’s typical for your demographic identities? Not only wouldyour clothes not fit your shape or your taste, they might even cause further social andprofessional problems. At an even deeper level, not having the autonomy to make thesedecisions would undermine your self-efficacy and your trust in the institutions that are supposedto help and support you.This scenario illustrates, by analogy, what happens to communities all the time. Policies