Conference Session

Community Engagement Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Simon Thomas Ghanat P.E., The Citadel; William J. Davis P.E., The Citadel; Timothy W. Mays, The Citadel; Rebekah Burke P.E., The Citadel; Kweku Tekyi Brown P.E., The Citadel; John C. Ryan, The Citadel

Tagged Divisions

Community Engagement Division

real world environmental, social, political, ethical, health and safety,constructability, and sustainability constraints. This project provided an academic enrichmentand curriculum engagement for students to apply their knowledge to benefit the community. Thispaper discusses capstone design project objectives, student learning activities, educationaloutcome assessment mapping, faculty reflections and lessons learned.IntroductionIn professional practice, engineers build successful careers out of solving open-ended problems[1]. However, the well-structured and constrained problems that engineering students tend tosolve at the early level coursework, do little to prepare them for the complexity of ambiguousand unstructured real-world problems [1

Conference Session

Community Engagement Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Pouneh Abbasian, Texas A&M University; Malini Natarajarathinam, Texas A&M University; Sarah N. Gatson, Texas A&M University

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Diversity

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Community Engagement Division

Engineering Education, 2021Community Engagement Challenges Faced by Food Assistance Providers:A Case StudyIntroductionFood insecurity has been identified as an important humanitarian issue in the USA [1]. TheUnited States Department of Agriculture (USDA) defines food insecurity as “a household-leveleconomic and social condition of limited or uncertain access to adequate food” (USDA, 2020).In 2012, a total of 49 million persons in the United States households were classified as beingfood insecure [2], with 40 million people reported as food insecure in the year 2017 [17].Although the number has been reduced in the following years, 14.3 million Americanhouseholds were food insecure in 2018, with limited or uncertain access to enough and safe food[3].To

Conference Session

Community Engagement Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shoshanah Cohen, Stanford University; Jeff Wood, Stanford University

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Diversity

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Community Engagement Division

impact vulnerable communities indeveloping countries. Student teams explore users needs and look to understand the cultural andsocietal context for the projects. Student outcomes are targeted in accordance with ABETrequirements (see Table 1) for baccalaureate degree programs and emphasize application ofmechanical engineering skills, design, communication, testing, and teamwork. The long-termcommunity partner relationship facilitates learning continuity as students build on workcompleted by earlier teams, refining design concepts while tackling new challenges. The coursehas also provided opportunities for students to continue their work over the summer and aftergraduation. One example project sequence includes developing a structure to enable

Conference Session

Community Engagement Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Patrick Sours, Ohio State University; Michael J. Hagenberger, Ohio State University

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Diversity

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Community Engagement Division

experience that offersstudents an opportunity to work collaboratively on real world engineering projects in collaboration withinternational institutions and communities. The overarching aim of the course sequence is to preparestudents for the multidisciplinary, multicultural environment that they will experience upon entering theworkforce.The swiftly changing world has inspired a review of how engineering courses are preparing students forthe globalizing workforce (1-4). Engineers will engage with others with diverse backgrounds involvingeducation, culture, language, and experiences (3). This will require skills beyond the technicalcompetencies students gain from their traditional coursework and include intercultural and social skills(2).The Global

Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

William C. Oakes, Purdue University at West Lafayette ; Paul A. Leidig P.E., Purdue University at West Lafayette; Nusaybah Abu-Mulaweh, Purdue University at West Lafayette ; Andrew Pierce, Purdue University at West Lafayette; Jorge Martinez

Tagged Divisions

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

consistency across teams. Each sectioncomprises multiple project teams. A common design process, where interactions withcommunity partners is central, guides students through the design process. Once a project isdelivered, a new project is identified by students, their faculty mentor(s) and communitypartner(s). Example projects include assistive technology, database software for human servicesagencies, and energy-efficient and affordable housing solutions [1-3].Spring 2020 move to onlineLike many campuses, Purdue University moved online in March of 2020 and sent students homewhere possible. This began an odyssey that would last into 2021. The major milestones areshown in Figure 1. Before the formal announcement, the staff prepared plans to move to

Conference Session

Community Engagement Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jay H. Arehart, University of Colorado Boulder; Kathryn Langenfeld, University of Michigan; Brenton Kreiger

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Community Engagement Division

c Society for Engineering Education, 2021Engagement in Practice: Pedestrian Bridges as Engineering Service-Learning ProjectsBackground and MotivationNearly one billion people live in communities that do not have consistent, year-round access toall-weather roads, which provide access to schools, employment, or health care [1]. The existingroad networks in communities are fragmented due to rivers, which swell and become impassablefor weeks to months. This rural isolation, or lack of consistent access to essential services, is aroot cause of poverty worldwide, which can be alleviated through simple pedestrian bridges. InNicaragua, it was measured that with a footbridge, income from wages increased 18% andconsumption-equivalent

Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Paul A. Leidig P.E., Purdue University at West Lafayette; William C. Oakes, Purdue University at West Lafayette

Tagged Divisions

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

central component of the value for the community partners. Thisdiffers from many of the early adopters of service-learning, where the service was typicallydefined as time spent within the community or in the partner organization [1]. Nearly 90% of thestudents studied in Where’s the Learning in Service-Learning [2] were from placement-basedapproaches. It is not surprising, therefore, that many of the models for community-engagedlearning were designed with placement-based approaches in mind. While such models can beuseful in engineering, they lack the context of the project experience that adds dimensions notaddressed in earlier models. A project deliverable is central to many engineering experiences,while the project process, including activities

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

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Community Engagement Division

onlyconduct civic hacks if they have sufficient financial resources and support to create an inclusiveevent that fosters discourse and tackles systems. Outcomes should be explicit reinvestment intorelevant communities. Organizer goals should be better defined to assess whether series oftargeted workshops may be more appropriate than a hackathon.IntroductionTechnology and innovation have always been heralded as progress in society, but they are notimmune to systemic inequality and abuse. From everyday products to facial recognition softwareand healthcare algorithms, many systems are built with “engineered inequality,” as RuhaBenjamin has coined [1]. Further, the depoliticization of internet-based and digital technologieshas harmed black, indigenous

Conference Session

Community Engagement Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Scott Gerald Shall, Lawrence Technological University

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Diversity

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Community Engagement Division

a much more massive grassroots construction process thatis supported an army of citizen-designers, all of whom routinely intertwine acts of designing,building and occupation. And all of whom can be counted upon to contribute wisdom orresources to the work. As a result, by the time the professional, using the patronage-basedmodel of practice, realizes one housing project exponentially more homes will have been built bythe informal sector, without formal review or approval.iv (Thieme & Kovacs, 2015, p. 1)The second cost associated with the deployment of patronage-based models of projectdevelopment within extra-legal settlement is that this slow, deliberate process of projectrealization, is ripe for exploitation. First, those responsible

Conference Session

Community Engagement Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Callie Charleton; Miral Desai, California Polytechnic State University, San Luis Obispo ; Carissa Elaine Noriega; Celeste Yi ming Soon Ramseyer; Elise Gooding; Michael S. Reyna, California Polytechnic State University, San Luis Obispo; Lizabeth L. Thompson, California Polytechnic State University, San Luis Obispo ; Jane L. Lehr, California Polytechnic State University, San Luis Obispo ; Jeff Jones, Cuesta College

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Diversity

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Community Engagement Division

institutions increase the adoption of essentialtransfer practices [1]. These include re-prioritization of transfer student recruitment and successat Cal Poly so that Cal Poly can better serve neighboring communities. One aspect of this is toencourage deep connections for student engagement across the campuses. The PrincipalInvestigator (PI) of the grant at Cuesta identified the potential to connect through establishing achapter of Engineers Without Borders (EWB) at the community college. The PI was confidentthis would attract non-traditional students to engineering by creating opportunities for positivesocial and equity work [2]. As we began to investigate this possibility, we found that even inEWB, there are structures in place that make engagement

Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Juan C. Lucena, Colorado School of Mines

Tagged Divisions

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

with properly selected NGOs they might be ready todeliver. Moving beyond the dangers and perils of trips to "save the poor," the HumanitarianEngineering (HE) program at Colorado School of Mines (Mines) is developing newinteractions with socially responsible and accountable NGOs to ensure that communities areempowered through engineering projects for sustainable community development. To ensurethat these projects can better serve and empower communities, this paper shows 1) howengineers can map their partnerships with NGOs; 2) how to develop engineering designcourses where students learn human-centred problem definition and explore designchallenges with NGO partners; and 3) how to develop relationships with NGOs so studentscan have community

Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Camille Velarde, University of New Mexico; Vanessa Svihla, University of New Mexico; Estike Kokovay Gutierrez

Tagged Topics

Diversity

Tagged Divisions

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

learning curve for an organizationseeking to start such work is steep. Additionally, it is important to evaluate to what extent worktypified as community engaged work actually creates a participatory space of community-centered perspectives regarding roles, interests, worldviews, actions and outcomes. To this end,we developed a formative assessment tool using previously identified domains [1]. This tool,created in partnership between a university and an outreach group affiliated with the Air Force,allows organizations to evaluate existing projects and explore ways to develop on a path towardstrue community-engagement. The outreach group in this case undertakes significant STEMeducation within New Mexico, but in the past, a majority of the work has

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

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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

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Diversity

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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 in Diverse Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jo-Ann Panzardi PE, Cabrillo College; Terra D. Morris, The RP Group; Xitlali Galmez-Marquez, Cabrillo College; Patricia E. Sanders; Eva Schiorring, StemEval; Kurt Degregorio, Cabrillo College

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Diversity

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Community Engagement Division

(SHPE) conferences.This paper presents both quantitative and qualitative obtained from the 2013-2017 abroadprograms. The quantitative data was collected in the form of pre and post self-assessmentsurveys and institutional retention and transfer data. In the self-assessment surveys, studentsrated their industry skills, civic engagement, global cultural skills, personal and academicgrowth, and engineering skills based on Purdue University’s Engineering Projects in CommunityService (EPICS) Program with a scale of 1 (low) to 10 (high) scale. There was an overallaverage increase from 6.84 to 8.80, resulting in a 28.7% increase in the students’ perceived skillset. The retention and the transfer rates of the abroad students were compared to a

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

identity, career motivations,and agency through engineering. The survey was designed for students in their final senior design, orcapstone course, just prior to entering the workforce. We developed the survey using prior nationalsurveys and newly written questions categorized into six sections: (1) career goals and motivation, (2)college experiences, (3) agency, (4) climate literacy, (5) people and the planet, and (6) demographicinformation. We conducted focus groups with students to establish face and content validity of thesurvey. We collected pilot data with 200 engineering students in upper-level engineering courses toprovide validity evidence for the use of these survey items to measure students and track changes acrossthe undergraduate

Conference Session

Community Engagement Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Randy S. Lewis, Brigham Young University; Terri Christiansen Bateman, Brigham Young University; Michaela Sutton; Ethan Hasler; Jessica Lee Williams; Jennifer J Irvin, Brigham Young University; Joseph Richley Hirt, Brigham Young University

Tagged Divisions

Community Engagement Division

. Water analysis for this first design was notperformed.Based on feedback, student in the 2011-12 GEO course worked with several faculty membersand a water laboratory manager from the local city to develop an improved water filter. Thedesign involved a single 13-gallon trash can to remove the need for multiple buckets and toprovide better stability on the islands. This time, 0.5 to 1-inch diameter gravel (1 ¼ inches high),1-5 mm diameter course sand (1 ¼ inches high), and 0.15-0.3 mm diameter fine sand (13 incheshigh) were used. The effective filtration height was similar to the 2010-11 design. Sand waswashed and separated using mesh and washing techniques. Three filters were built with severalof the islanders. Water was poured, when needed, onto

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Charles Cowan, James Madison University; Elise Barrella P.E., James Madison University; Mary Katherine Watson, The Citadel; Robin Anderson, James Madison University

Tagged Divisions

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

full list in Table 1). While the rubric was designed to allowfor assessment of a variety of project types, it has only been applied to civil engineering studentdesign projects.5The rubric includes two four-point rating scales to aid evaluators in judging capstone reportsbased on the 16 sustainable design criteria. The earned points scale [0-3] captures the extent towhich students consider each sustainable design criterion in their capstone projects. Evaluatorsassign a score of 0 to projects that show no evidence of incorporating the design criterion, whilea score of 3 is assigned if the project shows evidence of extensive criterion application. Thepotential points scale [0-3] describes the extent to which each sustainable design criterion

Conference Session

Community Engagement Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Vemitra M White, Mississippi State University; Jamel Hill Alexander, Mississippi State University; Debra Prince, Mississippi State University

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Diversity

Tagged Divisions

Community Engagement Division

demographics and trends in the labor market continue to remain an unwaveringissue. Currently, there is a demand in the U.S. to produce qualified students, both at the K-12 andpostsecondary levels with suitable STEM transferable skills and a knack for scientificexploration and innovation through engineering design to aid in the growth and enrichment ofthe U.S.’s economy. In 2004, the National Science Foundation noted that half of the economicgrowth within the U.S. over the past 50+ years is credited to the scientific innovation of theSTEM workforce, which represents a minute 5% of the overall U.S. workforce.1 In order to strengthen the K-12 STEM pipeline and workforce, investments in outreachand student development are continually being

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

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Diversity

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Community Engagement Division

launching thebadge to a national audience.1. Introduction and BackgroundAccording to the analysis of US Census Data over the past 50 years performed by the AmericanAssociation of University Women, there has been a steady increase in the number of femalesentering the workforce in STEM fields. In the life sciences, female representation in the USworkforce has increased 25-31% since 1960; but there has only been an 11% increase in femalesin engineering fields in the same period [1]. In 2014, only 7% of all mechanical engineers in theUS workforce were females [2]. It is evident that the representation of females in engineering islow, and that the gender gap is persistent.What are the strategies for closing this gender gap? Research has shown that

Conference Session

Community Engagement Division Technical Session 5

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jamie Douglas, University of Wisconsin Colleges Online

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Diversity

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Community Engagement Division

Conference Session

Community Engagement Division Technical Session 5

Collection

2017 ASEE Annual Conference & Exposition

Authors

Derek Breid, Saint Vincent College; Lawrence Machia, Saint Vincent College

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Diversity

Tagged Divisions

Community Engagement Division

atop a wood fire. Although the syrup-making effortwas only begun in 2015, it has brought together people from many different parts of the college,monastery, and greater community. Students assist with the tapping of trees and the collection ofthe sap, and through a nature reserve associated with the college, community outreach isprovided in the form of demonstrations and tastings. Additionally, community members areinvited to tap their own trees and contribute the sap to the syrup making efforts.Community engagement programs in higher education have grown significantly in popularity inrecent years[1]. Practitioners of successful programs report numerous benefits the students,including a more engaging learning experience, practice working on

Conference Session

Community Engagement Division Technical Session 5

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kenzell Huggins, University of Chicago; Asha Barnes; Susan D. Blum, The University of Notre Dame; Jay B. Brockman, University of Notre Dame; Gary Allen Gilot P.E., University of Notre Dame

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Diversity

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Community Engagement Division

   of   materials   during   the   construction   of   rain   gardens and   dealing   with   "mission   creep."  Success The   program   began   with   a  week   of   team­building   and   orientation.   Interns   engaged   in   leadership training,   getting   to   know   their   teammates,   interactions   with   the   community,   and   learning   about specifics   of   the   job.   This   acclimation   period   emphasized   the   program’s   twin   goals:   1)   To   achieve something   tangible   for   the   community;   and  2  )   To   educationally   benefit   the   students   involved, with   attention   paid   to   interdisciplinarity   and   skills   for   application

Conference Session

Community Engagement Division Technical Session 4

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sifat Islam, Florida Atlantic University; Ravi T. Shankar, Florida Atlantic University; Iris Minor, Florida Atlantic University; Susanne I Lapp, Florida Atlantic University ; Dilys Schoorman, Florida Atlantic University

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Diversity

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Community Engagement Division

the three groups utilized Chemation. Test group 1 used Chemation todesign, understand, and assess animations. Test group 2 utilized Chemation to design andunderstand animations only. Test group 3 used the tool to only examine and understandanimations created by teachers. The students in Group 1 performed better than students inGroups 2 and 3. Results of this study showed that the design method combined with peerevaluation of animation by students was a successful way to use animations for teachingpurposes (Chang et al., 2010).In our previous research paper, we reported our intention to develop a prototype for anadaptive learning system (ALS) to raise STEM interest in middle school students (Islam,Shankar, Freytag, and Serrano, 2015). We

Conference Session

Community Engagement Division Technical Session 4

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jerrod A Henderson, University of Houston; Ricky P Greer, University of Houston; Ryan G. Summers, University of North Dakota; Jason W. Morphew, University of Illinois at Urbana-Champaign

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Diversity

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Community Engagement Division

enrollment? An analysis of the time path of racial differences in GPA and major choice. IZA Journal of Labor Economics, 1(1), 5. Bantel, K. A., & Jackson, S. E. (1989). Top management and innovations in banking: Does the composition of the top team make a difference?. Strategic management journal, 10(S1), 107-124. Bassett‐Jones, N. (2005). The paradox of diversity management, creativity and innovation. Creativity and innovation management, 14(2), 169-175. Bennett, J., & Hogarth, S. (2009). Would you want to talk to a scientist at a party? High school students’ attitudes to school science and to science. International Journal of Science Education, 31(14), 1975-1998. Bybee, R. (2015). Scientific literacy

Conference Session

Community Engagement Division Technical Session 5

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jessica N. Jones, University of Florida; Tiffanie R. Smith, University of Florida; Naja A. Mack, University of Florida; Imani Sherman, University of Florida; Juan E. Gilbert, University of Florida

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Diversity

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Community Engagement Division

development program, and a local technology training company. It details thegeneralized struggles and successes of the students, the lessons learned, and a second curriculumand class structure based on those findings. Finally it presents unanswered questions and presentsrecommendations for future courses presented by University/community/businesspartnerships.1 IntroductionAccording to the Bureau of Labor Statistics, between 2014 and 2024, the job market for SoftwareDevelopers will grow by 17% 1 which is ”much faster than average”. In Florida, Application andSystem Software Developers will grow by approximately 31% and 24%, respectively 2 . Theserates are 1.8 and 1.3 times the national projection. In order to fill these job openings, recruiters

Conference Session

Community Engagement Division Technical Session 4

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ralph Rivera, University of Florida; Christina Gardner-McCune, University of Florida; Darryl Bryant McCune II, University of Florida

Tagged Divisions

Community Engagement Division

experience of the volunteers to strengthen gaps in their own knowledge and toprovide needed support for students. We expected volunteers to work in the classroom at leasttwo days a week for 1-2 sessions per day for 6-8 weeks.4. Research Study Design The descriptive study reported in this paper aims to explore the roles universityvolunteers can play in robotics classrooms with teachers of varying technological backgrounds.This study describes the initial findings from our integration of the VEX Volunteers into threeschool in the Alachua robotics initiative. This study is part of a larger evaluation of the VEXVolunteer Program pilot and will help us form an initial set of roles that volunteers can play inthe Alachua robotics initiative. These

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

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Diversity

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Community Engagement Division

. ”Establishing a Women’s Mentorship Network in a STEM Learning Com- munity.” Dieker, L., Grillo, K., & Ramlakhan, N. (2012). The use of virtual and simulated teaching and learning environments: Inviting gifted students into science, technology, engineering, and mathematics careers (STEM) through summer partnerships. Gifted Education International, 28(1), 96-106. Ramlakhan, N., (2012). A comparative investigation of career readiness and decidedness in first year STEM majoring students participating in a stem mentoring program imbedded in a living-learning com- munity with focused data on female STEM students. (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. Selected Papers

Conference Session

Community Engagement Division Technical Session 5

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sydnee Drew Mayers, Bowman Creek Educational Ecosystem ; Ellen M. Londergan; Alicia Czarnecki, Bowman Creek Educational Ecosystem; Jay B. Brockman, University of Notre Dame; Gary Allen Gilot P.E., University of Notre Dame; Victoria E. Goodrich, University of Notre Dame; Mary Hergenrother; Adrienne Bruggeman, Saint Mary's College

Tagged Divisions

Community Engagement Division

   published   a  report   detailing the   implementation   of   an   initiative   that   would   address   the   growing   rate   of   abandoned housing   throughout   the   city 1 .   The   1000   Homes   in   1000   Days   initiative   resulted   in   1,122 homes   being   repaired,   deconstructed,   or   contracted   for   demolition   in   the   one   thousand day   deadline.   Although   the   issue   of   abandoned   housing   began   to   improve,   vacant   land, also   referred   to   as   vacant   lots   or   parcels,   became   a  rising   concern   without   a  clear   path for   remediation.   With   the   increasing   volume   of   vacant   lots   throughout   the   City,   a collective   desire   between   City   officials   and

Conference Session

Community Engagement Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Randy S. Lewis, Brigham Young University; Terri Christiansen Bateman, Brigham Young University

Tagged Divisions

Community Engagement Division

is an important aspect of implementing projects in the developing world. There arethree pillars of sustainable development- economic growth, environmental stewardship, andsocial inclusion.7 Although not explicitly stated in the three pillars, effective product design isimportant towards achieving sustainability. Nine principles for effective design for thedeveloping world have been have been identified.8 Several of the principles include: 1) co-designing with people from the developing world, 2) testing the product in the actual setting, 3)developing technology within the appropriate developing world context, and 4) using projectmanagement techniques adapted to the developing world context. In addition to the nineprinciples, documentation of