Conference Session

Community Engagement Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tina Lee, University of Wisconsin-Stout; Elizabeth Anne Buchanan, University of Wisconsin-Stout; Devin R. Berg, University of Wisconsin-Stout

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

, Herkert [1] noted that there were no “established instructional methods for teachingethics, nor is there any relevant inclusion of ethics in the undergraduate STEM curricula.” And,Riley et al. [2, p. 107] reported that “engineering curricula are increasingly filled with requiredcourses from within the engineering discipline, often leaving students with little room to takeelective courses such as engineering ethics.” And more recently, Howland et al. [3] asserted“there is a lack of research on foundational understandings of social and ethical responsibilityamong engineering students, including how their perceptions change over time and followingparticipation in specific types of learning experiences.” Despite these challenges, engineeringethics

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

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Diversity

Tagged Divisions

Community Engagement Division

practiced in other projects throughout the semester.IntroductionThere are many challenges in STEM education, including stimulating student interest, retainingstudents of diverse abilities and backgrounds, and preparing students to address the realities ofthe post-academic world and work-space. Many novel approaches have been developed toaddress these challenges, including problem- and project-based learning [1], entrepreneurship[2], and flipped classrooms [3].First-year engineering students face many unique challenges, including a heavy academic load ofprimarily technical courses. Engineering student success has been shown to be helped byincreasing students’ peer-to-peer instruction [4], and increased efficacy [5] and increasingstudents’ personal

Conference Session

Engaging Community through STEM partnerships

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nathalia Ospina-Uribe, University of Puerto Rico, Mayaguez Campus ; Pamela Cristina Silva Díaz; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Christopher Papadopoulos, University of Puerto Rico, Mayaguez Campus

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Diversity

Tagged Divisions

Community Engagement Division

Approximation: The Truth about Finite Element Analysis. He is active in the Mechanics Division. c American Society for Engineering Education, 2019 Engagement in Practice: Building Effective Community Resilience through Active ParticipationKeywords: Community Resilience, Participatory Design, Climate Change, Vulnerability,Disaster Risk Reduction (DRR) and Creative Capacity Building (CCB), AppropriateTechnology, Local Innovation1. IntroductionAfter a “catastrophe” or “disaster” – defined as “a potentially traumatic event that is collectivelyexperienced, has an acute onset, and is time delimited, … attributed to natural, technological, orhuman causes” [1] – the concept of Resilience is useful to

Conference Session

Impact of Community Engagement on Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Hoda Baytiyeh, American University of Beirut (Beirut); Mohamad K. Naja

Tagged Divisions

Community Engagement Division

engineeringcommunity in earthquake risk mitigation and response operations in future earthquake disasters.Keywords: Volunteer programs, Engineering students, Lebanon, Earthquake, Disaster riskmitigationIntroductionIt has been shown from recent earthquake devastations that loss of lives and long term effectscan only be effectively reduced through planned response action programs that engagecommunity trained volunteers led by credible organizations. A case study in the Nishi Suma area( Japan) by R. Shaw and K. Goda 1 pointed out that 60 percent of residents were evacuated bytheir own efforts, and approximately 20 per cent were rescued by neighbor volunteers. This datasignifies the importance of community volunteer in the immediate rescue operation

Conference Session

Socio-cultural Elements of Learning through Service

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jon A. Leydens, Colorado School of Mines; Juan C. Lucena, Colorado School of Mines; Dean Nieusma, Rensselaer Polytechnic Institute

Tagged Divisions

Community Engagement Division

socialand physical structures. --Oosterlaken (p. 8)1  Introducing a technology may create process efficiencies and in turn eliminate jobs. It canlower the cost of goods while promoting waste and consumerism. In playing an essential rolein the process of economic and social development, introducing a new technology mayproduce undesirable and unintended social transformations, involving moral issues such aschild labor, women’s economic participation outside the home, and democracy. --Nichols and Dong (p. 190)2  AbstractDesign for technology, which prevails in engineering design courses, addresses constraintssuch as budget, time and functionality established by a client. Meanwhile, human-centereddesign (HCD) emphasizes users' needs

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

David Zelinka, University of Colorado, Boulder; Bernard Amadei, University of Colorado, Boulder

Tagged Divisions

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

(Governance), and 17 (Partnerships), willinfluence the other goals and aid in their success. It was also foundthat focusing on eliminating poverty (SDG 01), counter-intuitively,worsens poverty, since it inhibits the other goals on which povertydepends on.Keywords: SDGs, Sustainable Development Goals, systemsthinking, cross-cutting, cross impact, engineering education,epistemic network, methodologyIntroductionThe United Nation’s (UNs) 17 Sustainable Development Goals (SDGs), shown in Figure 1,consist of 169 targets and 230 indicators. As described in the resolution adopted by the GeneralAssembly on 25 September 2015, the aim of the SDG framework is to cultivate and expandhumanity’s desire to “do good” while also organizing its ability to do so. The

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

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Diversity

Tagged Divisions

Community Engagement Division

humans’enjoyment of scientific discovery. We provide here a process to invigorate the interest ofAmerica’s talented students in science degrees via a community outreach program with one’slocal science museum.We address this critical need to recruit students into STEM programs by (1) building robustaffect-informed support for their knowledge construction during immersion experiences with alocal science museum and (2) engaging them in teams in the development of smart phoneapplications relevant to science exhibits, in a formal course at a university.We have recruited 66 above-average high school students over the past two years, thanks to agrant to our local science museum (MODS, or the Museum of Discovery and Science, Ft.Lauderdale, FL) by a major

Conference Session

Community Engagement Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Yashu Kang, Chung Yuan Christian University; Yao-Jen Chang, Chung Yuan Christian University; Shaou-Gang Miaou, Chung-Yuan Christian University; Chen Li-Yu, Chung Yuan Christian University; Yao-Sheng Chang, Department of Tourism and Leisure Management, Chung Chou University of Science and Technology

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Diversity

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Community Engagement Division

. Baseline, game-based intervention, and maintenancephases all occurred within the special education classroom. In the baseline phase,students measured the showering skill levels of the children when no training gameswere used. During the game-based intervention, the children played the game and alsotook a shower on their own in their home’s shower room as the skill of showeringnaturally occurred in that location. In the maintenance phase, the game training waswithdrawn and the children took the shower independently.The game was called Take a Shower! and was designed according to an analysis of the25 identified steps for taking a shower. The children were guided through each step inthe task analysis by the game (see Figure 1). For example, a water

Conference Session

Community Engagement Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Monica Palomo P.E., California State Polytechnic University, Pomona; Gerri Cole, California State Polytechnic University, Pomona

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

students. Bothprogram components are shown in Figure 1 and are described in detail below.   (a) (b.2) (b.1)Figure 1. “Hispanics in Engineering” Program, (a) EGR 299 S Engineering Outreach studentspreparing hands-on activities, (b) EGR 299 S students building a relationship with K-12 partnerschools, (b.1) Engineering students visiting K-12 schools, and (b.2) K-12 students’ experiencesculminating with the E-Girl event.Service learning courseCollege teaching practices have been evolving to increase the quality of the learning experienceand success of college

Conference Session

Holistic Assessment and Teaching in Service-learning Environments

Collection

2018 ASEE Annual Conference & Exposition

Authors

Todd France, Ohio Northern University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

thatwould directly impact the community and foster students’ appreciation for the relationshipbetween engineering and social responsibility.Fostering students’ “Base Skills,” a facet of the professional development realm related tosocially responsible engineering, as defined by Canney and Bielefeldt,1 aligns with the project’sconnection between technical abilities and resultant societal benefits. This connection is viewedas imperative for developing future engineers’ attitudes towards human-centered design and theirroles in society.2,3 Similarly, ABET calls for holistic skillsets that encompass both technicalskills and “an understanding of professional and ethical responsibility,” while the NationalAcademy of Engineering has emphasized the

Conference Session

Holistic Assessment and Teaching in Service-learning Environments

Collection

2018 ASEE Annual Conference & Exposition

Authors

Larry L. Howell, Brigham Young University; Spencer P. Magleby, Brigham Young University; Terri Christiansen Bateman, Brigham Young University; David C. Morgan, Brigham Young University; Lynda Palma, Brigham Young University Museum of Art

Tagged Divisions

Community Engagement Division

paper introduces a framework for displaying engineering research artifacts in an artmuseum to efficiently facilitate expanded outreach opportunities. Education of the public aboutnew technologies and scientific discoveries is key to the technological growth of a society. AU.S. National Science Foundation Strategic Plan summarizes this verity: “Effective integrationof research and education at all levels infuses learning with the excitement of discovery andassures that the findings and methods of research are quickly and effectively communicated in abroader context and to a larger audience.” [1] When a new technology is understood by a varietyof individuals and groups, it can be accessed and used in diverse ways to benefit others andimprove

Conference Session

Perspectives on Service Learning: Challenges, Successes, and Opportunities

Collection

2019 ASEE Annual Conference & Exposition

Authors

Shannon M. Kellam; Guthrie J. Boleneus, Eastern Washington University; Jacob Stewart; Donald C. Richter P.E., Eastern Washington University; B. Matthew Michaelis, Eastern Washington University; Robert E. Gerlick, Eastern Washington University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

, after seeingan article in The New York Times on 3D printed hands [1], reached out to our department in late2017 seeking assistance in building a prosthetic for her 5th grade student, who was a congenitalamputee, missing an arm just below the elbow. A 3D arm was printed from a model on the e-Nable website [2] and fitted to the student, who was more than thrilled. The new hand providedthe ability to grasp with fingers by flexing the elbow joint. This allowed the child to hold smallobjects, such as a water bottle, fruit, a book, and even a basketball. With this success, andlearning of this need in the community, the project was expanded with funds from a small grantto build ten more limbs for children in the area. This paper is a presentation of

Conference Session

Transdisciplinary Perspectives on Engineering Engagement with Community

Collection

2018 ASEE Annual Conference & Exposition

Authors

Linda Vanasupa, California Polytechnic State University, San Luis Obispo; Carol J. Thurman, Georgia Institute of Technology

Tagged Divisions

Community Engagement Division

-level lens foressential properties of assessing community-engaged learning for sustainability: holistic,participatory and adaptive. We also offer reflections on qualities of transdisciplinary researchapproaches that are coherent with complex dynamic systems and suggest future directions.IntroductionEngineers are expected to play a critical role in addressing sustainability as well as othercomplex societal global challenges. Transdisciplinarity is a mode of community-engagedlearning that is increasingly recognized as an essential means to address such complex societalchallenges [1]. In contrast to traditional engineering classrooms, a transdisciplinary settinginvolves novice, lay and experts jointly addressing issues of shared concern [2], [3

Conference Session

Engineers and Communities: Critical Reflections of Challenges, Opportunities, and Practices of Engaging Each Other

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, University of San Diego; Matias N. de Paula, University of San Diego

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

). Some of de Paula’s academic and professional accomplishments include being the recipient of a Fulbright FLTA scholarship (2008-2009) and a Cambridge University Best Practice in State Education Scholarship (2011). In addition, he has attended and presented in conferences and teacher training seminars in Argentina, England and the USA c American Society for Engineering Education, 2019 "Ingeniero como vos": An analysis of the Mbyá-Guaraní Practices Associated with Engineering DesignAbstractThe Mbyá-Guaraní are a group of nomadic people that have inhabited impenetrable territories inSouth America for centuries [1]. They are one of the groups that had the least amount of

Conference Session

Community Engagement Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

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

Conference Session

Community Engagement Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

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Community Engagement Division

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

Conference Session

Community Engagement Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

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

Conference Session

Community Engagement Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Community Engagement Division

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

Conference Session

Community Engagement Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

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

Conference Session

Community Engagement Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Melissa Morris, Embry-Riddle Aeronautical University - Worldwide

Tagged Divisions

Community Engagement Division

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

Conference Session

Community Engagement Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Community Engagement Division

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

Conference Session

Community Engagement Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

Tagged Divisions

Community Engagement Division

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

Conference Session

Community Engagement Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

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

Conference Session

Community Engagement Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joan B Schuman, Missouri University of Science and Technology

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

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

Conference Session

Community Engagement Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

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Community Engagement Division

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

Conference Session

Community Engagement Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mary Andrade, University of Louisville; Michael Scott Keibler, University of Louisville; Josh Rivard

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Diversity

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Community Engagement Division

semester course incorporated highertechnical training, the addition of drone training and a technical support staff member. Futuretrips will incorporate additional technology and build upon the base map that was developed. Itwill also incorporate training with community members to increase data collection throughoutthe year and to inspire ownership of the project and the results.IntroductionIt is widely accepted that service learning is an enhancement of academic learning throughcommunity engagement. The demonstrated benefits of service learning when combined withcoursework are significantly higher than the benefits of community service or volunteerismalone. As summarized by Meagan Vaughan and Janet Ellzey [1] “The reported benefits ofService

Conference Session

Community Engagement Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Romeo Ballinas-Gonzalez, Tecnologico de Monterrey; Benjamin Sanchez, Tecnologico de Monterrey; Miguel X. Rodriguez-Paz, Tecnologico de Monterrey (ITESM); Juan Arturo Nolazco-Flores, Tecnologico de Monterrey

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Diversity

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Community Engagement Division

started social projects. Inthis study we propose a framework for the development a radio podcast for students in universities in orderto enhance their soft skill along their studies. We propose a methodology and then we present a case studyfor the implementation of the method approach. The results show that the radio podcast program helps thestudents and university to engage with the community in order to attend social problems. Also, the programhas demonstrated to develop the communication skills of the students involved by creating innovativesolutions in specific socio-economic contexts and coordinating in multidisciplinary teams.Keywords: podcast, social media, engineering education, Tec21, higher education, educational innovation.1

Conference Session

Community Engagement Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Whitney Gaskins, University of Cincinnati; Tracy Pritchard, University of Cincinnati; Delano White; Keri K. Eason

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Diversity

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Community Engagement Division

contextualized totheir lived experiences to youth ages 10-14 who attend the partner churches.Research demonstrates that parental involvement is an important factor in education. Whenparents are involved in their children’s education, their children perform better academically andsocially [1][2]. Parents’ belief systems have an impact on their feelings about their role inshaping their children’s education [3]. These beliefs help them personally determine what isimportant and what their role can be in supporting the educational needs of their children. Theirown sense of understanding and comfort level in supporting their children can have a significantinfluence on their children’s educational success [4]. Actively engaging parents in theirchildren’s

Conference Session

Community Engagement Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

William D Lawson P.E., Ph.D., Texas Tech University; Heather R. Keister PE, Freese and Nichols

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Diversity

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Community Engagement Division

initiative, Professional Ethics LIVE!, exists to help satisfy aneed for continuing education by licensed engineers and architects relative to their ethicalobligation to promote the public health, safety and welfare in the practice of their professions.For engineers in Texas, the statutory requirement for continuing education dates to 2003 when inresponse to a national movement, several state legislatures including Texas enacted rulesrequiring mandatory continuing education as part of an annual requirement for professionalengineer license renewal [1]. These rules require engineers to obtain 15 professionaldevelopment hours (PDHs) of continuing education annually, one hour of which must be in“professional ethics” or related topics. For architects, the

Conference Session

Community Engagement Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Flor Angela Bravo, Pontificia Universidad Javeriana; Juan M Cruz, Rowan University; Jairo Alberto Hurtado JAH, Pontificia Universidad Javeriana

Tagged Divisions

Community Engagement Division

, community engagementIntroductionThe benefits of community engagement for the education of engineering students are widelyknown and described [1-3]. Typically, universities offer academic spaces for community servicein the curriculum of certain programs. In the case of the Electronic Engineering (EE) major of thePontificia Universidad Javeriana University in Colombia, there is a course called University SocialProject (Proyecto Social Universitario, PSU). During more than 30 years of different iterationsand changes, this course has promoted the commitment and responsibility of EE students withvulnerable populations and institutions that the university has built a partnership with [4]. Its goalis to generate in students an attitude of reflection and