Conference Session

Community Engagement Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jennifer Q Retherford, University of Tennessee, Knoxville; J. A. M. Boulet, University of Tennessee, Knoxville; Chris Wetteland, University of Tennessee, Knoxville

Tagged Divisions

Community Engagement Division

immerse students in the design process and a multi-disciplinary teamwas selected not only to address the community partner needs, but also to pilot a college-widecapstone experience. Management of the project with this new academic experience provides anopportunity to research and share best practices related to such an opportunity. The design projecthas engaged students and faculty from materials science, mechanical engineering, and civilengineering through an entire academic year experience. While the student design team ischallenged with developing a final product that integrates all aspects of their engineeringdisciplines, the faculty team is also charged with ensuring the students gain a valuable academicexperience within this project. To

Conference Session

The D/M/A of CE

Collection

2013 ASEE Annual Conference & Exposition

Authors

Greg Kremer, Ohio University

Tagged Divisions

Community Engagement Division

education and their larger communities(local, regional/state, national, global) for the mutually beneficial exchange of knowledge andresources in a context of partnership and reciprocity. The purpose of community engagement isthe partnership of college and university knowledge and resources with those of the public andprivate sectors to enrich scholarship, research, and creative activity; enhance curriculum,teaching and learning; prepare educated, engaged citizens; strengthen democratic values andcivic responsibility; address critical societal issues; and contribute to the public good.”1We have incorporated the theme of community engagement as an important aspect of theeducational experience for all students in our program. One reason is that the

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

. Further, this form of community-engaged learningoffers an authentic setting to develop many of the integrated student outcomes stated in the newengineering accreditation criteria. We contend that effective transdisciplinary learning is a meansto the oft-stated goal of systemic transformation in engineering education, particularly forsustainability aims. However, this complex, dynamic systems view of engineeringeducation represents a radical departure from education-as-usual and thus requires a similarlyradical departure from research- and assessment- -as-usual. It reflects a shift in the unit ofanalysis: from a singular focus on student learning outcomes to a broader view that captureslearning at the transdisciplinary system level. It also

Conference Session

Assessment of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jane M. Fraser, Colorado State University-Pueblo; Leonardo Bedoya-Valencia, Colorado State University, Pueblo; Jude L. DePalma, Colorado State University, Pueblo; Nebojsa I Jaksic P.E., Colorado State University, Pueblo; Ananda Mani Paudel, Colorado State University, Pueblo; Hüseyin Sarper, Colorado State University-Pueblo; Ding Yuan, Colorado State University - Pueblo

Tagged Divisions

Community Engagement Division

the beginning of the course …; this pedagogy … mimics real-world scenarios.” Other case studies are also used. Burian describes the integration ofsustainability into the curriculum at the University of Utah using “brief references tosustainability at the lower levels, targeted modules in junior and senior level courses, anddedicated project-based electives at the senior and introductory graduate level.” Burian mentionsthe Engineering-LEAP (E-LEAP) Program, “a year-long seminar focusing on the theme ofcommunity building in American and in global settings, and the ethical standards ofengineering.” He notes that “A paper on sustainability is required, but limited class time isdedicated to specific discussion of sustainability.” Recent

Conference Session

Learning Through Service

Collection

2015 ASEE Annual Conference & Exposition

Authors

Alistar Erickson-Ludwig, Drexel University (Eng. & Eng. Tech.); Sherry Levin, Drexel University (Eng. & Eng. Tech.)

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

solve those needs through an integration of service learning and design.The future of engineering requires individuals to be strong communicators and engage inteamwork and problem solving.The Community Based STEM Program is an engineering service learning program designed forengineering students to help them build professional and leadership skills. This is an engineeringprojects in community service program (EPICS). The EPICS program and model was started atPurdue University. It is proven to be effective at retaining minority and female students, buildingleadership skills, and supports faculty development. It is considered a well-respected model forservice learning in engineering and promotes interest and practice in the STEM fields. The

Conference Session

Student Preparation for, and Outcomes from, Community Engagement Efforts

Collection

2016 ASEE Annual Conference & Exposition

Authors

Dan Budny P.E., University of Pittsburgh; Sina Arjmand, University of Pittsburgh; David V.P. Sanchez, University of Pittsburgh

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

ensure that students understand the impact of engineering projects on society aswell as the social contexts within which they operate, to develop confidence in the students’ability to solve problems, to help the students function successfully and comfortably in aprofessional engineering environment, and to understand and appreciate what it means to be aprofessional engineerService learning has been shown to do this while also providing an experience that is bothfulfilling and enlightening [1-2]. Many engineering students are overwhelmed by the workloadof the engineering curriculum, and are not stimulated by the course materials. Some studentslack the maturity or experience to understand how the engineering curriculum will be of value tothem in

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

neighbors.Third, reaction to the workshops was generally positive. One participant said, “The workshophelped me to raise awareness of what local materials could I use in case of an eventual change orcatastrophe.” Thus, the workshops were empowering to teach tools and encourage futureinnovations in a cooperative learning environment. As further evidence of their positive impact,several participants in all three workshops expressed their desire to teach their neighbors andfamily members do build the DIY solutions.5. Integrating DIY Solutions with Engineering Education and OutreachDuring the end of the Fall 2017 semester and in the Spring 2018 semester, the authors organizedseveral DIY-style workshops at several community centers and at a vocational school

Conference Session

Impact of Community Engagement on Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Matthew T. Siniawski, Loyola Marymount University; Victoria Louise Graf; Shawna Leigh Draxton, WISH Charter

Tagged Divisions

Community Engagement Division

Paper ID #8657Student Perceptions of Design Projects That Involve Developing Assistive De-vices for Elementary School Children with DisabilitiesDr. Matthew T. Siniawski, Loyola Marymount University Dr. Matthew T. Siniawski is an Associate Professor of Mechanical Engineering at Loyola Marymount University in Los Angeles, CA. He teaches the senior capstone design project courses and has recently begun mentoring students on the design of assistive devices for children with disabilities. One of his research interests lies in understanding how these Learning Through Service projects impact participating engineering students

Conference Session

Special Session: Building Intentional Community Partnerships

Collection

2015 ASEE Annual Conference & Exposition

Authors

Julia D Thompson, Purdue University, West Lafayette; Juan C. Lucena, Colorado School of Mines; Marybeth Lima, Louisiana State University; Brent K Jesiek, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

risk of making incorrect assumptions, oversimplifying cultural considations, and/orproviding a useless or possibly even harmful solution for the community.Alternatively, program leaders and students can have the community more integrated into theprogram and project development. This will take more time and energy by all the participants,and will require a deeper type of contextual listening, and will likely not fit well within moretraditional academic structures. The process of deciding the relationship the program wants tohave with their community needs to be an ongoing dialog, grounded in historical context andreflection. Hopefully, at the end of the workshop, the participants will be on a path of reflection,thinking about their current

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

their quality of life. The room was filled with a palpable excitement.Upon returning to GFU, work began on a postural assist device. This work was done byinterested students as an extra-curricular activity. Other similar service projects had beenattempted at GFU, some completed, but all were difficult to sustain. The university has agrowing engineering program (50 full-time students in the first complete four-year class in 2003,and over 180 in 2011), but there simply was not enough critical mass to maintain the inertia ofmany of these project ideas. As time went on, the faculty began to look for a way to add service-learning activities directly into the curriculum. The faculty investigated what resources wereavailable to support a course that

Conference Session

Socio-cultural Dimensions of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Brent K Jesiek, Purdue University, West Lafayette; Anne Elizabeth Dare, Purdue University; Julia D Thompson, Purdue University, West Lafayette; Tiago R Forin, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

engineering students from variousdegree programs (although non-engineering majors participate as well), from first-year to seniorstatus. Project partners include domestic and international not-for-profit organizations, schools,and other departments within Purdue University. The partners submit project ideas, andobjectives are developed through close collaboration between the partners and project teams.Projects may last several semesters, during which time team members may change as studentsgraduate or elect to leave the program. EPICS utilizes a vertically-integrated project team modelwhich allows for continuity between semesters.20 During 2011-2012, more than 600 studentsparticipated in an EPICS project, with over 200 students typically returning

Conference Session

Socio-cultural Elements of Learning through Service

Collection

2014 ASEE Annual Conference & Exposition

Authors

Carla B. Zoltowski, Purdue University, West Lafayette; Antonette T. Cummings P.E., Purdue University; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

. Cummings P.E., Purdue University Antonette Cummings is a Ph.D. student in Engineering Education at Purdue University. She holds an M.S. in Mechanical Engineering from the University of Texas at Austin.Dr. William C. Oakes, Purdue University, West Lafayette William (Bill) Oakes is the Director of the EPICS Program and Professor at Purdue University. He is one of the founding faculty members in the School of Engineering Education with courtesy appointments in Mechanical, Environmental and Ecological Engineering as well as Curriculum and Instruction in the College of Education. He has received numerous awards for his efforts at Purdue including being elected as a fellow of the Teaching Academy and listed in the Book of

Conference Session

Community Engagement Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nathan E Canney P.E., University of Colorado Boulder; Kaitlin Litchfield, University of Colorado, Boulder; Molly Victoria Shea, University of Colorado

Tagged Divisions

Community Engagement Division

, "Model of Integrating Humanitarian Development into Engineering Education," Journal of Professional Issues in Engineering Education and Practice, April 2010.7 M. J. Prince and R. M. Felder, "Inductive teaching and learning methods: Definitions, comparisons, and research bases," Journal of Engineering Education, vol. 95, no. 2, pp. 123-138, 2006.8 M. Borrego and J. Bernhard, "The emergence of engineering research as an internationally connected field of inquiry," Journal of Engineering Education, vol. 100, no. 1, pp. 14-47, 2011.9 J. S. Brown, A. Collins and P. Duguid, "Situated cognition and the culture of learning," Educational Researcher, vol. 18, no. 1, pp. 32-41, 1989

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

- industrialized economies, most notably Zambia. Previously, he worked at Battelle Memorial Institute and New England Complex Systems Institute. A proud Buckeye, Eric is a graduate of The Ohio State University (BSME 2009) and recipient of a NSF Graduate Research Fellowship (2016).Dr. Mark Schar, Stanford University The focus of Mark’s research can broadly be described as ”pivot thinking,” the cognitive aptitudes and abilities that encourage innovation, and the tension between design engineering and business management cognitive styles. To encourage these thinking patterns in young engineers, Mark has developed a Scenario Based Learning curriculum that attempts to blend core engineering concepts with selected business ideas

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

Paper ID #18047A Service Learning Approach to Developing a Kinect-based Showering Train-ing Game for Children Who Do Not TalkProf. Yashu Kang, Chung Yuan Christian University Dr. Ya-Shu Kang, Chung Yuan Christian University. Ya-Shu Kang is an Assistant Professor in Department of Special Education at Chung Yuan Christian University. Kang received her Ph.D. from the University of Oklahoma, and has been involved in special education for over 10 years. At CYCU, she teaches and conducts research in the area of learning disabilities, inclusive education, preschool special education, and educational technology for students with

Conference Session

Socio-cultural Dimensions of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sandra Loree Dika, University of North Carolina, Charlotte; Brett Tempest, University of North Carolina, Charlotte; Miguel A. Pando, University of North Carolina, Charlotte

Tagged Divisions

Community Engagement Division

, 2005; Rugarcia et al.,2000). In engineering programs, student outcome “h” of the Accreditation Board forEngineering and Technology’s (ABET) accreditation criteria specifies that engineers must have abroad education necessary to understand the impact of engineering solutions in an environmentaland societal context (ABET, 2012). The traditional engineering curriculum offers fewopportunities to truly integrate societal and cultural contexts into the design of engineeringsolutions, let alone international contexts. In conjunction with an Engineers without Borders (EWB) student chapter, the second andthird authors of this paper led a study abroad program with a significant service learningcomponent in a remote mountain village in Peru in

Conference Session

The D/M/A of CE

Collection

2013 ASEE Annual Conference & Exposition

Authors

Libby Osgood P.Eng., University of Prince Edward Island and Dalhousie University; Clifton R Johnston, Dalhousie University; Andrew Trivett, University of Prince Edward Island

Tagged Divisions

Community Engagement Division

first limitation was thedistance between the end user and the student. Second, the view of only one COR was discussedin this paper, despite having 4 community partners involved in the project. Since the roles of theother organization members were more limited, their views were excluded. A further-reachingstudy could be conducted to assess the impact on the university students, 8th grade students, endusers, and other organization members. Finally, it is possible that the COR was perceivedprimarily as a faculty member rather than as the client, and a different community partner wouldhave had a larger impact.Further integration with the end user could be implemented. Ideally, an international SL projectincorporates the end user regularly to ensure

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

Tagged Divisions

Community Engagement Division

everyone, even though everything in the society pressures you into sameness – it is a handicap in the end. A handicap to live without knowing the struggle of difference – in all of its pain, its fear, its celebration, its compassion [2].”AbstractThis is an archival record of a proposed panel discussion for the 2021 ASEE Annual Conferenceand Exposition. It reflects a year-long conversation between the six co-authors. Panel attendeeswill be invited to join and expand upon that conversation. Further analyses and integration areplanned after the conference when we will have the benefit of other panel attendees’ commentsand their own narratives.Under ideal circumstances, engineering cultures in academia and industry bring out the best

Conference Session

INTERACTIVE SESSION – Measuring the Impact on Communities

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rebecca A Bates, Minnesota State University, Mankato; Julie P Martin, Clemson University; Denise Wilson, University of Washington; Melani Plett, Seattle Pacific University; Tamara Floyd Smith, Tuskegee University

Tagged Divisions

Community Engagement Division

persistence in academic endeavors.7 Improvements in retention resultingfrom increases in connection to community are fundamentally supported by the higher educationmodel of social integration developed by Tinto, where student goals and commitments formed bypre-college attributes interact with their college experiences to indicate whether students arelikely to complete an academic program.8-10 Community also begets community; students whohave not experienced a strong sense of community (and belonging) in their undergraduateexperience are far less likely, in the long term, to take a critical community leadership role in Page 23.795.3industry. Moving

Conference Session

Models of community engagement practices

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tiago R. Forin, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

reflection can help a student process the widevariety of experiences he or she may be having.7 Therefore being involved in global projectexperiences allow an opportunity for students to sort out their own development through self-reflection as well as allow faculty to use those reflections as evidence of development. Recallthat nurturing students is essential to a successful global engineering program.3 Having ascaffolded reflective practice experience integrated with a global engineering program can giveglobal engineering faculty an opportunity to see what can be done to improve their students’ Page 24.82.7development. Downey recognizes that in

Conference Session

Learning Through Service

Collection

2015 ASEE Annual Conference & Exposition

Authors

Malini Natarajarathinam, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

participation inthoughtfully organized service that is conducted in and meets the needs of the communityand that is integrated into and enhances the academic curriculum of the students; andprovides structured time for the students to reflect on the service activity in such a way asto gain further understanding of course content. (Bringle & Hatcher, 1995) The studentsdo a verbal reflection once every 2 weeks. The plan is to provide the following questionstowards the end of the project. This will help us have a record of what students havelearning. Page 26.1367.5There are currently about 15 active members in SWID and 5 of them are working on thecommunity

Conference Session

Community Engagement Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nathalie Al Kakoun, Swansea University; Frederic Boy, Swansea University; Patricia Xavier, Swansea University

Tagged Divisions

Community Engagement Division

).Campbell and Wilson [27]– agreeing with Lucena et al.’s [28] concept of humanitarianengineering as “an important dimension of engineering practice that deserves clearer ethicalarticulation and curriculum development” ([27, p.4], citing [28]) – discuss how humanitarianengineering is accentuated by particularly exercising engineering ethics, and how “care”maps onto humanitarian engineering. They even call it “Humanitarian Engineering as aMatrix of Care and Ethics” [27, p.5].We think that Human-Centred Designing is indeed a form of Prosocial Behaviour and that itis directly linked to exercising engineering ethics, and so, would therefore like to explicitlyaddress the link(s) between personal values and ethical practice and judgement in thefollowing

Conference Session

Transdisciplinary Perspectives on Engineering Engagement with Community

Collection

2018 ASEE Annual Conference & Exposition

Authors

Aqdas Malik, George Mason University; Aditya Johri, George Mason University; Habib Karbasian, George Mason University; Rajat Handa; Hemant Purohit, George Mason University

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Diversity

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Community Engagement Division

social engagement analysis in hashtag campaigns where he investigates the factors affecting retweetability and information diffusion in such contexts.Mr. Rajat Handa Graduate Student in Data Analytics Engineering at George Mason University with an interest in Machine Learning, NLP and social media analytics.Dr. Hemant Purohit, George Mason University Dr. Purohit is an assistant professor in the department of Information Sciences and Technology at George Mason University, USA. His research interest is to study human behavior from the unstructured Web data via an interdisciplinary approach of Computer and Psychological Sciences using social computing and natural language understanding methods

Conference Session

Models and Practices of Community Engagement for Engineering Faculty

Collection

2015 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder; Chris Swan, Tufts University; Kurt Paterson P.E., James Madison University; David O. Kazmer, University of Massachusetts, Lowell; Olga Pierrakos, James Madison University

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Diversity

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Community Engagement Division

sustainability. Bielefeldt is also a licensed P.E. Professor Bielefeldt’s research interests in engineering education include service-learning, sustainable engineering, social responsibility, ethics, and diversity.Dr. Chris Swan, Tufts University Chris Swan is the Associate Dean of Undergraduate Curriculum Development in the School of Engineer- ing and an associate professor in the Civil and Environmental Engineering department at Tufts University. He has additional appointments in the Department of Education, Jonathan M. Tisch College of Citizenship and Public Service and Center for Engineering Education and Outreach at Tufts. His current engineering education research interests focus on learning through service-based

Conference Session

Community Engagement Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cristiano Cordeiro Cruz, Aeronautics Technological Institute

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Diversity

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Community Engagement Division

dialogue, an educator engineer, in addition to being empathic, critical, and capable of dialoguing, must also be open to learn throughout his/her life. S/he must be willing to learn from the endless praxis’ exercise and even to be taught by the supposedly naive grassroots group s/he is serving: learning from the group’s knowledge, strategies of political action, worldviews and values, etc.Since a grassroots engineer is supposed to be able to develop popular education alongside – or asan integrant part of – the technical support they provide to grassroots groups, they must be aneducator engineer. Defined like that, it can be said that “grassroots engineer” and “educatorengineer” are synonyms.It is

Conference Session

Engaging Community through STEM partnerships

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jessica A. Kuczenski, Santa Clara University

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Diversity

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Community Engagement Division

. Nguyen, “The essential skills and attributes of an engineer: A comparative study of academics, industry personnel and engineering students.” ​Global Journal of Engineering Education​, vol. 2, no. 1, pp. 65–74, 1998. [9] C. E. Vergara, M. Urban-Lurain, C. Dresen, T. Coxen, T. MacFarlane, K. Frazier, and T. F. Wolff, “Aligning computing education with engineering workforce computational needs: New curricular directions to improve computational thinking in engineering graduates,” in Frontiers in Education,​ San Antonio, TX, 2009. [10] G. Wilson, “Integrating Problem-based Learning and Technology in Education.” In Enhancing Thinking through Problem-based Learning Approaches, edited by O.S. Tan. Singapore

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

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Diversity

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Community Engagement Division

included a design sprint topractice design thinking, an introduction to the team’s selected focus area (presented by subjectmatter experts), and then proceeded with design thinking activities, further defining needs andinterests within the focus areas, ideating and then prototyping solutions, and developing actionplans. The curriculum included community-led, hands-on and practical exploration, ideation,prototyping, feedback and reflection sessions that resulted in a conceptual design conceived bythe community team.4.3. Symposium MethodologyOrganizing TeamThe organizing team for this symposium included several members of the IUDC, each of whomis a principal author of this work: 3 professors (Marcel Castro, Electrical Engineering;Christopher