Conference Session

Community Engagement Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

technology (3 items), feelings of confidence whenworking independently, online learning, when working in teams, and when challenged (5 items).Finally, seven items from the Student Attitudes Toward STEM Survey ask students about futureacademic plans and personal contacts with individuals working in STEM-related careers.The pre-post intervention survey also includes the six items comprising the Revised ImplicitTheories of Intelligence (Self-Theory) Scale [4]. These items assess the degree to which studentsreport the belief in a growth mindset for intelligence. The items ask students to indicate agreementwith statements about the malleability of a person’s intelligence level, indicative of a growthmindset, using a 6-point Likert scale. The final three

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Pritpal Singh, Villanova University

Tagged Topics

Diversity

Tagged Divisions

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

addition to thestudents in the program, family members were invited to participate in the activities so that itbecame more of a family affair than simply a student-only program. Twelve students participatedin the program that was remotely delivered over a period of two months. A pre-program survey ofthe participants was performed before the start of the program and a post-program survey wasconducted after the program. Additional details of the program, the surveys, and the measuredlearning outcomes will be presented in this paper along with plans for program expansion.IntroductionPhiladelphia has the highest poverty rate among the largest 10 cities in the country[1]. Reflectiveof the high poverty rate, Philadelphia residents are more likely than

Conference Session

Community Engagement Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ben Ralph Bernard, North Dakota State University; Jeremy Straub, North Dakota State University; Pranay Kumar Marella, Mississippi State University

Tagged Divisions

Community Engagement Division

originally planned. Forexample, instructional staff provided a cybersecurity card game used to teach key cybersecurityconcepts but had to leave early. A junior counselor was able to fill in and create a new activitythat incorporated the card game in a way that was much more fun for the student campers whileteaching the cybersecurity concepts better.Junior counselors introduced the campers to cybersecurity ‘Capture The Flag’ (CTF)competitions and coached a live cybersecurity CTF event with camper teams. This collaborationbetween the student counselors and cybersecurity campers became a very popular camp activity;the cybersecurity campers asked the student counselors for additional CTF resources and wereinterested in setting up similar competitions in

Conference Session

Community Engagement Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Johnson, Playful Learning Lab; Elise Rodich, University of St. Thomas; Hannah French; Annmarie Thomas, University of St. Thomas

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

client, design experience, and CAD. One student wrote, “I gained realworking experience, both with a group and with a client. This project stressed the importance ofactually providing our client with a piece that could be functional, as it had a chance to be createdand was worth more than just a grade.” The students enjoyed the design process, being introducedto the creative side of engineering and working with a real client. When asked what they woulddo different, students’ most common answer was along the lines of planning better, using atimeline, and following a more detailed design strategy.Community Partner FeedbackThe stakeholders in this project were the four partners: Metro Deaf School, Minnesota Children’sMuseum, the University of St

Conference Session

Engagement In Practice: Integrating Community Engagement into Engineering Curricula

Collection

2018 ASEE Annual Conference & Exposition

Authors

Maria C. Sanchez, University of Maryland College Park; Dylan Anthony Hazelwood, University of Maryland, College Park; Dave K. Anand, University of Maryland, College Park

Tagged Divisions

Community Engagement Division

time of the lecture critique). Finally, students participated in twoopen discussions about the class lectures and course dynamics and were asked to submit anindividual public blog with their impression of the class at the end of the semester.The instructional team will be working on the creation of an assessment plan to investigate thelevel of achievement of the class goals. Also, the team intends to adopt the CATME tool fromPurdue University [4] to form teams and assess student interactions in their groups.Student FeedbackStudent feedback is requested multiple times and encouraged during the semester. As wasmentioned previously, students are expected to submit lecture critiques twice during the semesterand a blog at the end. In addition

Conference Session

Engagement in Practice: Engaging the Community through Educational Outreach

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sara Jordan-Bloch, Clayman Institute for Gender Research at Stanford University; Shoshanah Cohen, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

Meeting. Students are introduced to the materials they will be using to lead their upcoming high school circle meetings. They watch the relevant episode in the Seeds of Change animated video series and then break into small groups to engage in a conversation about the topic using the discussion guide they will be using with their circles. Students are encouraged to participate in the discussion through the lens of their own lives, and then they are given time to reflect on and plan for how they will lead this discussion in their high school circles. • Closing. Leader training meetings end with each leader sharing one action she commits to doing before the next meeting to practice the newly introduced

Conference Session

Engagement in Practice: Engaging the Community through Educational Outreach

Collection

2018 ASEE Annual Conference & Exposition

Authors

Holly Larson Lesko, Department of Engineering Education, Virginia Tech; Jacob R. Grohs, Virginia Tech; Holly M. Matusovich, Virginia Tech; Gary R. Kirk, School of Public & International Affairs, Virginia Tech; Cheryl Carrico P.E., Virginia Tech; Veronica van Montfrans; Andrew L. Gillen, Virginia Tech; Tawni Paradise, Virginia Tech Department of Engineering Education; Sarah Anne Blackowski, Virginia Tech; Liesl M Baum, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

resource beyond the grant could support teachers in implementing the activities.● Unexpected logistical challenges - balancing planning for research and programming activities with the limited time we have each weekNext Steps:Year one of the VT PEERS project will wrap up in May and we are excited to have theopportunity to host a summer summit with our current 6th grade teachers, industry partners andthe new 7th grade teachers we will be working with starting in the fall. This will be anopportunity to collaboratively build curriculum for next year together as well as discuss lessonslearned and expectations for year two for both 6th and 7th grade teachers and students.Through our experiences of this pilot year, we are working to design an

Conference Session

Humanitarian Engineering, Social Entrepreneurship and Communitarian Innovation in the Global South

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hernán Gustavo Cortés-Mora, Universidad Nacional de Colombia; Jose Ismael Pena Reyes Pena Reyes, Universidad Nacional de Colombia; Jairo Andrés Peña, Universidad Nacional de Colombia - PEAMA Sumapaz; Nicolás Gaitán-Albarracín, Universidad Nacional de Colombia - GITIDC; Joana Carolina Chaves Vargas

Tagged Divisions

Community Engagement Division

economic development for the town. 7. References[1] Junta Administradora Local Rural de Sumapaz. Plan de desarrollo Económico, Social,Ambiental y de Obras Públicas de la Localidad Veinte de Sumapaz, D.C., 2016.[2] P. Franco and J. Betancur, “La flora del Alto Sumapaz (Cordillera Oriental, Colombia)”.Revista de la Academia Colombiana de Ciencias Exactas, Físicas y Naturales 23 (Suplementoespecial): pp. 53-78, 1999.[3] Alcaldía Local de Sumapaz - Secretaría Distrital de Gobierno Comisión Ambiental localde Sumapaz, Plan ambiental de Sumapaz 2013-2016. Bogotá, Colombia., 2012.[4] Universidad Nacional de Colombia - Consejo Universitario. “Resolución 887 de 2015 yAcuerdo número 025 de 2007”. Sistema de Información Normativa, Jurisprudencial y

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Malini Natarajarathinam, Texas A&M University; Wei Lu, Texas A&M University; Mary E. Campbell, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

] “The group contract creation went well. It allowed us to communicate early and often which has led to success as a group. There has not been any major conflict.” [quoted from an IDIS 343 student] Furthermore, 70 out of 79 (88.6%) of students reported that they did not have any conflictwhen creating the group contract. 28 out of 79 students recalled that there were some clauses thatthey wish they had included in the contract; most were in regards to the schedule, plan, andattendance of group meetings (13 responses), and specifications of individual expectations andassignments (11 responses). Many mentioned that the Group Contract had played an importantrole in the project, one student wrote: “When our group created our

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

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

University ofPuerto Rico, Mayagüez (URPM) to promote community-based “Do-It-Yourself” solutions.Especially after Hurricane María, many isolated communities were left with no choice other thanto respond and adapt relatively independently from government or other aid agencies. Theconcept of Community Resilience is therefore the focus of this study. This concept includes notonly temporary measures of ‘survival’, but also the broader notion of sustainable communitiesand planning [5]. Our approach to community resilience is participatory, with the understandingthat many solutions lie within the innovative capacities of “victims”. We draw upon CreativeCapacity Building (CCB) as an approach to train community members to develop skills to designtheir own

Conference Session

The D/M/A of CE

Collection

2013 ASEE Annual Conference & Exposition

Authors

Daniel M. Dulaski, Northeastern University

Tagged Divisions

Community Engagement Division

background is typically provided, andthe students have an opportunity to ask questions. Several municipal representatives may attendthis meeting - in addition to the primary contact (e.g., town administrator), several interestedmunicipal stakeholders (e.g., police chief, fire chief, planning director) attend as well. Thecollection of personnel provides unique insight for the students. Table 1 Community Meeting Schedule for Northeastern University Transportation Capstone over a 14 Week Semester Presentation Type Jan March April Formal Informal (week 3 of the (week 7 of the (week 12 of

Conference Session

Impact of Community Engagement on Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Laura M. Patterson, University of British Columbia

Tagged Divisions

Community Engagement Division

ofnegotiating relationships with a wide variety of organization representatives. This collaborationhas been done through the University of British Columbia, Okanagan campus’s CommunityService Learning Program and their representatives. This department is available on theOkanagan campus whose mandate it is to liaise between the faculty and the organizations so thatit is a rewarding experience for all involved. This service has made running a project withmultiple and varied not-for-profit organizations possible.The third consideration is planning. In order to ensure that a larger-scale project runs assmoothly as possible, much planning needs to happen ahead of time to ensure the multipleworking parts of the project operate as seamlessly as possible

Conference Session

Impact of Community Engagement on Communities

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gerardo J. Pinzon PE, Texas A&M International University; Jaime Rene Huerta

Tagged Divisions

Community Engagement Division

fromstrongly disagree, disagree, agree, and strongly agree. As indicated in the following graphs, thecompleted surveys show the impressive results, demonstrating positive responses wherein“strongly agree” and “agree” totaled in the 90th percentile. This feedback has played a major rolefor planning future programs. The complete results are shown in the following graphs: Student Parent1. I have learned a lot of during this GEAR UP eventStrongly Disagree 0% 0%Disagree 0% 0%Agree 25

Conference Session

Community Engagement in Engineering Education: Program Models

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jennifer Light, Lewis-Clark College

Tagged Divisions

Community Engagement Division

more flexibility in determining whereand when the ramp build can occur.Along the way students are exposed to the realities of engineering – site limitations, tightdeadlines, limited budgets, changing plans, and inclement weather. Students experience how thedesign and the final product do not always turn out as expected and how important it is to be ableto make changes in the field that will not adversely affect the structural integrity. An opportunityto consider these issues is provided in a structured reflection. Students complete the reflectionafter the ramp is built and prior to the final exam in class. This structured reflection also servesas the mechanism for continuous project improvementThe paper is organized beginning with the project

Conference Session

Lessons Learned through Community Engagement of Engineering Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lynne A. Slivovsky, California Polytechnic State University; James M. Widmann, California Polytechnic State University; Brian P. Self, California Polytechnic State University; J. Kevin Taylor, California Polytechnic State University; David W. Hey, California Polytechnic State University

Tagged Divisions

Community Engagement Division

license K-12 #910. Hey is also a certified Health Education Specialist (CHES), CHES license #14359, through the National Commission for Health Education Credentialing Organiza- tion. (http://www.nchec.org/). Since joining Cal Poly, he has been teaching numerous courses includ- ing: Healthy Living, Multi-Cultural Health, Drug Education, Health Behavior Change, School Health for Teachers, and Health Promotion Planning and Theory. His involvement with this paper was to qualita- tively evaluate the Senior Engineering Design Projects (specifically student’s ability to ”learn design”). Hey’s passion is sailing and long distance running

Conference Session

Community Engagement Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

John Bernhard Kleba, ITA - Aeronautics Technological Institute (Brazil); Cristiano Cordeiro Cruz, Aeronautics Technological Institute (Brazil)

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

appropriatetechnology workshops, class discussions, guest speakers, site visits, and online material. In itsfirst pilot, it had thirty-eight students completing the course [1]. Running in parallel to thecampus mode in 2015, the first immersive CDE incorporated the two-week EWB HumanitarianDesign Summit in Cambodia. Eight students, six of whom were supported by the AustralianGovernment New Colombo Plan (NCP) short-term scholarships, completed the course in thismode [1].In 2015, a total of 46 students undertook the course, from which eight undergraduates off-campus and 33 undergraduates and three postgraduates (Master of Engineering) on-campus [20].All students were enrolled in engineering courses, either as a single four-year bachelor degree oras a five-year

Conference Session

Community Engagement in Engineering Education Projects

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kevin Orner, University of South Florida; Christine Prouty, University of South Florida; Colleen Claire Naughton, University of South Florida; Nathan Daniel Manser, University of South Florida; Matthew E. Verbyla, University of South Florida; Maya A. Trotz, University of South Florida; James R. Mihelcic, University of South Florida

Tagged Divisions

Community Engagement Division

integrates varying levels of partnership withthe community, sharpening their teamwork and cross-cultural global competencies. Furthermore,a reinforcing loop has emerged over the years of the course’s evolution, as former students havebecome instructors for the course, grafting their global field experience (through participation inthe Master’s International program12) into lectures and community partnership development.This affords instructors opportunities to improve skills in lesson planning, teaching, andclassroom management.MethodsThis research employed a mixed methods approach to address the paper’s three objectives:1) to understand the evolution of the Sustainable Development Engineering course,2) to compare its outcomes to existing

Conference Session

Assessment of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Community Engagement Division

1008speaking, report writing, communicating with clients)Organization and planning (organization, project planning, time 793management, meeting deadlines and timelines, goal setting,Technical skills (technical expertise, programming, design process, 754testing, technical procedures)Real World Experience (real applications, realistic view of working 222world, experience for real life)Customer Awareness (Customer needs, customer support) 174Community Awareness (Community needs

Conference Session

Community Engagement in Engineering Education: Program Models

Collection

2012 ASEE Annual Conference & Exposition

Authors

Shoba Krishnan, Santa Clara University; Tonya Lynn Nilsson P.E., Santa Clara University

Tagged Divisions

Community Engagement Division

projects we do for the good of our earth. It is a way of making the world a bit more level. When I say this I am talking about the fact that we, as gifted Americans, have almost an unfair advantage at life. We didn’t grow up in slums and from day one we plan on going to college. We are within the top half of one percent of the world purely because Page 25.554.11 we are lucky. This project is the first of many projects I plan to be a part of simply because I would like to be remembered as someone that changed the world, and if not that someone who tried.Analysis of Course EnrollmentEnrollment statistics for the

Conference Session

Impact of Community Engagement on Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Community Engagement Division

activities can be housed,but is grounded in three interrelated elements that have been traditionally used to describe suchlearning activities; namely,. 1. The CE efforts must be authentic with the project initiated by the learners or by the affected community. 2. The service must be intentional and appropriately developed, i.e., it is grounded in the needs of the community and developed jointly by all stakeholders, most specifically the learners and the affected community. 3. The learning is the primary goal in carrying out the project and is enhanced by the service nature of the effort. Therefore, the learning must be planned and assessed, especially through the use of structured, critical reflection.As a

Conference Session

Relevance of and Models for Community Engagement in Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

James L. Huff, Purdue University; Dulcy M. Abraham, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

, stating, “Usually I aminteracting directly with the people of [a given] country, so it was interesting to interact withother [US Citizens] and talk about the country’s problems without actually being there.”Behavioral: “Flexibility and Adaptability to Cultural Settings” 10In the personal student reflections, much of the SHADE team seemed to direct much of theirfocus on their development of communication and teamwork skills when working acrossoccupational cultures. The impetus for their focus on improving communication with theirprojects’ stakeholders seemed to be related to incorrect assumptions made about them, which setthe project team behind their planned schedule. As one student wrote, “[Something] that I would change [about the SHADE

Conference Session

Lessons Learned through Community Engagement of Engineering Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Community Engagement Division

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

Conference Session

Community Engagement Division Technical Session 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

data indicating the number of the healthy versus the ill, the numberof the educated versus the uneducated and the number of the employed versus theunemployed, for example).We also provided them with a Matrix of Basic Human Needs, designed by Max-Neef [95].The matrix incorporates and lists all basic human needs that typically have to be met in orderto live a satisfactory life.Maps and plans of either district (along with residential listings and form of occupation –domestic or business) were also given to the students. This was to give them an insight on the‘urbanisation’ of either district and of the road networks, to facilitate the designers’understanding of the environmental and cultural scenario/status they are to ‘deal with’.This Human

Conference Session

Community Engagement Division Technical Session 5

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jamie Douglas, University of Wisconsin Colleges Online

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

. Though some work remained with the projects to create a uniformlook and include text panels that matched the rest of the exhibit, the director was overall verypleased with the work done by the students.Developing service opportunities for the online students was a greater challenge, and a fairamount of time was spent determining how to incorporate service learning into an onlineenvironment. Ultimately, it was decided to take a student-led approach, where teams were givenan opportunity to develop and implement their own project ideas. As a back-up plan for thispilot, there were options for groups that were not able to come to a consensus. Of the projectgroups, two teams developed their own ideas (website for engineering students, STEM

Conference Session

Community Engagement Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jane M. Fraser, Colorado State University, Pueblo; Rebecca Medina, Boys & Girls Clubs of Pueblo County

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

collaboration. Each side knows the other side well, including organizational structure andpeople. The partnership is mainly managed by the two authors of this paper, but many people inboth organizations are involved. At the University, an event planned with the BGCPC needs littleexplanation; at BGCPC, the University will often be suggested as a possible collaborator.University students and student groups have a ready partner for proposed activities without ourneeding to recruit partners.This continuity has the benefit that each partner has learned how to be flexible, responsive, andfluid but also consistent. We are willing to try new ways of delivering content (STEM Day hasevolved considerably), to admit mistakes, but to always assume that we will

Conference Session

Community Engagement Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Juan C. Lucena, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

of positive adaptations intrinsic to acommunity that has tried to overcome adversity. In ASGM communities, these have includedmercury detoxification programs [19], territorial local planning that keeps ASGM away fromwatersheds [20], the desire of groups that have been discriminated to organize to gain voice andpower [21], etc. For these type of positive adaptations to occur, communities must exhibit thefollowing characteristics: Collective self-esteem (love who you are as a community); Culturalidentity (know who you are as a community); Social humor (be able to laugh at who you are);and State honesty (transparency between local/state government and communities) [14]. Studentsin my class learned about these positive adaptations by researching

Conference Session

Diversity in Community Engagement Implementation I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ranjeet Agarwala, East Carolina University; William Juhling McClung, Pitt County Robotics; Tijjani Mohammed, East Carolina University; David M. White, East Carolina University; Merwan B Mehta, East Carolina University; Jimmy Bill Linn, East Carolina University; Tamer Omar, East Carolina University

Tagged Divisions

Community Engagement Division

year of AMIA (a work in progress) and details thebackground and motivation of the academy. Goals, educational components, community partnersand process implemented in year one of the AMIA is discussed. Interim assessment results,success, and lessons learned based on feedback of the participants is covered. Conclusions andnext steps for AMIA year 2016 are discussed. This is work in progress paper and authors plan tofollow up with detailed assessment results in year two of this academy.Background and MotivationFunded through a $1.25 million 3 year grant 1, 2,4, the first phase of the AMIA brought togethercommunity comprising of middle school students and teachers, technology and engineeringstudents, and university professors and administrators

Conference Session

Models and Practices of Community Engagement for Engineering Faculty

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tamara Ball, UCSC Baskin School of Engineering; Michael S. Isaacson, University of California, Santa Cruz

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

daylighting devices (“solatubes”) in classroom. Youth assist professional roofing contractor to plan and execute circular incisions in ceiling and roof and install, to bring daylight into interior spaces where traditional skylights and windows simply can’t reach.Waste-to-Energy and Complete waste assessment of the Santa Cruz Municipal Wharf’sWaste Management waste stream. Results guide feasibility and selection of a technology (pyrolysis or anaerobic digestion) to introduce waste-to-energy system on the wharf. Assessment includes comparisons with calculated

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

undergraduate experiences in awide range of institution types that vary significantly by size (enrollments), variety of establishedengineering and computer science majors, institutional culture, and diversity of undergraduateson campus.The research plan involves 3 phases to address the following research questions: 1) What connections to community are contributing to significant differences in academic engagement? 2) How are significant connections to community strengthened by qualities of institutions under study? 3) How are these connections to community converted to improvements in engagement in the classroom? 4) Why are institutional characteristics of the ―How‖ phase important contributors to engagement?Phase 0 was a

Conference Session

Experiences in Engineering Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Farzana Ansari, University of California, Berkeley; Jennifer Wang, University of California, Berkeley; Ryan Shelby, University of California, Berkeley; Eli Patten, University of California, Berkeley; Lisa A Pruitt, University of California, Berkeley

Tagged Divisions

Community Engagement Division

personalitystyles; presented pathways for implementing mission statements and plans of action; offeredopportunities for strategic thinking, problem solving and brainstorming; utilized teamwork indiverse settings; and implemented K-12 service learning through outreach teaching activities.9,10Students were placed into teams of three to six based on their learning styles26 to diversifygroups and thereby enhance educational perspectives and optimize design outcomes.27,28 Teamscompleted three-hour labs at the local science museum each week to conduct brainstorming andprototyping exercises based on the “Engineering is Elementary” design process loop developedby the Museum of Science, Boston (Figure 1).29 In addition, each team independently conducteduser needs