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

whatmatters can be exacerbated if students’ first career position involves working for atechnology-based industry, where compliance with corporate authority and the single bottomline is what ensures job security. Generally, nowhere in this process are students challengedor invited to consider the social-justice dimensions inherent in their design work, such as howdesigning a children’s clinic can benefit from identifying the root causes of why such a clinicneeds to exist; how designing an aesthetically appealing, highly functional website canaccount for users who may have inconsistent and/or slow download capacities; or howdesigning a prosthetic device for wealthy clients might leave poor veterans priced out of themarket. If the focus remains

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Juan C. Lucena, Colorado School of Mines

Tagged Divisions

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

effective, responsible, andaccountable to the communities they hope to serve? How do engineering students understandhow to work in these organizations that historically have not been part of traditionalengineering career pathways – “The Road Less Travelled”? This paper presents a conceptualmodel for understanding, partnering, and building relationships between engineering teamsand NGOs, organizations that rarely figure in the employment landscape of engineering. Itproposes that sustainable community development (SCD) projects require a level ofembeddedness in communities, engagement, continuity and logistical maturity that mostengineering schools with community-engagement programs are ill equipped to provide bythemselves but that in partnership

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

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

Academy of Educa- tion / Spencer Postdoctoral Fellow and a 2018 NSF CAREER awardee in engineering education research. Dr. Svihla studies learning in authentic, real world conditions, specifically on design learning, in which she studies engineers designing devices, scientists designing investigations, teachers designing learning experiences and students designing to learn.Mrs. Estike Kokovay Gutierrez American c Society for Engineering Education, 2021 A Tool for Informing Community-Engaged ProjectsAbstractWhile research suggests that community-engaged projects can be particularly effective, suchwork is notoriously time consuming and not scalable. The

Conference Session

Community Engagement Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lauren Anne Cooper, California Polytechnic State University, San Luis Obispo; Amanda Johnston, Purdue University-Main Campus, West Lafayette (College of Engineering); Emily Honor Hubbard, California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

]. Outside of engineering, disciplines such as social work explicitlyteach empathy and utilize it on a regular basis to make their students successful in this field,again showing evidence of the ability for educators to design learning environments to helpstudents develop empathy and apply it to their chosen careers [12]. As stated by Walther, Miller,and Kellam [13], three challenges of designing learning environments to teach a trans-disciplinary content such as empathy are: “(i) the danger of disciplinary separation of content,(ii) the challenges of students’ gradual transition to accepting a concept such as empathy asrelevant to engineering, and (iii) the role of epistemological differences for both students andinstructors.” Further research

Conference Session

Learning Through Service

Collection

2015 ASEE Annual Conference & Exposition

Authors

William C. Oakes, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; Katherine Schmotzer; Ana Paula Valenca, Purdue EPICS

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

is Page 26.996.13hard to communicate with them. Remembering our stakeholders by always trying to include them in design conversations is an important task to do so that they are always considered in the project.The social and personal impact is another shared value of EPICS and EWB-USA. Severalstudents commented on the impact that their work had on their view of their discipline,themselves and the integration for their careers. When I started the project, I did not understand the scope of it. I thought the objective was just to build a biogas digester that would help a school kitchen cook food and replace firewood and

Conference Session

Models and Practices of Community Engagement for Engineering Faculty

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeffrey Paul Walters, University of Colorado, Boulder; Kaitlin Litchfield, University of Colorado, Boulder

Tagged Divisions

Community Engagement Division

informative qualitative diagrams and quantitative simulations. However,this tool has not been used in the context of engineering education, specifically focused onsustainable community development. This study proposes GMB as a tool for EWB studentsinterested in community development engineering to more aptly grapple with the complex issuesthey will invariably face in their projects abroad and in their careers. The aims of this study wereto introduce GMB to a group of EWB students and to explore how the exercise improved theirunderstanding of systemic interaction of factors that influence the sustainability of theirprojects. This paper discusses the process used to introduce GMB to the students and theirreactions throughout and after the process

Conference Session

Measuring the Impact of Community Engagement on Students

Collection

2015 ASEE Annual Conference & Exposition

Authors

Keilah Maria Tablante Bias, University of Prince Edward Island; Daniel Larsen, University of Prince Edward Island; Libby Osgood P. Eng, UPEI & Dalhousie University; Alex Gamble, University of Prince Edward Island; Spencer Paul Montgomery, University of New Brunswick

Tagged Divisions

Community Engagement Division

, tutor, and did several volunteer teaching jobs in the past, and one of her career goals is to become an educator, in addition to becoming a professional engineer.Mr. Daniel Larsen, University of Prince Edward Island Daniel Larsen is a third year engineering student at the University of New Brunswick. He transferred to the University of New Brunswick after completing a two years engineering diploma, in his home province, at the University of Prince Edward Island (UPEI). While at the UPEI, as part of a group design project, Daniel worked with the Mikinduri Children of Hope Foundation, and coordinated the design of a new charcoal press.Libby Osgood P. Eng, UPEI & Dalhousie University Libby Osgood is an Assistant

Conference Session

Civic Engagement and Volunteerism in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Community Engagement Division

entitled Engineering Projects for the Community in the School of Engineering which brings experien- tial learning into the engineering curriculum through projects with partners in both the local and global community. She has also developed the course, ”STEM Outreach in the community” that provides oppor- tunities for engineering students to go out into the community and provide hand-son activities and lessons on engineering. She was named ”Woman of the Year” for 2013 for the 25th Assembly District of Cali- fornia for her dedication to students both inside and outside the classroom and for her role in motivating young women and other marginalized communities to pursue STEM careers. Shoba Krishnan received her B. Tech

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

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

that formed the basis for this project, and examine lessons learned. • We will detail the implementation and evaluation of our cyberlearning telepresence project, from an initial pilot study to a multi-year, multi-classroom program.Making as Micro-ManufacturingUsing technology to provide an individual with some element of embodiment has numerouspotential applications. Whether it is a land-based expert teaching enlisted men while they areaboard ship at sea, tourists remotely exploring foreign cultures, or STEM experts preparing thenext generation for careers in the sciences, enhancing the degree of embodiment of the remoteuser is beneficial any time human interaction takes place. Being physically present is the ”goldstandard” for

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

there can be a lot to learn sort of from all sides of it…” Ryan had an engineeringbackground and was one of three males in the class. He also volunteered to work with the localnon-profit (TI) to enter survey data into a database for the resource-limited organization. Ryancame straight from an engineering undergrad and was drawn to this program, saying “I figuredout that I don’t want to do structures (structural engineering design on buildings/bridges) withmy career, I want to do something broader, solve some more problems that affect more people.”We chose these case study students to explore how two students with different backgrounds, butwith high-engagement in the class grappled with the challenges of learning in a project-basedsetting

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

informed by two quotes from the PROPEL application: Because Hispanic university students are often reluctant to dedicate themselves to the STEM fields, believing the profession will not integrate well with their community- minded career aspirations or that the time commitment to STEM majors will prevent them from actively engaging with their community, we created new STEM service learning opportunities. These will focus on innovation in addressing sustainability issues in the community, state and country. Service learning is a critical component in attracting Hispanic and low-income students to STEM degrees. Hispanic STEM students in particular express a desire to pursue a chosen profession

Conference Session

Stakeholder Perspectives on Community Engagement in Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder; Kurt Paterson P.E., Michigan Technological University; Chris Swan, Tufts University; John J. Duffy, University of Massachusetts Lowell; Olga Pierrakos, James Madison University; Nathan E. Canney, University of Colorado Boulder

Tagged Divisions

Community Engagement Division

engineering to society,altruism, and a pro bono mindset. Case study examples can be provided of successful facultythat integrated LTS into their career. To partner with the community, time and energy must beinvested in relationship building. An intermediary may help assist this process. It is important tomaintain community engagement, and for university students, staff, and faculty to recognize andvalue the indigenous knowledge in the community. Resource requirements were also mentioned;there may be low start-up requirements but an endowment can help sustain an LTS program.The program should also consider advocacy and marketing of its activities and benefits

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

. Page 24.501.6 5. Mindset, work and life. The importance of mindset on a variety of learning, professional, and personal outcomes has been recently established23. Several on-line survey items were included to evaluate whether participants have a fixed- or growth-oriented mindset. In addition, questions were added that probed participants’ attitudes toward career, employers, personal life, and work-life balance55. 6. Engineer identity. Engineer identity has been an under-studied research topic 36, 52. Recent advances in identity theory have come to recognize that people have multiple identities. Therefore, it is important to investigate if an engineer identity is triggered during CE efforts and if that

Conference Session

Assessment of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Community Engagement Division

Department of Engineering, which graduated its inaugural class in May 2012. At JMU, Dr. Pierrakos is the director of the Center for Innovation in Engineering Education (CIEE) and director of the Advanced Thermal Fluids Laboratory. Her interests in engineering education research center around recruitment and retention, engineer identity, engineering design instruction and methodology, learning through ser- vice, problem based learning methodologies, assessment of student learning, as well as complex problem solving. Her other research interests lie in cardiovascular fluid mechanics, sustainability, and K-12 en- gineering outreach. Dr. Pierrakos is a 2009 NSF CAREER Awardee. Dr. Pierrakos holds a B.S. in Engineering Science

Conference Session

Community Engagement Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Srinivas Mohan Dustker, Purdue University, West Lafayette; Bandi Surendra Reddy, Hyderabad Institute of Technology and Management; Rohit Kandakatla, KG Reddy College of Engineering and Technology; Gopalkrishna H. Joshi, KLE Technological University; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

ideas rather than immediately ruling them out because of a closed, stubborn mindset. … I realized that the rest of the semester would look very different from what we originally envisioned, but I also realized that was okay and that it was more important to keep an open mind and remain optimistic about the possibilities still remaining. I believe that both being flexible and keeping an open mind are important skills in many different aspects of life as well as in my future career. Often times, I will face unexpected situations, so I believe it is important to know how to quickly react to ensureIn this quote showing an Emerging level, the student critiques their personal and academicgrowth through

Conference Session

Community Engagement Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lamyaa El-Gabry, Princeton University; Martina Sherin Jaskolski

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

strongly hold a desire to help others as a motivator in their job selection and that more serviceengagement as students correlates with expectations that helping others will be more integratedinto one’s career as an engineer.Paterson et al [23] quantitatively assessed intercultural development using the InterculturalDevelopment Inventory (IDI) to answer two questions: the first is whether service-orientedexperiences attract engineering students with an intercultural mindset and the second is whetherparticipation in service-oriented experiences leads to elevated intercultural proficiency forengineering students. The answer to the first question was a clear yes; students attracted to suchprograms scored significantly higher on the IDI which is

Conference Session

Community Engagement Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Angela R Bielefeldt, University of Colorado, Boulder; Greg Rulifson PE, USAID

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

, motivations, and career goals of undergraduate students initially pursuing engineering degrees. Dissertation. University of Colorado Boulder.[20] Holbrook, A.L., M.C. Green, J.A. Krosnick. 2003. Telephone vs. face-to-face interviewing of national probability samples with long questionnaires: comparisons of respondent satisficing and social desirability response bias. Public Opinion Quarterly, 67 (1), 79-125.[21] Canney, N.E., A.R. Bielefeldt. 2015. Volunteerism in engineering students and its relation to social responsibility. American Society for Engineering Education Annual Conference & Exposition, Paper ID #12231, 12 pp.[22] Simmons, D.R., Y. Ye, M.W. Ohland, K. Garahan. 2017. Understanding students’ incentives for and

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Steven J. Burian, University of Utah; Mercedes Ward, University of Utah; Tariq Banuri, University of Utah; Sajjad Ahmad, University of Nevada, Las Vegas; Rasool Bux Mahar P.E., Mehran University, Pakistan; David Lawrence Stevenson, University of Utah; James A. VanDerslice, University of Utah; Kamran Ansari; Abdul Latif Qureshi

Tagged Topics

Diversity

Tagged Divisions

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

Alabama. Dr. Burian’s professional career spans more than 20 years during which he has worked as a de- sign engineer, as a Visiting Professor at Los Alamos National Laboratory, as a Professor at the University of Arkansas and the University of Utah, and as the Chief Water Consultant of an international engineer- ing and sustainability consulting firm he co-founded. He served as the first co-Director of Sustainability Curriculum Development at the University of Utah where he created pan-campus degree programs and stimulated infusion of sustainability principles and practices in teaching and learning activities across campus. Dr. Burian currently is the Project Director of the USAID-funded U.S.-Pakistan Center for

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

in Fig 1), ECD projectshave been motivated by faculty and students desire to help, personal and career goals, desires tostudy and work abroad, and desires to solve problems and to gain hands on experience onimpactful work [1][2]. Since then, some scholars have called our attention to how the focus ofwell-intentioned ECD projects on technological fixes and deliverables tend to leave out criticalreflections of engineers’ motivations to be in these projects, and of the processes required tobuild trust and determine communities’ priorities and desires [3][4]. Unfortunately, these calls tocritical reflection in the ECD space are often overshadowed by the continued emergence ofmilestones and challenges (e.g., UN Sustainable Development Goals, NAE

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

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

and professionals whoengage with EWB-USA, compared to average U.S. engineering peers.9,10 Research has shownthat serving society and helping people are more important career goals for women than men.11-14Thus, casting engineering through this lens of how it benefits society and people may help closethe persistent gender gap in engineering.It is an open question whether engineering faculty fully embrace these ideals of helping peoplethrough engineering, and serve as role models for using engineering to benefit society.Engineering faculty are critically important in meeting goals to educate engineers to have a broadset of skills, knowledge, and attitudes.15-17 Research on engineering faculty is less prevalent thanstudents, so the values of

Conference Session

Community Engagement Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Bowa George Tucker, UMass Lowell; David O Kazmer, University of Massachusetts, Lowell; Olga Pierrakos, James Madison University; Chris Swan, Tufts University; Angela R Bielefeldt, University of Colorado, Boulder; Kurt Paterson P.E., Michigan Technological University; Annie Soisson, Tufts University

Tagged Divisions

Community Engagement Division

identity, engineering design instruction and methodology, learning through ser- vice, problem based learning methodologies, assessment of student learning, as well as complex problem solving. Her other research interests lie in cardiovascular fluid mechanics, sustainability, and K-12 en- gineering outreach. Dr. Pierrakos is a 2009 NSF CAREER Awardee. Dr. Pierrakos holds a B.S. in Engineering Science and Mechanics, an M.S. in Engineering Mechanics, and a Ph.D. in Biomedical En- gineering from Virginia Tech.Dr. Chris Swan, Tufts UniversityDr. Angela R Bielefeldt, University of Colorado, Boulder Dr. Angela Bielefeldt is a professor at the University of Colorado Boulder in the Department of Civil, Environmental, &

Conference Session

Impact of Community Engagement on Communities

Collection

2014 ASEE Annual Conference & Exposition

Authors

Carlos German Montoya Rodriguez, Ohio State University; Mariantonieta Gutierrez Soto, The Ohio State University; Roger Dzwonczyk, The Ohio State University; John A Merrill, Ohio State University; Howard L. Greene, Ohio State University; Miriam Cater, Ohio State University

Tagged Divisions

Community Engagement Division

an economicallyand infrastructurally developing country (Q6 and Q9). Overall, the students articulated that theprogram enriched their academic careers (Q10).Another source of lessons learned in service learning comes from final reports and personaljournals submitted after completion of the programs. Journals serve the purpose ofdocumentation during the entire service-learning process. Journal entries include a pre-trip entryabout expectations, numerous entries during the trip, and a post trip reflection which ties togetherthe community context and the engineering project17. Both MdL and Choluteca students reportedthat they became considerably more experienced and skilled in manual labor. More significantlyhowever, they experienced the entire

Conference Session

Community Engagement Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

-create innovative solutions for community challenges.Ms. Maggie Favretti, Design Ed 4 Resilience Maggie Favretti is a lifelong learner, and authentic engagement educator. Throughout her career teach- ing high schoolers and teachers, college students and professors, and community adult leaders, Maggie converges disciplines and aligns sectors toward shared efficacy and problem solving. Maggie’s current work recenters the role of designer (design thinking) in youth, educators and community, and focuses on disaster recovery, youth empowerment, and climate justice.Nathalia Ospina Uribe, Nathalia Ospina Uribe earned her B.S. degree in Architecture from the Univ. La Gran Colombia (UGC) (2013). Finish her M.E. degree in