Conference Session

Models of community engagement practices

Collection

2014 ASEE Annual Conference & Exposition

Authors

Linda Vanasupa, California Polytechnic State University; Lizabeth T. Schlemer, California Polytechnic State University

Tagged Divisions

Community Engagement Division

about myself. I am learning how to reflect in such a way as to be able to learn more, understand more, and grow more. I also value the wonderful relationships I am developing by participating in SUSTAIN. [community partner] I begin to see how the change process will occur. A process that could inevitably end up transforming our school forever. I want to see that succeed. I am also learning about "change management" as a business management major. Likewise I get to meet some pretty smart people who also want to reapply their work life to all forms of life whether it be communal, agricultural, or economical. And since young adults are at the heart of that ideal life, everyone benefits, beginning from how

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

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

Conference Session

Community Engagement Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Wookwon Lee P.E., Gannon University; Pezhman Hassanpour P.E., Gannon University; Saeed Tiari, Gannon University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

.[5] W. Lee and N. Conklin, “High-altitude radiation detector (HARD): An exemplary means to stimulate electrical and computer engineering undergraduate research,” in Proc. ASEE Annual Conference and Exposition, June 14-18, 2014, Indianapolis, IN, pp. 1-12.[6] K. Arnsdorff, A. Chen, R. McCord, and S. Peuker, “Work in progress - Student description of self-regulated learning: A qualitative investigation of students' reflection on their first semester in engineering,” in Proc. First-Year Experience Conf., August 6-8, 2017, Daytona Beach, FL, pp. 1-5.[7] O. Lawanto and H.B. Santoso, “Development and validation of the engineering design metacognitive questionnaire,” in Proc. ASEE Annual Conference and Exposition, June 15-18, 2014

Conference Session

Community Engagement Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Scott Gerald Shall, Lawrence Technological University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

to the local context. They are therefore unable to neither take fulladvantage of local knowledge nor develop city-wide /’at-scale’ responses.”vii “The practice of approaching services’ in an individualized, technocratic form highly reliantupon engineering solutions and expert knowledge reflects institutional and management overlapsand incoherencies between sectors that are not required or in the habit of communicating,whether across governmental ministries, departments or donors, and indeed, is valid across theservices’ spectrum, whether for waste, water, food or energy. … Approaches to municipal wastertend to be fairly technocratic in provision and analysis, ignoring the overlapping effects of wasteon water, sanitation, food and health

Conference Session

Community Engagement Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Julie Fogarty, California State University, Sacramento; Nathan E Canney P.E., CYS Structural Engineers Inc.; Benjamin V Fell P.E., California State University, Sacramento

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

elementary students, and in discussing possible pathways intoengineering with the elementary students. Perhaps these changes could improve the impact of theWP on college students, and provide further evidence for positive impacts on the elementarystudents.AcknowledgementThis research received no specific grant from any funding agency in the public, commercial, ornot-for-profit sectors. Any opinions, findings, conclusions, and recommendations expressed inthis paper are those of the authors and do not necessarily reflect the views of the university.ReferencesBielefeldt, A. R., & Canney, N. (2014). Impacts of service-learning on the professional social responsibility attitudes of engineering students. International Journal for Service

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

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

participate in policy making [2], be more inventive and improve economiccompetitiveness [3], and, most importantly, leverage different aspects of engineering to nurturethe interest of the youth, especially girls and underrepresented minorities to pursue engineeringstudies and career [4]. Public outreach is an important component of the national STEM educationecosystem and is reflective of the reality that there are ample opportunities for the public to knowabout science and technology outside of formal classroom settings [5]. In the USA, a majority ofthe public (62%) encounters science at informal science venues [6] such as festivals, fairs,exhibitions, summer camps, hands-on workshops, and online resources developed for STEMoutreach. These programs

Conference Session

Diversity in Community Engagement Implementation I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Keilin Jahnke, University of Illinois, Urbana-Champaign; Ann-Perry Witmer P.E., University of Illinois; Matthew Tan, University of Illinois at Urbana-Champaign; Grace Frances Witmer, University of Illinois, Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

need, meanwhile drawing upon the insights of non-engineeringclassmates to weigh technology against culture, cost, educational capabilities and operationalrequirements.Throughout the process, students are required to reflect on the process as well as on theirsuccesses and struggles. Comments from students over the three years of the course are used tohighlight specific learning outcomes. ● “Perhaps my view was too idealistic at the start of the course, but I am now at least aware that despite the best of intentions, many factors have to be well thought out before a large-scale project can help those in need sustainably. Furthermore, I am now aware of practical ways to account for the needs of project beneficiaries and ensure these

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

address the complex problems faced by civilization today. It requires looking atthe world’s problems in a more holistic way and being able to interact with a wide range oftechnical and non-technical stakeholders from various disciplines and walks-of-life, rather thanremaining in traditional silos of technical expertise and schools of thought. This newepistemology of engineering education also promotes reflective and adaptive practice, systemthinking, engagement, and fieldwork. Finally, it promotes a humanization of the engineeringprofession and emphasizes that engineering is above all - and has always been - about people.Analyzing the integrated nature of the SDGsIntegrating the SDGs in engineering education requires developing a curriculum with

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

present.These results reflect the reduced communication channels between the instructor and the student.When the student is given a hands-on task, the reduced communication channels impacted theability of the instructor to convey information. One of the key metrics that demonstrates this wasthat students provided significantly lower scores for ”Communicate Effectively with Instructor”when the instructor was telepresent instead of co-located.Interestingly, students also gave lower scores to the telepresent instructor for questions about theirinterest in doing future work. In response to questions about their interest in doing future workdesigning such projects and in working with hot glue guns, students gave the telepresentinstructor significantly lower

Conference Session

Community Engagement Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jessica Drennan MSW, Centers for Disease Control ; Mary Y. Lanzerotti, Air Force Institute of Technology; Maggie Varga, Southwestern Ohio Council for Higher Education; Sean J Creighton, Southwestern Ohio Council for Higher Education; Derrick Langley, Air Force Institute of Technology; Diana Lynn Cahill, Air Force Institute of Technology

Tagged Divisions

Community Engagement Division

to move forward legally to upgrade a long-standing summer research program. The views expressed in this document are those of the authors and do not reflect the official policy or position of the United States Air Force, Department of Defense, or the U.S. Government. Page 23.395.4IntroductionThis paper introduces a novel and unique way forward to upgrade a long-standing summerresearch program at a government institution to include components that are now standard atcivilian programs, such as National Science Foundation (NSF) Research Experiences forUndergraduates (REU) programs. Critical to the success of this new paradigm

Conference Session

Socio-cultural Elements of Learning through Service

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kaitlin Litchfield, University of Colorado, Boulder; Amy Javernick-Will, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Cathy Leslie P.E., Engineers Without Borders - USA

Tagged Divisions

Community Engagement Division

based in part upon work supported by the National Science Foundation Researchin Engineering Education program under Grant No. 1129178. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the authors and do notnecessarily reflect the views of the National Science Foundation.References1. UNESCO. Engineering: Issues, Challenges and Opportunities for Development. France: UNESCO; 2010.2. EWB-USA. Our History [Internet]. Engineers Without Borders USA. 2013 [cited 2013 Oct 4]. Available from: http://www.ewb-usa.org/our-story/our-history3. Amadei B, Sandekian R. Model of Integrating Humanitarian Development into Engineering Education. J Prof Issues Eng Educ Pract. 2010 Apr;136:84–92.4

Conference Session

Global Community Engagement in Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kristine Louise Guzak, Michigan Technological University; Kurt Paterson P.E., Michigan Technological University; Alexandra Archer, Michigan Technological University

Tagged Divisions

Community Engagement Division

their fieldworkportion. The assessment program has been reviewed and approved for use by MichiganTech’s Institutional Review Board. The presented results should be interpreted withcaution given the relatively low numbers in this quantitative study. While reflective of theprograms presented herein, additional years of data are needed before conclusions can betransferred to such programs in general at other institutions. A. Identity- Motivations Comparable to many international service experiences in developing communities, both programs within this study are options, and demanding ones at that. Understanding motivations becomes especially important to the student, their team, and their host community. This paper focuses

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

analysis of the Spring 2011 survey are appreciated. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the authors and do notnecessarily reflect the views of the National Science Foundation. Page 25.1473.11References1. Duffy, J., Barrington, L., West, C., Heredia, M., & Barry, C. (2011). Service-Learning Integrated throughout aCollege of Engineering (SLICE). Advances in Engineering Education, 2(4), 9: 1-23.2. Banzaert, A., Duffy, J., & Wallace, D. (2006). Integration of service-learing into engineering core at U MassLowell and MIT. American Society of Engineering Education 2006 Annual

Conference Session

Relevance of and Models for Community Engagement in Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Karinna M. Vernaza, Gannon University; Theresa M. Vitolo, Gannon University; Barry J. Brinkman, Gannon University; Scott Steinbrink, Gannon University

Tagged Divisions

Community Engagement Division

Conference Session

Community Engagement Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Shannon Weiss, David Heil & Associate, Inc.; David R. Heil, David Heil & Associates, Inc.; Thalia Anagnos, San Jose State University

Tagged Divisions

Community Engagement Division

to tell.36Finally, the post-conference survey asked participants to provide a written response to the open-ended question, “As a result of the Public Works for Public Learning conference, whatopportunities/outcomes would you most like to see developed to advance this field of work?”Participants’ answers were diverse and reflected the conference’s broad professional audience.The most common response though was a request for increased dissemination via related projectpresentations at other professional conferences for engineering, public works, and informalscience education practitioners. In particular, these comments voiced a need for the continueddevelopment of interdisciplinary collaborations and for more information regarding

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

Cijy Elizabeth Sunny, Baylor University; Kathleen Koenig, University of Cincinnati

Tagged Divisions

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

an explanation can be found in the published dissertation. Asis traditionally followed in IRT, item fit statistics were obtained. Cut-off criteria for a reasonablefit were SRMR and RMSEA < 0.08, CFI and TLI > 0.90 or 0.95 [43]. Items with |Yen’s Q3| >0.20 (Q3 fit statistic represents the correlation between the residuals for a pair of items) has localdependence and significant item fit values (p < 0.05) revealed misfit items [44]. Finally, itemand test information functions graphically reflected the reliability (1 - [1 / peak information]) ofthe items and the test as a whole in estimating the construct over the entire scale range [45].FIGURE 3. Hypothesized 2-D measurement model for the APT-STEM instrument [12]ResultsThe results

Conference Session

Civic Engagement and Volunteerism in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Richey, The Boeing Company; Deepa Gupta, The Boeing Company; Timothy Kieran O'Mahony, University of Washington, College of Education LIFE Center; Laura E. Meyers, City University of Seattle; Fabian Zender, The Boeing Company; Danielle LoVallo Vermeer, The Boeing Company

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

% 23% 26 *Central tendency (Mode) is highlightedThe participants’ beliefs about whether volunteerism can contribute to career advancement weremore mixed with most participants reporting neutral responses. While it is possible that thevolunteer engineers may be coming from a place of genuine altruism rather than self-interest asthey concentrated time and effort to volunteering with underserved students, it might also be thecase that corporate culture does not actively promote or demonstrate the value of volunteerism tothe workforce. These beliefs may be reflected in the results. Page 26.1508.16Table 3b. Agreement with statements related