Conference Session

Diversity in Community Engagement Implementation II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ziyu Long, Colorado State University; Sean Eddington, Purdue University; Jessica Pauly; Linda Hughes-Kirchubel, Purdue University; Klod Kokini, Purdue University, West Lafayette; Patrice Marie Buzzanell, Purdue University, West Lafayette

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Diversity

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Community Engagement Division

(Glowacki-dudka & Brown, 2007; Hubball &Albon, 2007). In order to understand the design, participation, and outcomes of new faculty learningcommunities, we asked the following overarching research questions to guide our investigation: RQ-1: How do faculty describe their participation (or lack of participation) in NFLC? RQ-2: What roles do faculty report that the NFLC play in new faculty development?Organizational Socialization Organizational socialization is the ongoing behavioral and cognitive processes in whichan individual becomes part of the organization's pattern of activities (Anderson, Riddle, &Martin 1999; Jablin & Krone, 1987). The socialization processes involve both parties. On onehand

Conference Session

Interactive Session - Community Engagement Implementation for K-12 Settings

Collection

2016 ASEE Annual Conference & Exposition

Authors

Molly Y Mollica, The Ohio State University; Rachel Louis Kajfez, The Ohio State University; Elizabeth Riter, The Ohio State University; Meg West, The Ohio State University; Peter Vuyk, The Ohio State University

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Diversity

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Community Engagement Division

students12 and toy adaptationworkshops were conducted with three different first-year cohorts within the College.The first cohort to complete a toy workshop during the 2015-2016 academic year was within theFundamentals of Engineering for Honors course. This is an accelerated introductory engineeringclass for academically high achieving first-semester engineering students. Toy adaptation wasfacilitated in three course sections with 35 first-year students (cohort 1) in each section.Assistance during the lab was provided by the instructor, graduate teaching assistant, andundergraduate teaching assistants.The second cohort of students participated in a toy adaptation experience during their first-yearScholars seminar. This course is a first-semester

Conference Session

Learning Through Service

Collection

2015 ASEE Annual Conference & Exposition

Authors

Malini Natarajarathinam, Texas A&M University

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Diversity

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Community Engagement Division

the community projects mightbe just community engagement and not service learning. That is not the case. Thestudents involved in these projects are benefitting from all the four stages of learningdefined by Kolb (1984).Figure 1: Kolb’s model of experiential learning Page 26.1367.3 1. Concrete Experience: The students are going on field trips, organizing meetings with the project stakeholders, and presenting updates to members of the team at the sponsor. They will be making presentation with their results to the governmental agency and even to the public that will be affected by the results of the project. They are very actively

Conference Session

Diversity in Community Engagement Implementation II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jennifer L Sullivan, Rice University; David Daniels, DREAM - Achievement Through Mentorship; Imani O. Butler, Rice University; Brent C Houchens, Rice University

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Diversity

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Community Engagement Division

on an individual volunteer. The VFI has been demonstrated to have ahigh degree of internal consistency and stability (Clary & Snyder 1999: 157).Adapted Volunteer Functions Inventory (VFI) The VFI has been adapted for use with DREAM mentors and Head Mentors, and was shownto be internally consistent in a previous study (Bautista-Chavez et al. 2012). The adaptedversion used for this study is included in the Appendices. The VFI contains a total of 48 items. Items 1-47 are statements, and respondents are asked toindicate, on a numerical Likert scale, the extent to which they agree with each statement, where 1is “strongly disagree” and 7 is “strongly agree”. Each of these 47 items falls into one of threecategories: Motivation, Outcomes

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

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Diversity

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Community Engagement Division

; and sponsoring companiesindirectly benefit from their engineers’ increased skills, networks, and engagement.IntroductionEducation is fundamental to developing and sustaining healthy, productive, and innovativesocieties and economies. In a rapidly changing, globalized economy, the skills that every studentneeds to be successful in the 21st century include problem solving, creativity, critical thinking,and analytical reasoning—skills that are increasingly important for jobs that require academicdegrees in science, technology, engineering, and math (STEM), as well as those that do notnecessarily require STEM degrees.1 Furthermore, the rate of job and industry growth in STEMsubjects is outpacing other sectors.2,3 In the United States, however

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

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Community Engagement Division

community engagement programs. Participants will leavethe session with a practical action plan to implement the types of partnerships they wish to buildwith their community.1. IntroductionIn the last decade, there has been a significant increase of the number of community engagementprograms and a growth in research on these programs. As a result of this upsurge, newpublication venues have also been established, including the International Journal of ServiceLearning in Engineering (IJSLE) founded in 20041, and the new ASEE Community Engagementdivision founded in 2013.2 Related research has primarily focused on students, with particularemphasis on knowledge and skills; attitudes and identities; recruitment, retention, and diversity;and professional

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

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Diversity

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Community Engagement Division

academics withvocational coursework. The VTCs that have partnered with ASCEND specialize inenvironmental education and green careers workforce training. They also support service-basedlearning opportunities with local employers through the Santa Cruz County Regional OccupationProgram (ROP). ROP centers, such as the Natural Bridges Green Career center, receive fundingfrom the California Department of Education for programs that include career and workforcepreparation for high school students and adults, preparation for advanced workforce developmentand training, and upgrading of existing vocational skills. Given the focus of these particularVTCs on “green careers” they are encouraged by California Governor Brown’s recent (2013)signature on SB X 1-2

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.)

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Diversity

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Community Engagement Division

collaboration Page 26.974.2  agreements and support for each other’s research and grant proposals, 17 distinctive projectswith these community partners, and four spinoff research projects.Background21st century jobs require a new set of skills, many of which are connected to the science,technology, engineering, and mathematics (STEM) fields.1 Colleges and universities seek topromote academic excellence but are also responsible for developing students as active citizens.To meet future needs and to grow knowledge capital, there must be investment in technology andsupport for programs that promote innovation and spur leadership. Colleges and universities

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

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Community Engagement Division

students are motived by their engineering mentor’s engagement in their learning and driveto seek improvement. The authors were also enthused by the desire to make a difference, makingtheir learning experience more meaningful. Design projects that address problems posed by realclients, especially those that involve third-world problems, provide that opportunity. Through anevaluation of the design curriculum the authors made recommendations to strengthen studentengagement in engineering education.1 Introduction and BackgroundContext based education methods, where students are presented with application before science,are proven to be significantly more effective than traditional approaches that teach science first,then apply it to real life.1,2 The

Conference Session

Community Engagement in Engineering Education Projects

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Thomas Pitcher, The University of Texas, El Paso; Pedro Arturo Espinoza, University of Texas, El Paso; Hugo Gomez, University of Texas, El Paso; Herminia Hemmitt, University of Texas, El Paso; Oscar Antonio Perez, University of Texas, El Paso; Hector Erick Lugo Nevarez, University of Texas, El Paso; Randy Hazael Anaya, University of Texas, El Paso; Peter Golding, University of Texas, El Paso

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Diversity

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Community Engagement Division

the knowledge about the field of engineering and simultaneously provide development ofinvaluable professional skill sets to the engineering student. In this first year of study we look atthe design parameters of the project where students from various STEAM based fields must designa living, talking, interactive pumpkin patch as part of a community exhibit.MATERIALS AND METHODS The project itself was a community based learning experience in which students from variousmajors collaborated to design an interactive pumpkin patch. The student group this first year wascomposed of 44 students of which 13 were science majors, 12 were engineering majors, 10 wereliberal arts majors, 4 were business majors, 4 were nursing majors, and 1 was an education

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

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Diversity

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Community Engagement Division

students who had shown significant dedication andinterest in the design activities.The assessment process for individual students is designed to customize the assessment processto each student and is modeled after an industry performance appraisal system. Studentsestablish goals and expectations for the semester with guidance from their faculty mentor. Oncethe goals have been determined, progress toward the goals is documented and evaluated.Expectations are communicated with rubrics. Table 1 shows an example of the individualevaluation rubric that students complete to identify and summarize their accomplishments andlearning. Students are assessed over five dimensions of accomplishments, process, criticalthinking, communication and leadership

Conference Session

Diversity in Community Engagement Implementation I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alison B. Hoxie, University of Minnesota Duluth; Mary U Christiansen, University of Minnesota Duluth

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Diversity

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Community Engagement Division

each student team andcorresponding business with a free, donated commercial energy audit. This allowed the studentsto experience how an energy audit works and provided the businesses with useful energyinformation for their organization. Since these projects and the positive feedback from thebusinesses, the local utility has adopted a new policy where any commercial organization in thecity can get a free energy audit.Six local business owners participated in the 17 projects, meaning that all of the owners hadbetween 2-4 teams working with them over the course of the semester. All of the businessesinvolved volunteered their time to participate in these projects. A brief summary of each is asfollows: ● Local Brewing Company 1 is not even five

Conference Session

Community Engagement in Engineering Education Projects

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christine Zakzewski, The University of Scranton; Mark Robert Murphy Sr., University of Scranton, Director of Sustainability; Michael Mahon Ph.D., Abington Heights School District

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Community Engagement Division

unknown 44.4% 30% (n=4) 20% 10% 7.8% (n=6) 11.1% (n =1) 6.5% (n=5) 0% Course-based Service No Course-based Service Learning Experience (2014) Learning (1998-2013)Figure 1. Initial career selection of students who participated in the course-based service learning experience (2014 graduationdata) as compared to previous graduates (1998

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

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Diversity

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Community Engagement Division

knowledgeinto new frameworks.Flexibility in topic, discussion, structure and partners is key to providing a meaningful classroomexperience for students, while also teaching engineers to remain nimble, contextual and criticalin thought as they evaluate solutions to a design problem.Incorporation of multiple professional and peer viewpoints, in the form of professional advisorsand alumni mentors, gives students diverse perspectives as well as comfortable resources toconsult outside of the classroom, and demonstrates that many approaches can exist in tackling adesign challenge.Bibliography 1. Atman, C. J.; Adams, R. S.; Cardella, M. E.; Turns, J.; Mosborg, S.; Saleem, J. Engineering Design Processes: A Comparison of Students and Expert

Conference Session

Community Engagement in Engineering Education Projects

Collection

2015 ASEE Annual Conference & Exposition

Authors

Howard L. Greene, Ohio State University; Paul E. Post, Ohio State University; Lisa Abrams, Ohio State University

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Community Engagement Division

/community, breakingthe ice with the students is usually not an issue.A common request is for university students and industry alumni to represent their particularengineering disciplines and to break down into stations with 1-2 ambassadors per discipline(sometimes even with a poster or other backdrop prepared ahead of time). Then high schoolstudents spend time at each of their top stations, corresponding to their career leanings. After 5-7minutes, they are instructed to ‘switch stations’. Bringing a demo, or actual representativeoutput of a project creates interest and focuses audience attention.As far as reaching the greatest number of high school students, the best venue is during theschool day, during one or more class sessions. If the class is

Conference Session

Models and Practices of Community Engagement for Engineering Faculty

Collection

2015 ASEE Annual Conference & Exposition

Authors

Dominic M. Halsmer P.E., Oral Roberts University; Peter Wesley Odom, Oral Roberts University

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Diversity

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Community Engagement Division

questions beg for input from all areas of thought. Both scienceand the humanities have important things to say about human origins, for example. And solvingthe riddle of human origins appears to be the key to answering many of our biggest questions.Near the middle of the twentieth century, British scientist and novelist C. P. Snow described thedisconnect between science and the humanities in his now famous book, The Two Cultures andthe Scientific Revolution. He wrote that the intellectual life of all of western society is split intothese two cultures (science and the humanities) that have a terrible time trying to communicatewith each other, and that this is a major hindrance in solving the world’s problems.1 The tragedyhere is that humanity needs

Conference Session

Student Preparation for, and Outcomes from, Community Engagement Efforts

Collection

2016 ASEE Annual Conference & Exposition

Authors

Devika Patel, Stanford University

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Diversity

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Community Engagement Division

Engineering Education, 2016 Preparing Engineering Students to Work on Taboo Topics in the Service of CommunitiesIntroductionAccording to the WHO, 2.4 billion people lack access to proper sanitation resources.1 Faced witha growing problem, engineers, locally and internationally, have responded to this crisis throughavenues such as the Gates Reinvent the Toilet Challenge. In the case of the Toilet Challenge,engineers were able to create what were seen as “practical” toilets that convert waste into energy.However, each toilet cost upwards of $1000 and required infrastructure and technology notavailable in their target communities, thus presenting a huge drawback in fighting the sanitationstigma.2 There is much to learn

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

multiple locations. However, due to steep embankments, approaching the river is challengingand has resulted in several ENGR 110 projects to facilitate this educational program.The first project with the GRPC focused on improving access to the river at a site where theriver’s bank had been reinforced with gabions in a tiered system with three levels. The gabions,which are large wire cage “boxes” filled with rocks, are shown in Figure 1. The height of thegabion tiers was difficult for small children to climb up and down and required adults tophysically lift children between the tiers to protect them from falling. The GRPC required asolution that would allow children to safely and quickly navigate the tiers.A team with one mechanical engineering

Conference Session

Diversity in Community Engagement Implementation II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kathryn Plymesser PE, Montana State University, Billings; Damon Lee Sheumaker; Christopher Robert Allen, Civil Engineering and the Center For Biofilm Engineering, Montana State University

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Diversity

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Community Engagement Division

theirextended communities to fund and continue work at the school. The primary school communityhosts the traveling teams while they are in country which requires significant organization andfundraising. Munjiti had agreed to host the travel team for a second travel season as a result ofthe failed borehole. The community and the students shared the responsibility of recoveringfrom the failure.At MSU, several actions occurred as a result of the lessons learned that strengthened theorganization: 1) the dry well was presented to the broader organization as a challenge toovercome and, 2) the dry well raised questions about the assessment process (in particularreviewing the hydrogeological surveys), and the borehole contracting and drilling

Conference Session

Diversity in Community Engagement Implementation I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ann-Perry Witmer P.E., Univerity of Illinois College of Engineering; Keilin Jahnke, University of Illinois, Urbana-Champaign

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Diversity

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Community Engagement Division

also able to add their own insight.After reviewing some of the principal topics of the course, students self-formed teams using a“speed-dating” process to identify others with whom they shared interest and felt comfortable.During one class, students were given two minutes to move from classmate to classmate,discussing their own interests and recording the names of those with whom they felt theyconnected. Lists were compiled to create eight cross-disciplinary teams with students of varyingbackgrounds but who shared a common interest or shared comfort.These self-selected teams then were tasked with developing a clear research question to answerthroughout the course of the semester. Examples of questions that were researched include: 1) How do