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

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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

Student Preparation for, and Outcomes from, Community Engagement Efforts

Collection

2016 ASEE Annual Conference & Exposition

Authors

Carolyn Parker, The Johns Hopkins University; Michael L Falk, Johns Hopkins University

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Diversity

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Community Engagement Division

Achievement in Baltimore Elementary Schools (SABES) an NSF funded Community Enterprise for STEM Learning partnership between JHU and Baltimore City Schools. c American Society for Engineering Education, 2016Running Head: IT TAKES A VILLAGE TO RAISE AN ENGINEER 1 It Takes a Village to Raise an Engineer Carolyn Parker, Ph.D School of Education Michael Falk, Ph.D The Whiting School of Engineering The Johns Hopkins UniversityIT TAKES A VILLAGE TO RAISE AN ENGINEER 2 AbstractWe present

Conference Session

Diversity in Community Engagement Implementation II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jeremy Smith, Australian National University; Jennifer Patricia Turner, Engineers Without Borders Australia ; Nick John Brown, Engineers Without Borders Australia; Joli Price, Engineers Without Borders Australia

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Diversity

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Community Engagement Division

.The EWB Research Program is a project-based service-learning initiative to support capstonecourses6. EWB-A works with its partners and volunteers to identify projects suitable for finalyear engineering undergraduate or masters coursework students. These are not the firstpriorities for the partners, as those are the focus of volunteer placements, but commonmotivations for partners proposing and supporting projects include: 1. time available, partners are typically focused on implementation and on the ground work with very limited time for research, feasibility studies or design improvements. 2. additional expertise, both in terms of undertaking quality research and depth of specialist engineering knowledge. 3. access to

Conference Session

Student Preparation for, and Outcomes from, Community Engagement Efforts

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Community Engagement Division

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

Conference Session

Student Preparation for, and Outcomes from, Community Engagement Efforts

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kurt Paterson P.E., James Madison University; Christopher Swan, Tufts University; David W. Watkins, Michigan Technological University

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Diversity

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Community Engagement Division

average, although about 20% of individualsexperienced substantial shifts of more than 10%/yr. This study suggests considerable attention tothe design and implementation of service experiences will be needed to yield the interculturalengineer.1. IntroductionOur world is increasingly interconnected economically, socially, politically, environmentally —as is the work landscape. Whether working with international colleagues, for an internationalemployer, with international clients, or simply with people experiencing a different upbringing,today’s engineers will encounter a multicultural reality more diverse than past generations. Whileacademia may have been able to talk about such global shifts, competitive industry has moved tocapitalize on them. As

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

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

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

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

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

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