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

faculty were the insights of senior faculty in navigating many of theobstacles that could be encountered along the way. “It's helpful to sometimes be reminded ofhere's how you need to approach things,” said Gabriel, an assistant professor who had onlyrecently transitioned from the role of graduate student to faculty member. To answer RQ-2 about NFLC’s role in faculty development, the majority of facultymembers perceived the outcomes of NFLC as positive: new and enhanced relationships withcolleagues, a deeper understanding of the university and departmental structures and systems,and encouragement and support from the College. Faculty members often mentioned the opportunity to build relationships with othercolleagues as an ideal aspect

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

for Sustainable Energy and Power Systems (CenSEPS) and a member of the Sus- tainable Engineering and Ecological Design Program at UCSC. He is recipient of numerous awards including a Sloan Foundation Faculty Fellowship, the Burton Medal from the Microscopy Society of America, an Alexander von Humboldt Senior Scientist Award, the Rank Prize in Optoelectronics and the Distinguished Scientist Award from the Microscopy Society of America. He is a Fellow of the AAAS and the MSA. He has been elected to the executive board of the Engineering Research Council of the American Society of Engineering Education and is series co-editor of ”Advances in Microscopy and Microanalysis” published by Cambridge University Press. He 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

worldviewoptions.18 In addition, encouraging students to make connections between engineering andhuman spirituality is seen to be an important aspect of a whole-person education.19 AlthoughORU is a Christian institution, students are encouraged to wrestle with these issues and come totheir own conclusions based on the evidence from all pertinent fields of study.In conducting these 250 seminars, churches and schools are contacted by project team membersto explore their openness to the idea of a presentation on science and faith. A description of theseminar is provided, and many groups accept and appreciate our offer to serve them in this way.A convenient date is set and the standard presentation is modified based on the interests and ageof the audience

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

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Diversity

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Community Engagement Division

outreach activities are run by faculty and students involved inacademic clubs (Innes et al. 2012).An ideal STEM education experience would be incorporated as required coursework to engage awide-range of students and be mutually beneficial for both college and elementary students.Service learning is one such instructional approach that allows college students to apply theory ina real-world context while benefitting the community and has been linked to improved academicclimate, conceptual understanding, and interest in engineering careers for college students(Hayford et al. 2014). Service learning has also been shown to be more attractive and beneficialto female and URM students in engineering (Duffy, Barrington, & Heredia Munoz, 2011;Carberry

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

cycling and the resulting greenhouse gas emissions from constructed wetlands. For the past eight years he has been involved with Engineers Without Borders and is one of the current faculty advisors for the Montana State University chapter. c American Society for Engineering Education, 2016 Engineers Without Borders-Montana State University: A Case Study in Student-Directed Engagement in Community ServiceKathryn Plymesser, PhD, PE, Montana State University – BillingsDamon Sheumaker, Montana State UniversityChris Allen, Montana State UniversityAbstractEngineers Without Borders at Montana State University (EWB@MSU) is an organization thathas been successful in generating increased student

Conference Session

Community Engagement in Diverse Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jerrod A. Henderson, University of Houston (CoE & CoT); Virginia Snodgrass Rangel, University of Houston; Rick P. Greer, University of Houston; Mariam Manuel, University of Houston; Sara Jolly Jones, University of Houston; Victoria Doan, University of Houston

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Diversity

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Community Engagement Division

Paper ID #26879STEM Engagement through Mentoring: Motivations of STEM MentorsDr. Jerrod A. Henderson, University of Houston (CoE & CoT) Dr. Jerrod A. Henderson (”Dr. J”) is an Instructional Assistant Professor in the Cullen College of Engi- neering at the University of Houston. He joined the University of Houston after six years as a chemical engineering faculty member at the University of Illinois. He has dedicated his career to increasing the number of students who are in the pipeline to pursue STEM careers. He believes that exposing students to STEM early will have a lasting impact upon their lives and academic

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

technical and club advisors forthe EWB-USA. The local club already had professional mentors who travelled in-country theprevious summer on an assessment trip with a team of students. These mentors continued withthe class and supported the faculty for EPICS who was an added advisor and managed the courseand assessments along with a graduate teaching assistant. He was also added as an advisor for theclub to keep him informed about activities and also to make it easier on the student members toobtain required signatures within the university system. A second club advisor was kept from theprogram that had overseen EWB-USA previously and still had responsibility for the organization.This shared ownership has worked well.Student Reflections and

Conference Session

Community Engagement Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Juan C. Lucena, Colorado School of Mines

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Diversity

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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

What Are Crucial Barriers and Opportunities to Bring Our Whole Selves to Engineering Education? Moving Watermelons Together

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Angela R. Bielefeldt, University of Colorado Boulder; Jon A. Leydens, Colorado School of Mines; Ann D. Christy P.E., The Ohio State University; Marybeth Lima P.E., Louisiana State University and A&M College; Malini Natarajarathinam, Texas A&M University; Julia D. Thompson, University of San Francisco

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Diversity

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Community Engagement Division

]Belonging (or not) AutobiographyIn high school, I thought engineering would be a great place for me to belong. The summerbefore my senior year of high school I participated in a 6-week summer research programthrough the Women in Science and Engineering (WISE) program at the University in myhometown. I was matched with a civil engineering faculty member, Prof. AULE. In the lab, Iwas closely mentored by one of her Master’s level graduate students, ANSP. I felt I belonged.These women became my role models and mentors. I continued working with Prof. AULE pastthe 6-week program - I was hired as an hourly employee for the rest of the summer and workedbasically 40-hours per week in the environmental engineering lab. I enjoyed talking with thegraduate

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

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Diversity

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Community Engagement Division

challengesin Puerto Rican communities, compounded by the additional constraints and threats imposed bythe COVID-19 pandemic. This led to a decision to recraft a planned summer conference as partof a sponsored research project “Cultivating Responsible Wellbeing in STEM: SocialEngagement through Personal Ethics” (NSF 1449489) into a virtual symposium consistingprincipally of community designers. Thus, we launched the 2020 Co-Creating Symposium, inwhich we aimed to prototype a new model of solution-seeking at the community level which, asnoted previously, would break the pattern of the paternalistic, outsider-driven power dynamics.3. Co-Creating Guiding PrinciplesIn conceiving the Symposium, we asked the following questions: ● How might we create an

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

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Diversity

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Community Engagement Division

management projects. She works extensively with food banks and food pantries on supply chain management and logistics focused initiatives. Her graduate and undergraduate students are integral part of her service-learning based logistics classes. She teaches courses in strategic relationships among industrial distributors and distribution logistics. Her recent research focuses on engineering education and learning sciences with a focus on how to engage students better to prepare their minds for the future. Her other research interests include empirical studies to assess impact of good supply chain practices such as coordinated decision making in stochastic supply chains, handling supply chains during times of crisis and

Conference Session

Community Engagement Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chelsea Cefalu, Lafayette College ; Arthur D. Kney, Lafayette College

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Diversity

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Community Engagement Division

byproviding an “artifact” for participating children to include in their career portfolios betweengrades 3-12. Developed in cooperation with school district administrators, Aspirations is ascaffold of programs strategically integrated throughout K-12 at the elementary, middle, andhigh school levels to support the awareness of, exploration of, and readiness for post-secondaryeducation and employment.Elementary - AwarenessAt the elementary level, Connected Classrooms introduces young children to a collegeenvironment by establishing partnerships between college-level and elementary schoolclassrooms. Lafayette College faculty partner with EASD elementary school faculty to determinehow their curricular activities align and how they can collaboratively

Conference Session

Community Engagement Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Callie Charleton; Miral Desai, California Polytechnic State University, San Luis Obispo ; Carissa Elaine Noriega; Celeste Yi ming Soon Ramseyer; Elise Gooding; Michael S. Reyna, California Polytechnic State University, San Luis Obispo; Lizabeth L. Thompson, California Polytechnic State University, San Luis Obispo ; Jane L. Lehr, California Polytechnic State University, San Luis Obispo ; Jeff Jones, Cuesta College

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Diversity

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Community Engagement Division

a loose relationship with connections established by individual faculty orstaff members without formal ties. These individual connections have now grown to includesignificant National Science Foundation (NSF) scholarships in science, technology, engineering,and mathematics (S-STEM) grant known as Engineering Neighbors: Gaining Access, GrowingEngineers (ENGAGE). This creates a partnership between the institutions to support studentsuccess through pre-transfer, during transfer, and post-transfer stages. This is done byminimizing economic barriers and supporting student development in five areas: academic,engineering transfer/career path, personal, connection, and professional. ENGAGE is alsodesigned to create sustainable change so that our