Conference Session

Community Engagement Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Johnson, Playful Learning Lab; Elise Rodich, University of St. Thomas; Hannah French; Annmarie Thomas, University of St. Thomas

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Diversity

Tagged Divisions

Community Engagement Division

Paper ID #30695Designing Little Free Libraries for Community Partners in a First-YearGraphics and Design CourseElizabeth Johnson, Playful Learning Lab Elizabeth is an undergraduate student studying Mechanical Engineering. She works as a peer mentor for the Engineering Graphics and Design course and is a Research Assistant in the Playful Learning Lab.Elise Rodich, University of St. Thomas Elise Rodich is studying mechanical engineering with a minor in materials science at the University of St. Thomas. She works for the Playful Learning Lab as an undergraduate student researcher on a variety of projects, including the

Conference Session

Engineers and Communities: Critical Reflections of Challenges, Opportunities, and Practices of Engaging Each Other

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elizabeth Reddy, Colorado School of Mines; Juan C. Lucena, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

related to social justice [3] [4]. Not all approaches toengineering support these outcomes. For example, writing about “engineering mindsets,” DonnaRiley suggests that the ways many engineers work to solve problems may serve to reproduceinequities [5]. The mindsets she describes are particularly troublesome when they preventengineers from taking ideas or perspectives different than their own seriously.As educators, we are particularly concerned about how privileging their own knowledge andexpertise at the expense of others may foreclose opportunities for future engineers to engagemeaningfully with stakeholders. In this paper, we will refer to the stubborn idea that technologyor technical knowledge alone can be used to identify and solve real

Conference Session

Community Engagement Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Monica Palomo P.E., California State Polytechnic University, Pomona; Gerri Cole, California State Polytechnic University, Pomona

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Diversity

Tagged Divisions

Community Engagement Division

facilitation of activities (before and while visiting K-12 students), writing skills used when preparing an outreach activity proposal (to includespecific instructions on how to adapt it to fit the needs of the community partners) and withwritten reflections of the experiences from the visits to the K-12 classrooms. The schedule of thecourse included four to six visits to the K-12 selected schools to nurture the development of atrusting learning environment. The EGR 299 S course was also a creative way to engage andimprove retention of CPP engineering students.E-Girl eventIn 2013, when funding was obtained to develop the “Hispanics in Engineering” program, the E-Girl event was created by two CPP female engineering students (Hadasa Reyes, a

Conference Session

Community Engagement Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ravi T. Shankar, Florida Atlantic University; Francis Xavier McAfee, Florida Atlantic University; Diana Mitsova, Florida Atlantic University; Summer Scarlatelli, Museum of Discovery and Science

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Diversity

Tagged Divisions

Community Engagement Division

of reference is ignored. ASC is considered to be agood predictor of future achievements. We combine here elements of informal and formallearning with near peer-to-peer mentoring, and creative problem solving, in a multidisciplinaryenvironment, so ‘above-average’ achievers from our diverse community become aware ofalternative, challenging, and/or lucrative STEM careers (Lowell et al., 2009), all the while beingin a “small pond” which should positively impact the ASC. We put ‘above-average’ in quotes,since there is evidence, as noted below, that their Social Economy Status (SES) may haveartificially depressed their normative scores.Cultural diversity is both a reality and an opportunity. The US Census predicts that from nowthrough 2060, the

Conference Session

Community Engagement Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Peter Golding, University of Texas at El Paso; Helen Elizabeth Geller, University of Texas at El Paso and El Paso Community College; Diane Elisa Golding, University of Texas at El Paso; Ana Karen Jimenez Enciso, University of Texas at El Paso; Kwame Opuni, University of Houston-Downtown (Retired); Anand Raj, University of Texas at El Paso; Mike Thomas Pitcher, University of Texas at El Paso; Carla Ann Judith Navar, University of Texas at El Paso; Paul E. Hotchkin, El Paso Community College

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Diversity

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Community Engagement Division

environmental science. Field trips are established in each of these courses withthe now peer leaders demonstrating field collection methods and aiding students to create their own research projectsand posters for the course. The peer leaders may continue to work for the program all the way through to theirgraduation. As of the writing of this paper, four students from the first year of the grant have graduated and twohave moved on to graduate school at this university and two have entered their careers in environmental science andengineering.Other activities that the former summer bridge student interns carry out during the spring and fall semesters includeresearch in the university labs, internships in other research programs, more community outreach

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

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

engagement through service learning and isunique in the degree to which the organization has been built and directed by student volunteers.For the last decade, students have been self-motivated to manage an organization thatcollaborates with primary schools in the Khwisero district of Western Kenya to develop waterand sanitation solutions. The continued success of the organization requires students to overcomethe difficulty of year-to-year continuity, develop skills to undertake complex problems, and workin an unfamiliar culture to implement projects. To address these challenges, students engagefaculty advisors, professionals (both in the US and Kenya), their peers, and Kenyan beneficiariesto generate solutions collectively. While in the United

Conference Session

Engagement in Practice: Engaging the Community through Educational Outreach

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mariam Manuel, University of Houston; Ricky P. Greer, University of Houston; Jerrod A Henderson, University of Houston (CoE & CoT); Virginia Snodgrass Rangel Rangel, University of Houston

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

. Additionally, Mariam has taught both on-level and AP Physics I (formerly known as Pre-AP Physics) and played an integral role in writing the district physics curriculum consisting of rigorous labs, activities, and projects. Mariam fills the role of Alumni Representative on the UTeach STEM Educators Association (USEA) Board and was also elected Secretary-Treasurer. She is also currently pursuing a Ph.D. in STEM education at Texas Tech University.Mr. Ricky P. Greer, University of Houston Ricky Greer graduated from Tuskegee University with a bachelor’s in History. He went on to work at the University of Illinois at Urbana-Champaign as a community outreach specialist & unit operations laboratory manager, and through his

Conference Session

Community Engagement Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rachel Koh, Smith College

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Diversity

Tagged Divisions

Community Engagement Division

mapping exercise in which they were encouraged to consider how “community” isdefined by thinking about what communities they belong to. In the first group meeting, theinstructor asked students to free-write about communities they belong to: What are thosecommunities? What defines them? Who are the members? How does one come to belong? Aftersharing, students discussed initial ideas of what it means to do an engineering project that is“engaged with a community”. Following the initial meeting, students spent two weeks reading (out-of-class) and discussing(in-class) critiques of ETH projects, including references [1], [3], [6], [7]. The first week ofreadings were assigned by the instructor, while the second week of readings were generated bythe class

Conference Session

Community Engagement Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jiahui Song, Wentworth Institute of Technology; Gloria Guohua Ma, Wentworth Institute of Technology; Douglas Eric Dow, Wentworth Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

been found that womenmake almost 50% of the workforce but hold only 28% of jobs in STEM fields [3]. Manyinstitutions and organizations have realized this challenge and provided various activities topromote female students into the STEM fields [2]. In addition, different strategies were developedto recruit and retain students in the STEM education [4-5]. Creating quality, attractive STEMprograms [6] and using peer influence to motivate high school girls to enter the STEM fields [7-8]appears to be effective ways to retain female students in STEM.Wentworth Institute of Technology has collaborated with local schools and organizations topromote STEM education. Since 2014 our university has organized a Girl Scouts STEM Dayprogram targeted to help

Conference Session

Community Engagement Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ebenezer Rotimi Ewumi, Washington State University; Olusola Adesope, Washington State University; Candis S. Claiborn, Washington State University; Angela Minichiello P.E., Utah State University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

culminatingsenior experiences. These activities demand students’ time and effort, interactions between facultyand their peers, especially for students from different racial or ethnic backgrounds. Short-termgoals are also essential for engineering students' academic success as they influence learningstrategies for tasks related to students' courses [12]. Research has shown that self-efficacyimproves learning and understanding in introductory (“Gatekeeper”) engineering courses [5].Methods“The NSSE survey, launched in 2000 and updated in 2013, assesses the extent to which studentsengage in educational practices associated with high levels of learning and development. NSSEannually collects information at hundreds of four-year colleges and universities about

Conference Session

Community Engagement Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cynthia Helen Carlson P.E., Ph.D., Merrimack College; Anne Pfitzner Gatling, Merrimack College; Katherine Marie Donell

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

practiced in other projects throughout the semester.IntroductionThere are many challenges in STEM education, including stimulating student interest, retainingstudents of diverse abilities and backgrounds, and preparing students to address the realities ofthe post-academic world and work-space. Many novel approaches have been developed toaddress these challenges, including problem- and project-based learning [1], entrepreneurship[2], and flipped classrooms [3].First-year engineering students face many unique challenges, including a heavy academic load ofprimarily technical courses. Engineering student success has been shown to be helped byincreasing students’ peer-to-peer instruction [4], and increased efficacy [5] and increasingstudents’ personal

Conference Session

Holistic Assessment and Teaching in Service-learning Environments

Collection

2018 ASEE Annual Conference & Exposition

Authors

Linjue Wang, The Ohio State University; Turhan Kendall Carroll, The Ohio State University; David A. Delaine, The Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

that inform the research studyare not parts of the class requirements. Students were informed that their participation orresponses would have no implications on the course grade or outcomes.Written reflectionsThe written reflections were collected across five days (from day 2 - day 6) on-site, throughoutthe service-learning experience. Differing prompts were given to the students to direct thewritten reflections, using the prompts as follows: • Day 2-3: How has this experience helped me grow? How does this experience serve my education? • Day 4-5: No prompt, write freely. • On day 6: How does this experience impact empathy in engineering?The written reflection data collected was transcribed into the NVivo 11 software. Each

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

Academic Program, a living-learning community where students learned about and practice sustainability. Bielefeldt is also a licensed P.E. Professor Bielefeldt’s research interests in en- gineering education include service-learning, sustainable engineering, social responsibility, ethics, and diversity.Dr. Jon A. Leydens, Colorado School of Mines Jon A. Leydens is Professor of Engineering Education Research in the Division of Humanities, Arts, and Social Sciences at the Colorado School of Mines, USA. Dr. Leydens’ research and teaching interests are in engineering education, communication, and social justice. Dr. Leydens is author or co-author of 40 peer-reviewed papers, co-author of Engineering and Sustainable Community

Conference Session

Community Engagement Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Greg Rulifson P.E., USAID; Jessica Mary Smith, Colorado School of Mines

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Diversity

Tagged Divisions

Community Engagement Division

ethics. Her book Extracting Accountability: Engineers and Corporate Social Responsibility will be published by The MIT Press in 2021. She is also the co-editor of Energy and Ethics? (Wiley-Blackwell, 2019) and the author of Mining Coal and Undermining Gender: Rhythms of Work and Family in the American West (Rutgers University Press, 2014). She regularly pub- lishes in peer-reviewed journals in anthropology, science and technology studies, engineering studies, and engineering education. Her research has been funded by the National Science Foundation, the National Endowment for the Humanities, and the British Academy. American c Society for Engineering

Conference Session

Community Engagement Division Technical Session 4

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sifat Islam, Florida Atlantic University; Ravi T. Shankar, Florida Atlantic University; Iris Minor, Florida Atlantic University; Susanne I Lapp, Florida Atlantic University ; Dilys Schoorman, Florida Atlantic University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

alsoeducated about careers that require this skill set and were introduced to a programminglanguage called “Processing”. We observed that students showed increased enthusiasmtowards CS. In addition, we noticed that the group activity component of the classesencouraged sociability and idea synthesis among peers. This CS community outreachprogram motivated us to extend the effort to teach science concepts using the Processinglanguage. This may potentially promote sociability, creativity, and empowerment inSTEM among middle school students. Specifically, we plan to use the Processingprogramming language to facilitate learning of biological and chemical concepts, sincesuch concepts can be difficult for students to visualize from a textbook. This

Conference Session

Engaging Community through STEM partnerships

Collection

2019 ASEE Annual Conference & Exposition

Authors

Robert Schaffer, Santa Clara University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

instructor.Successes and Lessons LearnedThis class seems to satisfy many of the learning objectives quite well. When assessing their ownabilities, students who completed both the intro and the exit survey over the last two years showeda 20% improvement in their ability to “communicate STEM to younger students”, a 23%improvement in their ability to “manage a classroom”, a 51% improvement in “developing STEMlessons”, a 32% improvement in “classroom time management”, and a 39% improvement in“working with peer instructors.” Students were also asked about how extensive and how unjustsocial, economic, and educational injustice is (i) world-wide, (ii) nationally, (iii) in the Bay Area(California), (iv) in neighborhoods surrounding SCU, and (v) at SCU. In almost all

Conference Session

Student Preparation for, and Outcomes from, Community Engagement Efforts

Collection

2016 ASEE Annual Conference & Exposition

Authors

Devika Patel, Stanford University

Tagged Topics

Diversity

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Community Engagement Division

revealed that girls stated they performed poorly in school if theyattended during menstruation, due to the worry that their male peers would find out.8Additionally, studies have shown that use of unhygienic sanitary products during menses islinked to higher rates of urinary and reproductive tract infections.8 All in all, the current state ofmenstrual hygiene in India is concerning at least.Efforts have been undertaken in exploring innovative approaches to combat the issuessurrounding menstrual hygiene. Other than lack of knowledge of menstrual hygiene managementand practices, another key point of underdevelopment is access to menstrual hygiene resources.It is in these interventions where engineering and design become more apparent in

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

U.S. and several countries. More than 75 authored or co-authored peer-reviewed publications, 100 conference papers and project reports, and several software packages and databases have been produced from this research. Dr. Burian’s enthusiasm for student learning has led to numerous teaching awards and the creation of new pedagogical approaches directed toward multi-institution collaborative learning. He has also sought to advance teaching effectiveness of engineering educators by serving as mentor at the American Society of Civil Engineers ExCEEd Teaching Workshop and as the developer of a vari- ety of teaching and curriculum development workshops, including the recent Wasatch Experience at the University of

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

Tagged Divisions

Community Engagement Division

internationaldevelopment professionals, their added perspectives are key to helping the students discernappropriate actions and are vital to the success of the projects.The Course ObjectivesThe course is founded on eight governing principles for successful projects. The lead courseinstructor developed these principles over time as she participated on various internationalservice projects in Latin America and Western Africa. The governing principles are as follows: ● Vision and understanding: The project must have both vision and understanding; one without the other will lead to failure ● Community empowerment: The community must commit in writing to governing the system ● Skin in the game: The recipient community must invest in the system

Conference Session

Holistic Assessment and Teaching in Service-learning Environments

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nicole M. Smith, Colorado School of Mines; Benjamin A Teschner, Colorado School of Mines; Robin Bullock, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

who are enrolled in theHE minor. It is also open to any other student at Mines and counts as an upper-level elective. Inthis course, students work on community development projects and design engineering solutionsto real problems affecting real people. The course focuses on HCD protocols, project scoping,research techniques, brainstorming tools and approaches, technical writing and presenting, andtechnical topics as needed for the design challenge. It is a combination of lecture hours and a lab.At the conclusion of the course, it is expected that students will achieve the following learningoutcomes:1. Apply appropriate technical knowledge to solve a design challenge as demonstrated by peer review and partner review.2. Demonstrate empathy

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

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

than might be expected to attend thesame kind of event if it were hosted at the training center. As of Fall 2014, ASCENDsuccessfully hosted the first community public screening event “Seeding Innovation”showcasing four films at the Exploration Center. The event attracted over 100 viewers whoparticipated in post-viewing discussions, explored demonstration materials provided by projectteams and partners, and gave additional feedback by writing their responses to four prompts onpaper “leaves” that were fixed to the ‘branches” of a three-dimensional cardboard tree locatedjust outside the theater. This event was significant for attending VTC apprentices because theirwon work was being featured and because the Exploration Center represents a

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

Tagged Divisions

Community Engagement Division

individuals based on theirprogress on the project in that semester as well as how they function as a team and communicatewith each other and their community partner. Peer evaluations facilitate the evaluation ofteamwork and help to delineate individual contributions.While most of the grading rubrics and core assessment process of EPICS was used in the samemanner as other sections, the team reporting documentation and requirements were taken mostlyfrom the requirements of EWB-USA. These met or exceeded the requirements for the EPICSprocesses and maintained the consistency with the EWB-USA students.Team StructureEPICS and EWB-USA both had student leadership roles and these were combined. We delayedhow these were split up until the first class and spent

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

Tagged Divisions

Community Engagement Division

findings and continued their analysisthrough collaborative writing interactions of the paper (e.g., commenting, editing, askingquestions to broaden/deepen the findings).Quantitative findings Of the faculty surveyed (n=49), 29 faculty stated that they participated in the NFLCprogramming, conversely, 20 of the participants stated that they did not participate. RegardingRQ-1 about reasons faculty reported about their attendance of NFLC, 12 out of 20 non-participant faculty noted that they had not heard of the NFLC; however, the other eightparticipants stated that they had heard of the NFLC or were invited but could not attend due toschedule conflicts, teaching commitments, overall busy-ness, or the programming did not meettheir specific needs

Conference Session

Measuring the Impact of Community Engagement on Students

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matthew Siniawski, Loyola Marymount University; Sandra G. Luca, Loyola Marymount University; Jeremy S. Pal, Loyola Marymount University; Jose A. Saez, Loyola Marymount University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

toBarrington and Duffy (2010), general benefits to students include increases in subject mattercomprehension, GPA, retention, critical thinking skills, tolerance for diversity, writing skills, andcitizenship6. Specific gains in both professional and technical skills have been reported. Forexample, in a recent study by Carberry et al. (2013), engineering students on average identifiedthat 45% of what they have learned about technical skills and 62% of what they have learnedabout professional skills was gained through their engineering service experience7. Femalestudents credited service experiences as their source of both professional and technical skillssignificantly higher than male students, which was consistent across academic years7.Furthermore

Conference Session

Community Engagement Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

William D Lawson P.E., Ph.D., Texas Tech University; Heather R. Keister PE, Freese and Nichols

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

advertising in the event program. In this way, Professional Ethics LIVE! affordsthese local and regional firms a way to publicly showcase their commitment to professionalismand ethics, both for their employees and their professional peers and colleagues. From the outset, Professional Ethics LIVE! was framed as a relationship between TexasTech University engineering students, faculty and the local design professional community topromote and satisfy the needs of all partners. Tech TSPE student members invest sweat equitynecessary to host the event. In exchange for publicity, NIEE has provided technical content (itseducational materials) and expertise (its Deputy Director). Production costs are shared betweenTech TSPE and South Plains TSPE, with

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

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

Center for STEAM in the Katy Independent School District (KISD). She was responsible for implementing STEAM curriculum, instruction, and projects appropriate for K-12 students. Additionally, Mariam has taught both on-level and AP Physics I (formerly known as Pre-AP Physics) and played an integral role in writing the district physics curriculum consisting of rigorous labs, activities, and projects. Mariam fills the role of Alumni Representative on the UTeach STEM Educators Association (USEA) Board and was also elected Secretary-Treasurer. She is also currently pursuing a Ph.D. in STEM education at Texas Tech University.Dr. Sara Jolly Jones, University of HoustonMs. Victoria Doan, University of Houston

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

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

practical andunfamiliar environment. The workshops taught me not only about basic humanitarianengineering principles, but also about the Cambodian culture. Participating in the trip haslet me meet a wide range of people, both peers and professionals, who I would not have thechance to meet usually. I hope to continue applying what I learned on the trip throughout mystudies and professional career.Both these students went on to enrol and complete the EfaHC course in June/July 2015, oneachieving the highest mark in the class. Both are now currently volunteering with the localchapter of EWB-A. For these students, completing the EfaHC course after the Summitallowed them to use the Summit as a base for some of their assessment items and allowedthem to

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

Tagged Divisions

Community Engagement Division

serves approximately 9,000 students in grades K-12, 61% of whomare eligible for the National School Lunch Program. About 40% of graduating seniors go on toattend a 4-year institution of higher learning while 42% attend a 2-year college, and 57.6% enterthe workforce. Less than 2% enter the military. As a whole, the district falls well below theeducational standard measured by state testing, performing better than only about 32% ofdistricts statewide. The middle school, and three of the seven area elementary schools areidentified by the U.S. Department of Education as Title I schools requiring additional resourcesto allow students of low socio-economic to meet educational benchmarks at the same rate astheir wealthier peers. 100% of the roughly

Conference Session

Community Engagement Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

James L. Huff, Harding University; Degnan William Lawrence; Amanda Coleman

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

(e.g., Paul, Parker).Theme 1: From expressing individual abilities to serving a broader purposeAs demonstrated in their reflective writings, the students shifted in their understandings of theiridentities as engineers. At the beginning of the term, students described their choice to major inan engineering degree field as an expression of their individual abilities or interests. Forexample, Hector initially reflected how he had entered engineering based on a childhood wherehe would “take things apart and put them back together.” His interest in working directly withtechnology was further galvanized through participation in a series of high school roboticscourses. Generally, several other students identified with Hector’s trajectory. Many

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

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Diversity

Tagged Divisions

Community Engagement Division

15 mins of operation followed by 15 mins break. The pumpsare powered by a 1-kW solar PV system connected to a 3-kW inverter and 2 12-V batteriesoperating at 200 Amp.MeasurementsMeasurements are taken via a local weather station installed at the same height as the wind pump’sturbine, a water counter on the pipe leading from the wind pump to the fishpond, handheld devicesmeasuring pH, water temperature, oxygen, and salinity of the water in the fishpond on a regularbasis (every 1-5 days), as well as a field spectrophotometer used to sporadically measureAmmonia, Phosphate, Nitrate, and Iron levels in the fishpond’s water. At the time of writing, datacollection is ongoing and what is presented here is merely a first batch of data that shows how