Conference Session

Community Engagement in Diverse Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Brandon S. Field, University of Southern Indiana; Adam Giles Tennant; David J. Ellert PE, University of Southern Indiana

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

Communities”. The partnership between the MAGIC team and theGerontology Department was initially brought about through a conference that is sponsored bythe Mid-America Institute on Aging and Wellness. At the beginning, discussions and planningmeetings for the partnership included many different departments and units throughout campus.In particular, several Engineering faculty produced contributions to the overall project. All of thefaculty members contributing to the present article were involved to varying degrees with theinitial discussions planning of the overall collaboration.The Minka house is characterized by a small and efficient floor plan design that is easilyaccessible, to allow for a longer period of independent living by the residents

Conference Session

Designing Opportunities for Youth Engagement in STEM

Collection

2019 ASEE Annual Conference & Exposition

Authors

Simone A. Smarr, University of Florida; Tiffanie R. Smith, University of Florida; Juan E. Gilbert, University of Florida

Tagged Topics

Diversity

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Community Engagement Division

implemented, but CodeIT Day still aims to showcase and encourage the introducing,diversifying and retaining of students in STEM fields. In the past, CodeIT Day did not involve anevaluation portion but now that the event is back with hopes to grow, we have implemented datacollection to better evaluate the program. This paper will discuss the 2018 implementation ofCodeIT Day, hosted by students at the University of Florida; some of which were apart of theoriginal cohort who took part in CodeIT Day instances at Clemson University. It will discuss thenew technology utilized, lesson plans, participant recruitment, the workshop structure as well asresults from surveys and participant focus groups. The paper will conclude with lessons learnedfrom 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

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Diversity

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Community Engagement Division

beundertaken in the summer of 2019, undergraduate engineering students are collaborating witheducators, researchers, students, and activists primarily affiliated with two Colombianuniversities (UNIMINUTO and UNAL) to design means to mitigate risks related to ASGM. Figure 1: Flow of Learning ExperienceThese learning experiences were planned to unfold over three phases (see Figure 1, above).Throughout these phases, students had increasing interactions with partners at UNIMINUTO,UNAL and other members of mining communities. Phase 1 was a 400-level course which metfor three hours every Monday evening throughout Fall semester 2018. There, students firstformed eight groups to undertake a mini-project on a semi-related topic (in

Conference Session

Engaging Community through STEM partnerships

Collection

2019 ASEE Annual Conference & Exposition

Authors

Robert Schaffer, Santa Clara University

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Diversity

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Community Engagement Division

fourth site, ApolloHigh School, recruits students from the San Jose High School District who are low on credits andhelps them create unique education plans to get “back on track.” Each site leads an orientationduring the first week. From there, teams visit their site 6-8 times for 2-2.5 hours per visit. A typicaldaily schedule is provided in Table 1. Travel to site 20 minutes Set up 20 minutes Rapport building (recess, HW help, etc.) 30-45 minutes Lesson/Activity 60-90 minutes Clean up 10 minutes Return to campus 20 minutesTable 1: A typical schedule when visiting a partner site.Course StructureAs

Conference Session

Perspectives on Service Learning: Challenges, Successes, and Opportunities

Collection

2019 ASEE Annual Conference & Exposition

Authors

Shannon M. Kellam; Guthrie J. Boleneus, Eastern Washington University; Jacob Stewart; Donald C. Richter P.E., Eastern Washington University; B. Matthew Michaelis, Eastern Washington University; Robert E. Gerlick, Eastern Washington University

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Diversity

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Community Engagement Division

elective tracks in robotics & automation, thermalsciences, and materials. While most of our graduates plan to enter the local job market followinggraduation, an increasing number are going on to earn master’s and PhD degrees. With nograduate degree in our ME program, service learning projects provide a good opportunity forboth faculty and students to engage in scholarly work and service activities. These types ofprojects are particularly well-suited for our program, as our students are often very hands-on andenjoy working on practical solutions within their community.The focus of this project is building 3D printed prosthetic hands and arms for children in need.The impetus was a one-off project in which a nearby elementary school teacher who

Conference Session

Designing Opportunities for Youth Engagement in STEM

Collection

2019 ASEE Annual Conference & Exposition

Authors

Oscar Matias Gonzalez Chamorro, Proyecto Arapy; Gustavo Ramón Samaniego Balbuena, Colegio Inmaculada Concepción; Jorge H. Kurita, Universidad Nacional de Asuncion

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Diversity

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Community Engagement Division

Nacional de Asuncion. He is currently work-ing as the director of the Planning Directorate of the Paraguayan Space Agency. For his contributionsto the Paraguayan society education in the field of science and engineering, he was acknowledged as the”Exceptional Protagonist of 2017” by the Ultimahora News, a major newspaper in Paraguay. In the sameyear, he was distinguished with the ”Outstanding Citizen Award,” granted by the city council of the Cityof Asuncion. c American Society for Engineering Education, 2019 Engagement in Practice: Final design projects on high altitude balloon payload, integrated with low cost open source hardware, a tool for STEM education in rural Paraguay, a case study

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Malini Natarajarathinam, Texas A&M University; Wei Lu, Texas A&M University; Mary E. Campbell, Texas A&M University

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Diversity

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Community Engagement Division

] “The group contract creation went well. It allowed us to communicate early and often which has led to success as a group. There has not been any major conflict.” [quoted from an IDIS 343 student] Furthermore, 70 out of 79 (88.6%) of students reported that they did not have any conflictwhen creating the group contract. 28 out of 79 students recalled that there were some clauses thatthey wish they had included in the contract; most were in regards to the schedule, plan, andattendance of group meetings (13 responses), and specifications of individual expectations andassignments (11 responses). Many mentioned that the Group Contract had played an importantrole in the project, one student wrote: “When our group created our

Conference Session

Engaging Community through STEM partnerships

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nathalia Ospina-Uribe, University of Puerto Rico, Mayaguez Campus ; Pamela Cristina Silva Díaz; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Christopher Papadopoulos, University of Puerto Rico, Mayaguez Campus

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Diversity

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Community Engagement Division

University ofPuerto Rico, Mayagüez (URPM) to promote community-based “Do-It-Yourself” solutions.Especially after Hurricane María, many isolated communities were left with no choice other thanto respond and adapt relatively independently from government or other aid agencies. Theconcept of Community Resilience is therefore the focus of this study. This concept includes notonly temporary measures of ‘survival’, but also the broader notion of sustainable communitiesand planning [5]. Our approach to community resilience is participatory, with the understandingthat many solutions lie within the innovative capacities of “victims”. We draw upon CreativeCapacity Building (CCB) as an approach to train community members to develop skills to designtheir own

Conference Session

Perspectives on Service Learning: Challenges, Successes, and Opportunities

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michael Foster, George Fox University; Gary E. Spivey, George Fox University

Tagged Divisions

Community Engagement Division

of the following:  Week 1: Introduction to Human-Centered Design - design exercises to show the difference between human-centered design and more standard processes  Week 2: The Inspiration Phase - framing a design challenge, choosing a design challenge, planning research, building an interview guide  Week 3: Conducting research and preparing for presentations  Week 4: Ideation Methods - finding themes, clustering, creating insight statements  Week 5: Selecting a Project - storyboarding, brainstorming, selecting best ideas, gut check  Week 6: Project Proposals - complete project proposal presentations, team assignments, mechanics for the rest of the semesterAt the completion of the six

Conference Session

Community Engagement Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tina Lee, University of Wisconsin-Stout; Elizabeth Anne Buchanan, University of Wisconsin-Stout; Devin R. Berg, University of Wisconsin-Stout

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Diversity

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Community Engagement Division

24.2%In addition, all students who indicated a willingness to be interviewed were contacted, and fourinterviews were conducted. Interview questions asked them about choosing to major inengineering, their current career plans, their plans to use their engineering skills in volunteering,the main things they took from the class, how (if at all) it changed their thinking, how they thinkabout ethics, and if they thought the skills and information from their general education courseswould be useful in their careers.Survey data was analyzed to see if survey responses in any areas changed significantly betweenthe pre- and post-surveys using paired sample t-tests. Results were also analyzed, usingindependent sample t-tests, to see if groups of students

Conference Session

Designing Opportunities for Youth Engagement in STEM

Collection

2019 ASEE Annual Conference & Exposition

Authors

Yanjun Yan, Western Carolina University; Mary Anna LaFratta, Western Carolina University; Hugh Jack P. Eng. P.E., Western Carolina University; Lane Graves Perry III, Western Carolina University

Tagged Divisions

Community Engagement Division

exercise at hand. And a third example, the clients appreciate everyonewearing name tags before they know them well. The team believes that the Touch Board project,the interdisciplinary collaboration in a service learning project, and the general understanding ofhow to work with others, can be transferred elsewhere.Conclusions and Next StepsThe engineering course in this collaboration is the first one to be designated as a service-learningcourse (SLC) within the College. It is novel to carry out a service-learning project betweenEngineering and ART classes. The service-learning project described in this paper is ongoing inspring 2019 after careful preparations and planning. The authors met with the communitypartners in summer 2018, solicited more

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Robert L. Nagel, James Madison University; Jacquelyn Kay Nagel, James Madison University; Callie J. Miller, James Madison University; Jason Forsyth, James Madison University; Shraddha Joshi, James Madison University; Kyle G. Gipson, James Madison University

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Diversity

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Community Engagement Division

SolidWorks).As the course progresses, the students must transition from being assigned weekly deliverableswhich walk the students through the design project to being able to manage large assignmentsthat require longer term planning. Team size from 3 to 4 in the Fall increases to 6 to 8 in theSpring. In the Fall semester, the students are primarily working on gathering the requirementsand developing initial concepts, thus smaller teams of 3 to 4 are sufficient for this semester. Inthe spring semester, however, the students start prototyping, building proof of concepts andultimately fabricating the alpha and beta prototypes, thus the increase in team size in the Spring.This also allows the students to apply project management course work to the

Conference Session

Engaging Community through STEM partnerships

Collection

2019 ASEE Annual Conference & Exposition

Authors

Shiyin Lim, Santa Clara University; Sydney Thompson, Santa Clara University; Tonya Lynn Nilsson P.E., Santa Clara University

Tagged Divisions

Community Engagement Division

. inadvertently promise the community something that can’tProposing Plans be delivered. Propose a single idea. Propose 2-3 options Choosing the project or the design option will give the community more responsibility and

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Howard L. Greene, Ohio State University; Kaleb Eldridge, Heart to Honduras; Patrick John Sours, Ohio State University

Tagged Divisions

Community Engagement Division

. Through a3-year process, the community works to restore internal and external broken relationships anduses the resulting unity as a foundation for effective collaboration with a broad array of partners.Second, we introduced plans for 1-2 graduate students to serve with the NGO in an immersivein-country community development experience during spring, the primary service-learningsemester. These persons have considerable presence in the communities during this period andkeep close contact with the university teams remotely working on community developmentinitiatives. This allows engagement in community discussions and feedback from direct sourcesto be incorporated, such that initiatives are increasingly collaborative and community-centric.Third, we

Conference Session

Community Engagement in Diverse Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jo-Ann Panzardi PE, Cabrillo College; Terra D. Morris, The RP Group; Xitlali Galmez-Marquez, Cabrillo College; Patricia E. Sanders; Eva Schiorring, StemEval; Kurt Degregorio, Cabrillo College

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Diversity

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Community Engagement Division

the EA students to anew culture and delve into global awareness and logistic arrangements.2) After Returning from the Guatemala ExperienceDespite having prepared for the experiences by developing preliminary work plans in the fallENGR 98A course, the teams found themselves adapting quickly based on the site conditionsand emerging information. The limited timeframe and resources available in the rural villagemeant that they had to manage the project and timeline carefully. What appeared to be aherculean task was made achievable by dividing the project into sub parts and pairing projects tosmaller teams based on individual interests and strengths. Not only did this pair team memberswith tasks that suited their skills, it ensured that all the

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

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Diversity

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Community Engagement Division

that the lesson plan we were given was going to be fun. Our activity was to create a life jacket for a small army man. We did this by providing the students with sections of a pool noodle, scissors, and rubber bands to fasten the "life jacket" to the figures. The students designed and modified their life jackets multiple times and had an overall good time. I was able to conect with the students and they were excited to meet somebody new. Overall I had fun, though I was a bit stressed at first. 10 The activity for me was the spaghetti house, as an Student describes the engineering student in college, the students thought that it experience of meeting was very

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, University of San Diego; Matias N. de Paula, University of San Diego

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Diversity

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Community Engagement Division

engineering is a sociocultural practice thatcannot exist in isolation.Future studies and plan for action include more conversation on how to decolonize theengineering curriculum and integrating more native engineering practices in traditionalengineering classrooms. It is important to recognize that everyone has benefited from nativeengineering practices (e.g., wildlife population monitoring, ecological relationships, sustainableharvesting practices, and canoe or snowshoe artifacts that were quickly adapted by Europeansettlers), which in some instances were taken from indigenous communities by violent means orthrough genocide. Current efforts include the development of engineering curriculum thatshowcases how indigenous communities create and harness

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

emerges from a completely external reward system. As one ofthe mentors pointed out to us, “Of course, you know college students they need money” (Mentor3, F18). That same mentor also explained that he would describe the afterschool program toother potential mentors as a way to give back to the community and added that “a plus is you geta little bit of money.” (Mentor 3, F18) Another mentor joked that he joined in part because thedirector of the program had told him the funding for the afterschool program would last fouryears. He quipped, I told [the director], as long as the money keeps coming in, you keep gettingthis grant, I’m going to be here. [Laughter] He told me, I remember he said in the intro, he waslike, “We’re planning for this to be