Conference Session

Community Engagement Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Shreya Gupta, Bit Project, College of Engineering, UC Davis; Dong Gyun Kim, Bit Project, College of Engineering, UC Davis; Victoria Kang Li Xu, Bit Project, College of Engineering, UC Davis

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organizational issues in technical, formal, and casual writing. She has primarily written and edited lesson plans for K-12 STEM education, proposals to university departments for educational collaboration, and instructional guides on using industry-standard programs. c American Society for Engineering Education, 2020 Implementing Student-Led Outreach Programs for K-5 Engineering EducationAbstractIn contrast to existing university outreach programs, Bit Project’s undergraduate curriculumdevelopers produce student and teacher manuals for use in class. Manuals encourage explorationprocesses for data collection and presentation, promote teacher involvement in classroom events,and

Conference Session

Community Engagement Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Maija A Benitz, Roger Williams University; Li-Ling Yang, Roger Williams University

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community and build personal • Listening skills networks • Problem solving and critical • Gain hands-on experience in a thinking community setting • Communication • Build professional connections • Teamwork useful for future internships or jobs • Learning more about • Science communication cultures/populations different from • Project planning their own • Cross-disciplinary collaboration • Understand both assets and needs in • Other

Conference Session

Community Engagement Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Robert M. Brooks, Temple University; Sangram Shinde, Department of Mechanical Engineering, Jazan University, Jazan KSA

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with ARC officers and the courseinstructor. After the training students formed teams of three and visited homes in the most fireprone neighborhoods of Philadelphia to install smoke alarms, replace alarm batteries and helpresidents make home fire escape plans. The students also provided education and materials onhome fire preparation. In the past five years they distributed materials and provided informationto over ten thousand people in homes and on the streets of the city.The students were required to submit a technical report about the behavior of steel under hightemperatures (i.e., home fires). The report also required a two-page reflection on the service.“The Environment” class was taught 23 times from Fall 1991 through SP 2013. An

Conference Session

Community Engagement Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rob Rouse, Southern Methodist University; Juan Torralba, University of Miami; Kathryn Krummeck; DiMitri Higginbotham, Good Shepherd Episcopal School

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. After receiving their laser-cut pendants, studentsattached string to them to create wearable pieces of jewelry.Lessons Learned: Brief EncountersBased on our experiences with brief encounters, we have several recommendations for groupsinterested in delivering similar educational experiences to students at K-12 schools. First,consider planning activities in which student create simple tangible artifacts. We have observedthat when students know they will walk away with even a simple product, they are often highlyengaged. Second, invite students to use tools and technologies that they may never have used—or that they use infrequently at school. We have found that students typically show great interestin learning how to use new tools and

Conference Session

Community Engagement Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jessica L. Murphy Ph.D., Jackson State University; Dawn Bishop McLin, jackson state university

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preparedness and response planning; and to building a pipeline from middle school to highereducation that develops future Emergency/Disaster Management professionals, AtmosphericScientists/Meteorologists, Psychologists, and Journalists who effectively disseminate publicinformation. In addition to natural disasters, the CCR will provide public safety response training insteadof man-made disasters that may occur during or after a natural disaster/major weather event, specificallyfor responders serving underserved communities in this engagement in practice paper. 13Introduction:Natural disasters have a significant and lingering impact on our nation and

Conference Session

Community Engagement Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

M. Loraine Lowder, Kennesaw State University; Christina R Scherrer, Kennesaw State University; Kevin Stanley McFall, Kennesaw State University; David R Veazie P.E., Kennesaw State University

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Practice: Establishing a Culture of Service Learning in Engineering Orientation Classes at Kennesaw State UniversityIntroduction and Literature ReviewWith a goal of increasing access to more engaged learning opportunities, service learning waschosen as one of the three high-impact practices for our university to focus on in ouraccreditation quality enhancement plan (QEP), along with undergraduate research andinternships. However, within the college of engineering very little formal service learning wasbeing conducted at the time. In our orientation classes, service learning was newly a part of theindustrial and systems engineering orientation course and fall 2019 it was incorporated into themechanical

Conference Session

Community Engagement Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Margaret Pinnell, University of Dayton; Kellie Schneider, University of Dayton; Leanne Petry, Central State University; M. Suzanne Franco, Wright State University; Malcolm W. Daniels, University of Dayton; Amy Anderson, University of Dayton; Marjorie Langston, Hamilton Township High School ; Megan Shepherd; Madeline Mock

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coordination, strategic planning and administrative support for the internationalization of the campus, which includes the Education Abroad Office, Partnerships and Exchanges, International Student and Scholar Services, an Intensive English Program, faculty development programs, and cross-cultural learning living communi- ties. Amy has been at the University of Dayton since 1998, and has over 30 years experience working in a variety of international education programs. Amy has also worked in the areas of international admission, international student advising and study abroad. She has taught at both the graduate and undergraduate levels in the U.S., Chile, Thailand and the British Virgin Islands, and speaks both French and

Conference Session

Community Engagement Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Simon Thomas Ghanat P.E., The Citadel; William J. Davis P.E., The Citadel; Dan D Nale PE, The Citadel - Civil & Environmental Engineering; Rebekah D Burke, The Citadel

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William J. Davis is D. Graham Copeland Professor of Civil Engineering and Dept. Head of Civil, Environ- mental and Construction Engineering at The Citadel in Charleston, SC. His academic experience includes transportation infrastructure planning and design, infrastructure resilience, traffic operations, highway safety, and geographic information systems. His research interests include constructing spatial databases for better management of transportation infrastructure, improving transportation design, operation, safety and construction, understanding long-term effects of urban development patterns, and advancing active living within the built environment for improved public health. He teaches courses in interchange design

Conference Session

Community Engagement Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mary Andrade, University of Louisville; Michael Scott Keibler, University of Louisville; Josh Rivard

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problem where they can effectchange. Through this work, the student will review possible remedial actions and determinewhich are viable relative to social, cultural and economic resources.To facilitate the community engagement and input, a consulting model is utilized. The consultingmodel takes into account the client’s perspective of the issues at hand and integrates the clientinto the conversation from the beginning of the process. Similarly, the client is consulted atvarying points of the project to ensure that the project and the resulting product will meet theirneeds. Contingency planning and risk calculation are also part of the learning of objectives of theconsulting approach. In addition, lessons in documentation and community

Conference Session

Community Engagement Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Romeo Ballinas-Gonzalez, Tecnologico de Monterrey; Benjamin Sanchez, Tecnologico de Monterrey; Miguel X. Rodriguez-Paz, Tecnologico de Monterrey (ITESM); Juan Arturo Nolazco-Flores, Tecnologico de Monterrey

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of civil engineering students through theirparticipation in a radio podcast program and how this strategy has started social projects. 33. MethodologyFigure 1 shows the proposed methodology in the framework of higher education in Mexico. Figure 1. Proposed methodology. 3.1. Step 1.Planning. In this step, the contents that will be addressed in the program corresponding to a final audienceare planned. Most of the participants are students of the Tec de Monterrey, however the public outside theuniversity community may listen the podcast and participate eventually. Because of this, the creation ofsocial projects that gives meaning to this work was

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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demographic information for both the college and elementarywriting partners is listed in Table 1. No other engineering activities were explicitly planned bythe participating elementary school teachers. Table 1. Demographics for College and Elementary Student Participants College Elementary* Total Number of Students Surveyed 148 86 Sex Female 28% 49% Male 70% 41% Racial/Ethnic Identification American Indian or Alaska Native 1% 1

Conference Session

Community Engagement Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cristiano Cordeiro Cruz, Aeronautics Technological Institute

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ministries’ action plans. In this sense, it can be said that, during theWorkers’ Party's administrations, university extension becomes a space for the articulationbetween the State and society [3], [4].Also, in the early 1990s, the solidarity economy movement gains momentum nationwide. That ismainly caused by the increasing rates of poverty and unemployment, which are some of theconsequences of the implementation of neoliberal politics in the country. In response to that,many social initiatives are tried, from collecting food destined to feed the millions who werefacing starvation, to actions that sought job creation. In 2001, with the first edition of the WorldSocial Forum, the multiple actors behind such poverty mitigation/overcoming initiatives

Conference Session

Community Engagement Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Patrick John Sours, Ohio State University; Michael J Hagenberger P.E., Ohio State University

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blocks resulted in an improved consistency of the blocks. With improvedcommunication flow and collaboration with the new contractor, the technical planning ofestimated materials and project management increased.. In addition, the participation of thecommunity increased with community members suppling all the water for construction.MARWA PRIMARY SCHOOL RAINWATER HARVESTING SYSTEM For the third iteration of the rainwater harvesting initiative focus was placed onimproving ease of construction, reducing overall costs, and improving work agreements withthe Marwa Contractor. Adjustments from the previous design were implemented andadditional focus was given to the logistics and planning aspects of the project.The redesign focused on the

Conference Session

Community Engagement Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joan B Schuman, Missouri University of Science and Technology

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cusp of that orientation category. Figure 2: Intercultural Development Continuum [17]Pre and Post training assessments were conducted for each class. The author is a qualifiedadministrator of the IDI and administered the surveys as a part of the course. Using a Likertscale, the overall values range as described previously. For the purpose of this study, I generatedgroup reports identifying both the Perceived Orientation (PO) and Developmental Orientation(DO) for each class. PO is a measure based on their own perceived position on the continuum,which for most people score higher than their DO values. Individual reports and customizedIntercultural Development Plans designed by IDI, LLC to aid in increasing cultural

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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college. Only 53% of 12th-grade first-generation students expect to earn a bachelor’sdegree and 68% plan to enroll in high school immediately after high school, compared to roughly90% of students whose parents earned at least a bachelor’s degree [4]. Fewer students actuallyenroll in post-secondary education than aspire to in high school, indicating that delayingenrollment makes students less likely to attend at all [5]. According to a 2001 National Centerfor Education Statistics report, only 54% of students whose parents had earned a high schooldiploma enrolled in college, and only 36% of students whose parents had not finished highschool enrolled. Conversely, the same report found that roughly 85% of students whose parentshad at least a

Conference Session

Community Engagement Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Camilo Andrés Navarro Forero P.E.; Odesma Onika Dalrymple, University of San Diego

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same characteristics given the current state of the system, as proposed by Ackoff´s“Interactive Planning methodology”[11] . The Idealized Design model proposed by Ackoff,allows the participants to establish the existing gaps between reality and their ideal modeland begin to co-create projects focused on eventually achieving those goals, planning in theshort, middle and long term. They are also asked to do a subsequent exercise ofprioritization of objectives to know which are the most important for the actors as a group.The final outcome of STW#2 is another set of agreements among stakeholders on the mostimportant variables to be addressed through any proposed project.STW#3The third social transformation workshop STW # 3, “Critical Systems

Conference Session

Community Engagement Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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uttermost pride. The staff at thenot-for-project organization all had very positive feedback on all of our meetings during thisproject.On Interdisciplinary CollaborationThe students all had very positive comments on interdisciplinary collaboration. Their idea aboutcollaboration have been strengthened. They enjoyed the hands-on nature of the project, appliedtheir knowledge, and planned to use their skills in the future.Conclusions and Future WorkIn an interdisciplinary service-learning project in spring 2019, the engineering and art students helped theclients on the Autism spectrum to convert their drawings to interactive art with sound effects whentouched, using Touch Board and conductive paint. The meeting time when the clients were available

Conference Session

Community Engagement Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ben Ralph Bernard, North Dakota State University; Jeremy Straub, North Dakota State University; Pranay Kumar Marella, Mississippi State University

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Community Engagement Division

originally planned. Forexample, instructional staff provided a cybersecurity card game used to teach key cybersecurityconcepts but had to leave early. A junior counselor was able to fill in and create a new activitythat incorporated the card game in a way that was much more fun for the student campers whileteaching the cybersecurity concepts better.Junior counselors introduced the campers to cybersecurity ‘Capture The Flag’ (CTF)competitions and coached a live cybersecurity CTF event with camper teams. This collaborationbetween the student counselors and cybersecurity campers became a very popular camp activity;the cybersecurity campers asked the student counselors for additional CTF resources and wereinterested in setting up similar competitions in

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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client, design experience, and CAD. One student wrote, “I gained realworking experience, both with a group and with a client. This project stressed the importance ofactually providing our client with a piece that could be functional, as it had a chance to be createdand was worth more than just a grade.” The students enjoyed the design process, being introducedto the creative side of engineering and working with a real client. When asked what they woulddo different, students’ most common answer was along the lines of planning better, using atimeline, and following a more detailed design strategy.Community Partner FeedbackThe stakeholders in this project were the four partners: Metro Deaf School, Minnesota Children’sMuseum, the University of St

Conference Session

Community Engagement Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

John Bernhard Kleba, ITA - Aeronautics Technological Institute (Brazil); Cristiano Cordeiro Cruz, Aeronautics Technological Institute (Brazil)

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appropriatetechnology workshops, class discussions, guest speakers, site visits, and online material. In itsfirst pilot, it had thirty-eight students completing the course [1]. Running in parallel to thecampus mode in 2015, the first immersive CDE incorporated the two-week EWB HumanitarianDesign Summit in Cambodia. Eight students, six of whom were supported by the AustralianGovernment New Colombo Plan (NCP) short-term scholarships, completed the course in thismode [1].In 2015, a total of 46 students undertook the course, from which eight undergraduates off-campus and 33 undergraduates and three postgraduates (Master of Engineering) on-campus [20].All students were enrolled in engineering courses, either as a single four-year bachelor degree oras a five-year

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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of positive adaptations intrinsic to acommunity that has tried to overcome adversity. In ASGM communities, these have includedmercury detoxification programs [19], territorial local planning that keeps ASGM away fromwatersheds [20], the desire of groups that have been discriminated to organize to gain voice andpower [21], etc. For these type of positive adaptations to occur, communities must exhibit thefollowing characteristics: Collective self-esteem (love who you are as a community); Culturalidentity (know who you are as a community); Social humor (be able to laugh at who you are);and State honesty (transparency between local/state government and communities) [14]. Studentsin my class learned about these positive adaptations by researching

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

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, and trust/ trustworthiness in professional-client relationships. A licensed engineer with over 35 years experience in engineering education and practice, Dr. Lawson has provided project management and technical oversight for geotechnical, construction ma- terials, transportation, environmental, and facilities projects nationwide.Ms. Heather R. Keister PE, Freese and Nichols Heather Keister is a Senior Project Manager and FNI Associate, overseeing the firm’s Lubbock office, with experience in many aspects of civil planning, design and construction. Her background includes drainage analysis and design, transportation, infrastructure, development and public works projects, with a focus in stormwater management and

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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. c American Society for Engineering Education, 2020 Lessons Learned from a Summer Bridge Research Partnership Between a Community College and a UniversitySummer Bridge PartnershipAs part of a partnership between a local community college and university, we have established a summerbridge program that has been proceeding since summer 2017. During the last three years, it has developed andevolved becoming larger and increasingly successful; even more so than originally planned. Targeted studentsfor our summer bridge program include students from diverse backgrounds including minorities, females andeconomically disadvantaged individuals.For the past three summers, community college students have spent

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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merely hiremore STEM-focused teachers. There is a severe issue with the STEM educator pipeline. Just0.17% of high school students with an interest in STEM who take the ACT plan to pursue anoccupation or college major in science education. 3This issue is exacerbated in rural areas, for women, and for minorities. Rural and small towns lagbehind the suburbs and cities in science education. In the National Assessment of EducationalProgress, 12th graders scored 11 and 19 for town and rural students, respectively, and 29 and 41for city and suburb dwelling students 2 . African-Americans and Hispanics make up 14% and 13%of computer scientists and 14% of engineers, while women make up only 25% of computerscientists and 14% of engineers. A lack of quality

Conference Session

Community Engagement Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stacey V Freeman, Boston University; Sandra Lina Rodegher, Boston University

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Paper ID #30493Improving the Engineering Pipeline Through University &Community-Developed Museum- Based Educational KitsDr. Stacey V Freeman, Boston University Dr. Stacey Freeman is the Director of National Outreach for the College of Engineering at Boston Uni- versity. In this role, she is responsible for planning, developing, and implementing outreach and diversity programs and initiatives to promote Engineering and increase the K-12 pipeline for women and underrep- resented minority students. Specifically, she supervises staff and students to sustain and develop innova- tive and cutting edge approaches to K-12 STEM

Conference Session

Community Engagement Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Julee Farley, Montgomery County Public Schools and Virginia Tech; Lisa D. McNair, Virginia Tech

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plans ● redirect efforts to create win-win opportunities for both organizations ● comfortably join large groups of strangers (e.g., staff meetings at schools) ● meet with many different people to discuss ideas ● communicate goals and progress to both organizations.One of the most significant examples of liaison work - in which a liaison increased equity ofSTEM outreach to less visited schools in the district - demonstrates how the combination of thecapabilities listed above can increase the effectiveness of partnerships between organizations.After collecting data to determine how schools were being differently served, the liaison helpedschool administrators determine that schools with the lowest levels of outreach were to

Conference Session

Community Engagement Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Flor Angela Bravo, Pontificia Universidad Javeriana; Juan M Cruz, Rowan University; Jairo Alberto Hurtado JAH, Pontificia Universidad Javeriana

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advisors toreview and prioritize these requirements and create a report. In this meeting, advisors and studentsagree on the design requirements to implement in the prototype they will deliver at the end of thecourse. Students make an engineering report, which includes a work plan detailing the activitiesthey will conduct in the project, the deliverables, and the delivery dates.Stage 3: Ideate. In the ideate stage, students use divergent thinking to brainstorm possiblesolutions to the design challenge. Then, they use convergent thinking to analyze whether theseideas meet the design requirements identified in the previous stage. Students make an oralpresentation of their ideas to receive comments from the advisors. At this stage, we promote

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

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into reauthoring what it means to be an engineer in thecontext of a first-year engineering design course. We begin by describing the institutionalcontext of the course.Context of First-Year Engineering Design CourseThe course that occupies the focus of the present paper is known locally as Introduction toEngineering and is offered in the fall semester at Harding—a private, non-profit, religiouslyaffiliated, teaching-focused university. It is a required course in the degree plans for fiveengineering majors that are offered at the university: biomedical, civil, computer, electrical, andmechanical. Typically, students are enrolled in the first-year engineering design course in theirfirst year of undergraduate. Almost all of the enrolled students

Conference Session

Community Engagement Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Whitney Gaskins, University of Cincinnati; Tracy Pritchard, University of Cincinnati; Delano White; Keri K. Eason

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greatway for older students to get involved and boost their resumes. Although they were thrilled withconcept of the program, some parents worried about the logistics. They discussed barriers thatwould keep them and their children from participating. Their main concerns were transportation,cost, parent work schedules, and children’s commitment to other extracurricular activities. Thisreinforces the importance of meeting families within their community and offering low costprogramming.Future DirectionThe next steps are to continue conversations with parents in the local community. Beyond thatour plan is to transform the participating churches into EPICC STEMulation Zones, which serveas informal STEM centers where students can continue to their

Conference Session

Community Engagement Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lauren Anne Cooper, California Polytechnic State University, San Luis Obispo; Amanda Johnston, Purdue University-Main Campus, West Lafayette (College of Engineering); Emily Honor Hubbard, California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo

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of a patient are often more effective. Local solutions involvehorizontal innovation networks to create assistive technology that is modifiable by healthcareprofessionals and patients, not just the engineers that created the device. However, the ability tocommunicate between engineers, healthcare professionals, and patients requires empathy.A number of other researchers have investigated the importance of developing empathy in theirengineering courses. Mitchell and Light (2018) have incorporated initial challenger interviews,subject matter expert speakers or videos, stakeholder engagement plans, and reflection exercisesto help students develop empathy in “EPICS,” a first-year design course at Colorado School ofMines [2]. In another first-year