ASEE PEER - Search Results

Displaying results 31 - 49 of 49 in total

← Previous
1
2
Next →

Community Voices in the Spotlight: Students’ Engagement in the Literacies of Human-Centered Engineering Design

Conference Session: Empowering Students and Strengthening Community Relationships
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Gianina Morales, University of Pittsburgh; Universidad de Valparaíso, Chile; Emily C. Rainey, University of Pittsburgh
Tagged Divisions: Community Engagement Division (COMMENG)

project-basedengineering course grounded on human-centered design. We focus on the engineering literaciesenacted by a team of focal students who collaborated with a local school for visually impairedchildren to address the problem “How might we increase the accessibility of music to visuallyimpaired people?”. Through the qualitative analysis of students’ interviews and artifacts,recordings, and observational notes from team meetings, we examine the students’ engineeringliteracies learning. Findings show how students used literacies of human-centered engineeringdesign as tools for centering the perspectives of the recipients of the designed products,unseating traditional top-down design approaches. The paper discusses the potential of human

Relevance Score: 0.014618054

Board 54A: Student Impacts from Outreach-based Flood Risk Research in Rural Texas, USA

Conference Session: Community Engagement Division Poster Session - Exploring the Transformative Power of Service, Engagement, and Research
Collection: 2023 ASEE Annual Conference & Exposition
Authors
Tagged Divisions: Community Engagement Division (COMMENG)

the Qualtrics survey and were asked questions related to thestudy’s effectiveness, strengths and weaknesses, and impacts on professional development. Asubset of eight students (four from each university) were also interviewed and asked a set of 12questions related to the project roles, expectations, training, difficulty of work, and personal andprofessional lessons. The questions from the personal interviews fell into three major themes:research enterprise, student experiences, and educational gains.Preliminary results indicate that students who conducted the flood research interview workfound that it was a positive experience in terms of building their skills and confidence inconducting outreach research. In terms of student pre-study

Relevance Score: 0.014377214

Engagement in Practice: Maximizing the Impact of Service-learning Activities Through Collaboration with K–12 Educators

Conference Session: Community Engagement Division 2 - Engagement in Practice Lightning Round: Equitable Engagement and Transformative Education
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Yuting W. Chen, University of Illinois, Urbana-Champaign; Blake Everett Johnson, University of Illinois, Urbana-Champaign; Saadeddine Shehab, University of Illinois, Urbana-Champaign; Marcia Pool, University of Illinois, Urbana-Champaign
Tagged Divisions: Community Engagement Division (COMMENG)

applied after recruitment emails were sent to localschool district contacts. In July 2022, a one-day workshop was held at UIUC with a group of fifteenK–12 educators from twelve different local schools, ranging from pre-K to high school. After theinitial introduction, workshop participants were divided into five groups based on their teachingrole and grade level. A human-centered design approach was then used to guide a series of groupactivities, which focused mainly on connecting all stakeholders to create better support betweenservice-learning project developers (university students) and receivers (K–12 students). Lessonslearned from the summer workshop include: (1) having a long-term (3–5 years) commitment forpartnership between local schools

Relevance Score: 0.014181596

Mitigating Rural Flight: The Role of a Place-based Engineering Curriculum in Strengthening Community Assets (Traditional Research Paper)

Conference Session: Engineering Empowered Communities: Place-Based Community Engaged Learning
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Micaha Dean Hughes, North Carolina State University; Aaron Arenas, North Carolina State University; Latricia Walker Townsend, North Carolina State University; Tameshia Ballard Baldwin, North Carolina State University
Tagged Topics: Diversity
Tagged Divisions: Community Engagement Division (COMMENG)

Students and Teachers (ITEST) project,DeSIRE is a school-university-community collaboration (SUCC) with goals to broaden participationin engineering and strengthen the science, technology, engineering and mathematics (STEM) identityof minoritized middle school students and teachers in a rural southeastern state. Operating in twomiddle schools since 2020, DeSIRE features a formal, three-part manufacturing engineeringcurriculum that was designed around the commodities of local industry partners in the areas ofbiopharmaceuticals, food process engineering, and energy systems. Through collaboration withcompanies including Pfizer, Cummins, Kaba Ilco Corporation, LS Cable & System, Hitachi, andPoppies International, students were exposed to project

Relevance Score: 0.014169281

Engineering a Bridge Across Cultures: Insights to Support Dialogue with Engineering Professionals on Ethical and Social Design Considerations

Conference Session: Engineering, Ethics, and Community Engagement
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Tiffany Smith, NASA; Zachary T. G. Pirtle, NASA
Tagged Topics: Diversity
Tagged Divisions: Community Engagement Division (COMMENG), Engineering Ethics Division (ETHICS)

Paper ID #43419Engineering a Bridge Across Cultures: Insights to Support Dialogue withEngineering Professionals on Ethical and Social Design ConsiderationsMs. Tiffany Smith, NASA Tiffany Smith serves as NASA’s Chief Knowledge Officer (CKO) and Director of the Office of the Chief Engineer’s Academy of Program/Project and Engineering Leadership (APPEL). Ms. Smith is responsible for managing NASA’s APPEL Knowledge Services learning and development program, providing strategic communications and continuous learning to project management and systems engineering personnel, and overseeing knowledge services across the agency in

Relevance Score: 0.013265669

Navigating Transformational Resistance: Exploring Humanitarian Engineering Students' Capacities for Addressing Systemic Causes of Infrastructure Service Disparities

Conference Session: Engineering, Ethics, and Community Engagement
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Emma Sophie Stine, University of Colorado Boulder; Amy Javernick-Will, University of Colorado Boulder
Tagged Topics: Diversity
Tagged Divisions: Community Engagement Division (COMMENG)

education programs found that‬ ‭engineering educators often attribute engineering project failures to technical, communication, or‬ ‭cultural issues and overlook the oppressive systems that could contribute to a pattern of failures‬ ‭across projects.‬I‭ nstead, students have expressed frustration with only being shown cases of failure‬‭[21]‬‭and‬ ‭wanting examples of success stories. HE students have expressed “just wanting to know what to‬ ‭do" when encountering complex ethical and ambiguous questions. Further, without clear‬ ‭answers, they express frustration and disengagement from discussion topics around systematic‬ ‭oppression‬‭[5]‬‭. Other scholarship has shown students‬‭dropping out of engineering spaces when‬

Relevance Score: 0.013212923

Promoting Empathy in Engineering Undergraduates: An Assessment of the Efficacy of an Interdisciplinary Service-Learning Design Course

Conference Session: Empowering Students and Strengthening Community Relationships
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Heidi Lynn Morano, Lawrence Technological University; Matthew L. Cole, Lawrence Technological University
Tagged Divisions: Community Engagement Division (COMMENG)

frequency should these educational contextsbe woven throughout an already overloaded curriculum?Community-engaged service learning has the dual goal of enriching student learning andgenerating value for communities [11] . Students that participate in community-engaged learningoften benefit from a number of additional learning opportunities, including increased criticalthinking and intercultural skills, increased communication skills, ability to engage with a varietyof stakeholders during the design process, identifying unmet user needs, integrating informationfrom many sources to gain insight and assessing and managing risk. Because of the complexitiesof students learning through projects engaged with real-world communities, faculty aresometimes

Relevance Score: 0.012783118

Board 53: Engagement in Practice: Strengthening Student’s STEM Identity Through Service

Conference Session: Community Engagement Division Poster Session - Exploring the Transformative Power of Service, Engagement, and Research
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Selvin Yovani Tobar; Bara Maisara Zalloum; Anna N. Le; Yessenia Nicacio-Rosales; Doris J. Espiritu, Wilbur Wright College- One of the City Colleges of Chicago
Tagged Topics: Diversity
Tagged Divisions: Community Engagement Division (COMMENG)

aptitude [2]. When community service is integrated into a school’s curriculum, it hasbeen found to increase students’ enjoyment of learning, academic motivation, and performance[2-3]. In adults, reports have shown that volunteering improves physical and mental health,boosts self-esteem, and increases overall happiness [4]. Students who support communityengagement initiatives such as volunteering related to their discipline, gain applicable experienceand advocate for their careers [5].Service learning is one type of community service in which projects are assigned within astudent’s curriculum [6]. Within the fields of Science, Technology, Engineering, andMathematics (STEM), [7] research has been conducted on how to improve student retention

Relevance Score: 0.010570338

Engagement in Practice: Developing Local School System Partnerships for Large-Scale Engineering Design Challenges, the Get Outside And Learn (GOAL) Program

Conference Session: Community Engagement Division 2 - Engagement in Practice Lightning Round: Equitable Engagement and Transformative Education
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Vincent Nguyen, University of Maryland, College Park; Jennifer Bishop, University of Maryland, College Park; Paige E. Smith, University of Maryland, College Park; Rebecca Kenemuth
Tagged Topics: Diversity
Tagged Divisions: Community Engagement Division (COMMENG)

mechanical engineering capstone projects, introducing non-profit partnerships related to designs for persons with disabilities, and founding the Social/Environmental Design Impact Award. He manages several outreach and diversity efforts including the large-scale Get Out And Learn (GOAL) engineering kit program that reaches thousands of local K-12 students.Jennifer Bishop, University of Maryland, College Park Jen Bishop is the Assistant Director - Outreach and Recruitment for the Women in Engineering Program at the University of Maryland, A. James Clark School of Engineering, where she draws upon her 10+ years of STEM and Maker education experience to inspire future engineers. Jen has a Bachelor’s degree in

Relevance Score: 0.010570338

Developing a Community-Based, Environmental Justice-Oriented Curriculum for STEM Learning

Conference Session: Engineering Empowered Communities: Place-Based Community Engaged Learning
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Cindy Hua, Southern Methodist University; Jessie Marshall Zarazaga, Southern Methodist University
Tagged Divisions: Community Engagement Division (COMMENG)

result in content areas beingtaught in silos. Technical skills are decontextualized [13]. Even when there is a focus onreal-world problem-solving in STEM education practices, what is often missing is the space toground knowledge from the culture of a related community, the place of the problem, or thepeople who seek to solve it [7]. The authors of this study aim to understand and reflect on thesenotions central to community-based learning (CBL) practices within a STEM classroom.This case study was part of a broader educational project developed to integrate CBL as alearning context for STEM or STEM-adjacent classrooms, leveraging the contexts of localenvironmental injustices and community infrastructure inequities. To authentically engage inreal

Relevance Score: 0.010027903

Engagement in Practice: Building Inclusive and Just Pathways to a Clean Energy Economy through Youth Education of Clean Energy

Conference Session: Community Engagement Division 2 - Engagement in Practice Lightning Round: Equitable Engagement and Transformative Education
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Hyunjung Ji, The University of Alabama; Sally Grace Shettled, The University of Alabama; Mark Allen Mueller, The University of Alabama; Colby Nicole Putman, The University of Alabama; Amelia Salazar, Sam Houston State University; Laurel Jane Holmes MPH, Energy Alabama; Hyun Jin Kim, The University of Alabama
Tagged Topics: Diversity
Tagged Divisions: Community Engagement Division (COMMENG)

problem-based energy education approach affect students’ perception and disposition towards STEM and specifically the area of energy? ● How does the interaction with mentors influence student mentees' perception toward scientists/engineers and energy issues?Project DescriptionThe collaborative team for the initiative included The University of Alabama (UA) Engineeringand Political Science Departments, Energy Alabama (a nonprofit organization), the AlabamaIndustrial Assessment Center (AIAC), and local majority-minority high schools. Most of the UAparticipants are underrepresented minority (URM) students in STEM.Student recruiting strategyTo meet the project objective of increasing the underrepresented minority students in STEMengaged in

Relevance Score: 0.0094543975

WIP Elevating the Unsung Heroes: Assessing Graduate Teaching Assistants' Experiences in Service-Learning Programs

Conference Session: Empowering Students and Strengthening Community Relationships
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Danielle N. Wagner, Purdue University; Sukrati Gautam, Purdue University; Peyman Yousefi, Merck Group; Nuela Chidubem Enebechi, Purdue University; Andrew Pierce, Purdue University; William C. Oakes, Purdue University
Tagged Divisions: Community Engagement Division (COMMENG)

, and has been honored practice advising undergraduate EPICS service-learning teams. Having community-oriented discussions at Purdue, working with human-centered design in her own research, and mentoring student teams inspirited her drive to center community member and partner voices within academic discussions. She is excited to continue learning from leaders in EPICS and partnering institutions while applying to industry and academic positions.Sukrati Gautam, Purdue University I am currently pursuing my Ph.D. in Computational Environmental Technology at Purdue University. I am experienced Teaching Assistant at Engineering Projects in Community Services (EPICS). I am exploring human decision making behavior using ML

Relevance Score: 0.0092490455

Engagement in Practice: Collaborating with University Extension on Game Jam Workshops to expose middle school aged learners to basic programming concepts

Conference Session: Community Engagement Division 2 - Engagement in Practice Lightning Round: Equitable Engagement and Transformative Education
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Ezequiel Aleman, Iowa State University of Science and Technology; Ethan Paul Ruchotzke; Michael Brown, Iowa State University of Science and Technology
Tagged Divisions: Community Engagement Division (COMMENG)

Our workshop grew out of an existing research collaboration at Iowa State University entitledGame2Work aimed at using serious games and gamification to expand pathways to STEM academic majorsand careers. Game2Work brings together interdisciplinary researchers from across the institution to developgames, evaluate implementation strategies, and design novel applications for gamification. The middle school game jam grew out of a project developed by the first author, focused on civicengagement and game design. Game2Work researchers contacted ISU Extension and Outreach whoidentified a need for programming for middle school aged students that could address organizationalpriorities around STEM education and career pathways. ISU Extension

Relevance Score: 0.008356586

Promoting Tsunami Risk Awareness through Service Learning and the Application of the Disaster Imagination Game (DIG) in Ocean Engineering: an Analysis of Students’ Perceptions Years Later

Conference Session: Community Engagement Division 5 - Nurturing Well-Being and Promoting Awareness
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Gianina Morales, Universidad de Valparaíso, Chile; Mauricio Reyes Gallardo, Universidad de Valparaíso, Chile
Tagged Divisions: Community Engagement Division (COMMENG)

event that struck the central region of Chile onFebruary 27th, 2010—a joint research project between Japan and Chile was established toadvance the development of technologies and resources to foster tsunami resilient communities.The SATREPS (The Science and Technology Research Partnership for Sustainable DevelopmentProject) program [2] allowed the introduction of the Disaster Imagination Game (DIG) in Chile.DIG was created as a method for disaster drill in Japan [3] and has been used in differentcontexts since then (e.g., [4], [5] ). The game’s overall goal is to promote disaster risk awarenessand resilience. Its core is a teamwork exercise around a printed map, where people discuss andrecord information about the territory under study [6]. We

Relevance Score: 0.00716428

Community Reception of Student Developed App to Help Community Members in Mental Health Crisis

Conference Session: Community Engagement Division 5 - Nurturing Well-Being and Promoting Awareness
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Thomas Rossi, Penn State Behrend; Sarah Lengel
Tagged Divisions: Community Engagement Division (COMMENG)

/ lifethreatening is discussed on their platform [7]. While it is helpful for students to be able tosupport one another anonymously, the preferred approach was to get students connected toprofessional resources available on campus who are trained to handle mental health issues.3.0. Implementation3.1. Development The development of this app was done by three students, two were studying ComputerScience and the other was studying Software Engineering. A member of the school’s ComputerScience and Software Engineering faculty served as their advisor. It was determined that inorder for this project to be successful two additional advisors would be needed. The first was amember of the school Counseling Center who served as a subject matter expert on mental

Relevance Score: 0.0059089987

Motivations and Barriers to Participation in Community Outreach and Engagement among Environmental and Water Resources Engineering Students

Conference Session: Community Engagement Division 1 - Empowering Students and Strengthening Community Relationships
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Sydney Donohue, University of New Mexico; Anjali Mulchandani, University of New Mexico
Tagged Topics: Diversity
Tagged Divisions: Community Engagement Division (COMMENG)

education: trends, practices and policies : analytical report. LU: Publications Office, 2020. Accessed: Feb. 28, 2023. [Online]. Available: https://data.europa.eu/doi/10.2766/071482[7] E. Andrews, A. Weaver, D. Hanley, J. Shamatha, and G. Melton, “Scientists and public outreach: Participation, motivations, and impediments,” J. Geosci. Educ., vol. 53, no. 3, pp. 281–293, 2005, doi: 10.5408/1089-9995-53.3.281.[8] J. Robinson and J. Tansey, “Co-production, emergent properties and strong interactive social research: the Georgia Basin Futures Project,” Sci. Public Policy, vol. 33, no. 2, pp. 151–160, Mar. 2006, doi: 10.3152/147154306781779064.[9] M. Gibbons, C. Limoges, H. Nowotny, S. Schwartzman, P. Scott, and M. Trow, The New

Relevance Score: 0.0050139516

Engagement in Practice: Lessons Learned in Finding Synergy between Student Organizations and the Recruitment of Underserved Populations

Conference Session: Community Engagement Division 2 - Engagement in Practice Lightning Round: Equitable Engagement and Transformative Education
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Roneisha Wynette Worthy, Kennesaw State University; Amy Borello Gruss, Kennesaw State University
Tagged Topics: Diversity
Tagged Divisions: Community Engagement Division (COMMENG)

Fellowship Program grant. Dr. Gruss gained experience in the consulting field working on water projects such as novel disinfection processes within water resource recovery facilities and alter- native disposal of treated biosolids in land applications. Currently, Dr. Gruss investigates analysis and removal mechanisms of microplastics at water treatment facilities and fate and the transport of microplas- tic concentrations in treated sludge. She also published multiple journal articles on sustainability and the science of teaching and learning in higher education. ©American Society for Engineering Education, 2023Engagement in Practice: Lessons Learned in finding synergy between Student Organizations

Relevance Score: 0.004136299

Lessons Learned from Offering in-Department Wellness Programs

Conference Session: Community Engagement Division 5 - Nurturing Well-Being and Promoting Awareness
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Jacquelyn Kay Nagel, James Madison University; Jenna P. Carpenter, Campbell University
Tagged Divisions: Community Engagement Division (COMMENG)

theiracademic success and overall health. Equipping students with strategies and modeling positivebehaviors can assist them in managing these challenges and mitigating negative impact.2. MotivationEngineering students can be a vulnerable population with high stress or anxiety which leads toa lack of well-being. Engineering curricula tend to be packed with heavy course loads thatinvolve problem and lab/project-heavy courses, fast-paced courses with significant theoreticalcontent to master, significant homework and exam requirements, and, often, heightenedcompetition among students. Moreover, engineering courses tend to have strict pre-requisiteand grade requirements that may mandate grades of C or higher to pass, which make theconsequence of failing a