Displaying all 22 results
- Conference Session
- Community Engagement Division (COMMENG) Poster Session
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Jessica Rush Leeker, University of Colorado Boulder; Marlene Sulema Palomar, University of Colorado Boulder; Lyndsay Rose Ruane, University of Colorado Boulder
- Tagged Topics
- Diversity
- Tagged Divisions
- Community Engagement Division (COMMENG)
; Urban Design, CU Boulder d. Engineering Management Department, CU Boulder INTRODUCTION PROJECT DESCRIPTION 3 Action Research (AR): CONCLUSION Involves a systematic process of acting, observing, reflecting, and re- PALAR is a valuable framework for engineering
- Conference Session
- Community Engagement and Humanitarian Engineering: Creating Inclusive Engineers
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Paul A. Leidig P.E., Purdue University; William C. Oakes, Purdue University
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- Diversity
- Tagged Divisions
- Community Engagement Division (COMMENG)
community engagement programs for understanding the value propositionfor each stakeholder group. Such investigations can help researchers and practitioners betteroptimize programs to more closely meet their full potential.IntroductionLeading institutions in engineering education have been focusing on integrating experientiallearning into the undergraduate experience in recent years [1], which is a pedagogy that involveseducators purposefully engaging learners in direct experience and focused reflection [2]. Onesubset of the experiential learning approach is community-engaged learning, which is intended toincorporate the five elements of engagement, academic connection, reciprocal partnerships, mutuallearning, and reflection [3]. In engineering
- Conference Session
- Community Engagement and Humanitarian Engineering: Creating Inclusive Engineers
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Patrick John Sours, The Ohio State University; xinquan Jiang, The Ohio State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Community Engagement Division (COMMENG)
IDIsoftware. These scores correlate to produce reports detailing individual and/or group results thatprovide insight into characteristics within each phase. These results were then assessed usingMicrosoft Excel’s statistical toolset to analyze the changes across the IDC continuum of theoverall group, subgroups, and individuals. Changes (+/-) 7 on the IDI scoring are consideredstatistically significant.Qualitative Data CollectionQualitative data were collected from a modified Student Assessment of Learning Gains (SALG)Survey, developed using the SALG assessment tool [20] with reflection activities guided by [21],and course artifacts including student assignments, focus groups, individual interviews, classdiscussions, reflection activities, and related
- 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
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- Diversity
- Tagged Divisions
- Community Engagement Division (COMMENG)
research team to acquire hands-on models that professional studentorganizations could use as a tool to increase engagement. This factor was also studied toascertain any insights into how the models enhanced the experiences of the event. Collegestudents wrote reflections after their interactions. This paper shares how community-engagedactivities not only change attitudes and outreach self-efficacy in all students but also might becritical in self-efficacy and motivation for minority women engineering students.I. IntroductionKennesaw State University (KSU) is thriving with nearly 43,000 students on two metro Atlanta,Georgia campuses. The adoption of strategies like providing incentives, such as scholarships andfinancial aid, for minority
- Conference Session
- Engagement in Practice Lightning Round: Engineering with and for Community Partners
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- George A Hunt P.E., University of Nebraska, Lincoln; Elizabeth G. Jones, University of Nebraska, Lincoln
- Tagged Topics
- Diversity
- Tagged Divisions
- Community Engagement Division (COMMENG)
reflected on why understanding redlining andother social justice issues are important to their future careers as civil engineers. This paper describeswhat was done in both classes and reflections from both students and instructors.IntroductionService-learning and community-based learning are proven pedagogical approaches used across multipledisciplines and educational levels to bridge teaching and community engagement (Billig, 2000; Kuh,2008). Over the course of decades, research demonstrates the benefits of service-learning (SL) to studentlearning (Warren, 2012), satisfaction (Drinkard & Tontodonato, 2019), engagement, and retention(Bringle, Hatcher & Muthiah, 2010). This paper describes how information on redlining wasincorporated into a
- 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)
studies,methodologies, and frameworks for thinking about how to teach engineers about the nature oftheir work1. The American Society for Engineering Education has a separate Engineering EthicsDivision that has also tackled broader topics on how engineers should consider the ethical andsocietal implications of what they do. Our research paper here seeks to build bridges to some ofthat engineering education and ethics research by reflecting on recent efforts that have beenperformed from within a government agency, the National Aeronautics and SpaceAdministration (NASA), to reflect on the implications on the work of engineers. This event wascalled the Artemis and Ethics workshop, and it focused on bringing in social science andhumanities scholars
- Conference Session
- Empowering Students and Strengthening Community Relationships
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Angela R Bielefeldt, University of Colorado, Boulder; Lupita D Montoya, University of Colorado, Boulder; Andrea Ferro, Clarkson University
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- Diversity
- Tagged Divisions
- Community Engagement Division (COMMENG)
their needs.BackgroundThere is a long history of engagement of academics with communities [1-4]. Historically someof this work was termed service-learning (SL) where the goal was for students to reapeducational benefits from credit-bearing activities through a process of reflecting on their work,while community partners also benefited from the collaboration. SL work often faced challengeswith equitable benefits and power sharing. SL in engineering is now often being framed underthe larger umbrella of community engagement (CE). CE is a broader idea that encompassescommunity partnerships in co-curricular activities (such as Engineers Without Borders studentchapters). CE work can also be focused on scholarship and research, termed CommunityEngaged
- Conference Session
- Community Engagement Division 3 - Engagement in Practice Lightning Round: Fostering Reciprocal Partnerships and Empowering Change
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Danielle N. Wagner, Purdue University, West Lafayette ; William C. Oakes, Purdue University, West Lafayette ; Ashish Dahiya, Indian Institute of Technology, Delhi, India
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- Diversity
- Tagged Divisions
- Community Engagement Division (COMMENG)
plan to carry out study abroad opportunities, having community partners in eachlocation also allows for justification for travel for students in both the U.S. and India.Actionable changes for leveraging strengths - within or between teams, or in curricula:In addition to questioning short-term interactions and dynamics, and with the intent of challengingunjust systems toward “critical service learning,” [11] it may be helpful to establish social justiceand global relationship-based reflections [6], [7] toward systemic change. It is well establishedthat students cultivate empathy through partner interaction in service-learning projects, which isassessed by regular reflections [12]. Currently, students on the U.S. team are asked to reflect
- Conference Session
- Empowering Students and Strengthening Community Relationships
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Samuel A Acuña, George Mason University; Nathalia Peixoto, George Mason University; Holly Matto, George Mason University; Siddhartha Sikdar, George Mason University
- Tagged Topics
- Diversity
- Tagged Divisions
- Community Engagement Division (COMMENG)
approaches to • Student reflections community-engaged research • New programs and curricula • Disseminate community-engaged STEM • Research products graduate traineeship model. • Publications and conference presentations • Trainees publish papers with authors from • Collaborative grant proposals multiple disciplines; • Student placement statistics • New transdisciplinary collaborations. • Community of diversity recruitment • Trainees articulate and analyze the advocates
- Conference Session
- Community Engagement Division 1 - Empowering Students and Strengthening Community Relationships
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Khalid Oladeji Bello, University of Louisville; Faisal Aqlan, University of Louisville; Danielle Wood, University of Notre Dame; Jay B. Brockman, University of Notre Dame; Hazel Marie, Youngstown State University ; Kerry Meyers, University of Notre Dame; Daniel Lapsley, University of Notre Dame
- Tagged Topics
- Diversity
- Tagged Divisions
- Community Engagement Division (COMMENG)
achievingcommunity engagement long-term goals. To use TOC, the long-term change needs to beidentified and the conditions necessary to achieve the change should be established. The TOCapproach has been used in a wide range of CBR projects, including those focused on healthpromotion and environmental sustainability. However, the difficulty of measuring intangibleoutcomes and the power dynamics between university and community partners can make theevaluation of community engagement challenging (Stoecker et al., 2010).An effective community-university partnership positively impacts students and CBR projectquality. Students involved in CBR engage in active learning. They engage in some activity thatforces them to reflect and think about what they are doing
- 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)
countries. his student underscores a motivation for a more equitable world due to the perceived harmTcaused by their high-income country, particularly in terms of the environmental degradation that will affect low-resource communities.I n summary, while the motivations varied among students, this study identified all students at one point expressing a motivation for social justice, often using vocabularies such as justice and equality. While this exploration was not exhaustive in capturing the entirety of students' experiences, we found that students reflected on a spectrum of emotions. These include a sense of solidarity with marginalized populations they once lived with, drawing inspiration from the resilience and
- Conference Session
- Community Engagement Division Poster Session - Exploring the Transformative Power of Service, Engagement, and Research
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Kerry Meyers, University of Notre Dame; Danielle Wood, University of Notre Dame; Faisal Aqlan, University of Louisville; Daniel Lapsley, University of Notre Dame
- Tagged Topics
- Diversity
- Tagged Divisions
- Community Engagement Division (COMMENG)
dispositional changes in STEM self-efficacy and identity.Students completed surveys and reflections at multiple points throughout their internship,including a retrospective pre/post survey capturing dispositional shifts during the experience.The results of the internship experience on student intern participants educational andprofessional plans at the 3 sites are evaluated in this paper. Results show significant gains onitems related to professional discernment (desire to work in a STEM field, use technical skills,on open ended problems for the betterment of society) for participants at all sites. Additionally,there are differences by gender.OverviewBeginning in 2015, the College of Engineering researchers and staff at UNIVERSITYdeveloped, piloted
- Conference Session
- Community Engagement Division 4 - Cultivating Engineering Excellence through Mentorship and Humanitarian Engineering
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Kirsten Heikkinen Dodson, Lipscomb University; Amelia Elizabeth Cook, Lipscomb University; Lewis Ngwenya, Lipscomb University; Hannah Grace Duke, Lipscomb University
- Tagged Topics
- Diversity
- Tagged Divisions
- Community Engagement Division (COMMENG)
engineering as a professional wayof being [9] whereas Huff et al. discusses the importance of identity development in early careerengineers [10]. Initial findings from the open-ended questions from the questionnaire fromthematic analysis of the responses are analyzed fully in [2].Though not necessarily foundational to this work, the authors find inspiration from three otherstudies with similar objectives. First, Cech discusses an idea that beliefs of professional work canimpact intra-profession activities in the workplace [11]. Cech reflects that the engineeringideology of technical/social dualism may have a role in the gender wage gap in the field. Inrelation to this study, could involvement in HEPs cause students to reconsider their
- 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)
ultimately help facilitate more effective interactions betweenacademia and community.One major limitation is evident within the body of outreach literature. The vast majority ofoutreach literature has historically addressed outreach in a top-down manner where academia isdelivering knowledge in a one-way exchange to recipients. Relatively recently, the research hasbeen reflecting the validity of the knowledge and expertise non-academic communities alreadyhold and that outreach should be a two-way exchange of knowledge. [8], [9]Additionally, most outreach studies focus on outcomes surrounding the recipients of outreachevents. [10] We aim to focus on the other side of outreach: those who participate in facilitatingthe outreach. This will act as a first
- Conference Session
- Community Engagement and Humanitarian Engineering: Creating Inclusive Engineers
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Kirsten Heikkinen Dodson, Lipscomb University; René Marie Rosalie Marius, Lipscomb University; Mark Sedek, Lipscomb University
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- Diversity
- Tagged Divisions
- Community Engagement Division (COMMENG)
dynamics as a challenge when confronting discrimination or bias. Pressurefrom a group to avoid conflict or to not alienate oneself may be a strong driver of silence ininstances of prejudice.The last new code that emerged from the interviews was changed behavior. From the qualitativeanalysis of the open-ended responses in the surveys, the authors uncovered changed perspectiveas a code. There is a subtle difference between these two as defined by the researchers wherechanged behavior recognizes a new action or intended action from the participant based on anew learning or reflection whereas changed perspective might not result in an action. Thisdifferentiation is important for this study and the resulting goals as simply changing perspectivesor
- Conference Session
- Engineering Empowered Communities: Place-Based Community Engaged Learning
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Paula Alvarez Pino, University of Alabama, Birmingham; Fouad H. Fouad, University of Alabama, Birmingham; Andrew J. Sullivan, University of Alabama, Birmingham; Mona N Fouad, University of Alabama, Birmingham
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- Diversity
- Tagged Divisions
- Community Engagement Division (COMMENG)
. Theultimate goal is for this initiative to serve as a model and inspiration for universities andcommunities alike, highlighting the transformative power of collaboration between highereducation institutions, industry, and community partners to drive meaningful improvements inour communities, fostering growth, innovation, and social well-being.1. IntroductionOverview of Community Engagement in Engineering EducationIn recent years, the field of community engagement in engineering education has been growing,reflecting a shift towards a more holistic approach that extends beyond theoretical knowledge.Building sustainable and resilient communities is a core purpose of civil engineering andeffectively engaging with communities is vital. Such engagement is
- 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
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- Diversity
- Tagged Divisions
- Community Engagement Division (COMMENG)
educational and professional opportunities should reflect and support these values. Futureresearch on this topic could include power sharing structures and opportunities within SUCCs, thequantitative impact of an intervention program like DeSIRE on student academic outcomes or teacherretention rates, or community and parent perceptions of SUCCs (especially in conjunction with theservice mission of public universities).ConclusionThe purpose of this study was to understand how a school-university-community collaboration coulduse existing community assets to support the reduction of rural flight, or “brain drain,” by influencingstudent and teacher perceptions of local workforce opportunities. Through meaningful relationshipbuilding between various
- 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
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- Diversity
- Tagged Divisions
- Community Engagement Division (COMMENG)
these participants. We will also enhanceour recruiting strategies and assess what prevents students from volunteering. We will continueto expand our data size and we will continue to collaborate with more local community partnersand student organizations within Wright College to organize volunteering opportunities. Withmore activities and larger data size, we will compare the impact of all terms on the STEMidentity and STEM efficacy of volunteers.V. ACKNOWLEDGEMENTSThis material is based upon work supported by the National Science Foundation under Grant No.DUE-1832553. Any opinions, findings, conclusions, or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience
- Conference Session
- Engineering, Ethics, and Community Engagement
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Tucker Krone, Washington University in St. Louis; Seema Mukhi Dahlheimer, Washington University in St. Louis; Sandra Payton Matteucci
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- Diversity
- Tagged Divisions
- Community Engagement Division (COMMENG)
, Reflective Writing in Medicine and Healthcare, Engineering Leadership and Team Building, and Engineers in the Community, among other courses. She believes that education can be a force for liberation and freedom, and through engineering, we can build a more just and equitable world.Sandra Payton Matteucci ©American Society for Engineering Education, 2024 Engagement in Practice: Innovating a Project-Based, Community Engaged Course for Engineering Students that Fosters Ethical ThinkingAbstractThe killing of Michael Brown in Ferguson, Missouri (a suburb of St. Louis) catalyzed the BlackLives Matter movement, underscoring the need for students to explore how privilege andsystemic injustice have physically
- Conference Session
- Engagement in Practice Lightning Round: Engineering with and for Community Partners
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Jennifer A. Warrner, Ball State University; Joe Bradley, University of Illinois Urbana-Champaign; Sirena C. Hargrove-Leak, Elon University; Anand Nageswaran Bharath, Cummins Engine Company
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- Diversity
- Tagged Divisions
- Community Engagement Division (COMMENG)
participants using an evaluation atthe conclusion of the unit, and 3) the engineering students using a reflective journal. Both theparents of the elementary school students and the engineering students failed to complete theirassessments. This indicates that reliance on intrinsic motivation is not enough.Programs #3 and #4Institutional ContextThe next two outreach programs were developed at the University of Illinois Urbana-Champaign, a large public land-grant university with a strong research foundation andundergraduate/graduate student engagement in service learning and outreach.Curriculum/Learning GoalsThe first program combines a two-semester graduate course and outreach to high school studentsenrolled in the AVID (Advancement Via Individual
- Conference Session
- Community Engagement Division 1 - Empowering Students and Strengthening Community Relationships
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Hannah Cooke, University of Connecticut; Rebecca Campbell-Montalvo, University of Connecticut; Todd Campbell, University of Connecticut; Chester Arnold; Maria Chrysochoou, University of Connecticut; Byung-Yeol Park, University of Connecticut; Peter C. Diplock
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- Diversity
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- Community Engagement Division (COMMENG)
through avariety of roles and organizations. By using multiple survey items in our analysis, we are able tooffer a more sophisticated map that better reflects the complex array of nodes through whichvaluable resources like E-Corps become accessible to communities. Then, our interpretation ofqualitative items informed on the specific ways the flow of information worked through thenetworks. This offers an informed point of departure for other, more sophisticated analyses tomap the complex array through which people come to take part in consequential resources,including environmental remediation programming available through Project Local. A limitation on interpretation, the composition of the sample does not necessarily meanthat the
- Conference Session
- Engineering Empowered Communities: Place-Based Community Engaged Learning
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Juan C. Lucena, Colorado School of Mines; Mateo Rojas; Casey Gibson, National Academy of Engineering; Jaime Elizabeth Styer, Colorado School of Mines; Sofia Lara Schlezak, Colorado School of Mines
- Tagged Topics
- Diversity
- Tagged Divisions
- Community Engagement Division (COMMENG)
commitment to RT transformed into effective RT for communities 5 1.5 RT is not supported nor 2.5 Academic advisors can help students required by academic institutions circumvent institutional barriers to RTRT in Academic Research Program: Student Case Studies in HES @ MinesAs reported in our ASEE 2022 paper [1], graduate students’ journey to RT begins with an in-depth process of formation which includes a self-reflection of their perspectives as historical andsocial agents, extensive critical readings of the history of engineering, development, and the roleof engineers in development. Once they