Conference Session

Engagement in Practice: Bridging Engineering Education and Community Impact through Collaborative Design and Construction

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sally Njoki Kimani, Tumaini Innovation Center ; Mary Wambui Muigai BSc. (Information Technology) – Ongoing, Tumaini Innovation Center; Claudia Chebet Chemweno, Tumaini Innovation Center; Dhinesh Balaji Radhakrishnan, Purdue University at West Lafayette (PWL) (COE); Nrupaja Bhide, Purdue University at West Lafayette (PPI); Jennifer Deboer, Purdue University – West Lafayette (College of Engineering)

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Diversity

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Community Engagement Division (COMMENG)

University. Her research focuses on international education systems, individual and social development, technology use and STEM learning, and educational environments for ©American Society for Engineering Education, 2025(Engagement in practice): Collaborative Reflection on Evolution of an Engineering Community of PracticeAbstractCommunity-engaged practices must prioritize reciprocity [1] in university-community engagement, by centering thewants and needs of the community, as identified by the community themself. In this paper, we highlight thedevelopment and evolution of a Community of Practice, emphasizing the role of community members as experts inassessing their own community needs and developing solutions to

Conference Session

STEM Education and Intercultural Competence

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cherish C. Vance, The Ohio State University; Patrick J Sours, The Ohio State University; xinquan Jiang, The Ohio State University

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Diversity

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Community Engagement Division (COMMENG)

surveys, end-of-semester interviews, and reflective essays, thisstudy provides a comprehensive assessment of the relationship between ICC and SOB. Thefindings will offer practical insights for faculty development programs and suggest pathways forembedding ICC training across engineering curricula.Moreover, the study contributes to the broader discourse on educational equity by highlightingthe role of culturally competent teaching in mitigating the systemic barriers faced byunderrepresented students. By fostering an inclusive and culturally aware classroomenvironment, ICC-trained professors can help bridge the gap between diverse studentpopulations and the traditionally homogenous engineering community. This research not onlyunderscores the

Conference Session

Diversity, Inclusion, and Representation in STEM

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nina D Miville, University of Miami

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Diversity

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Community Engagement Division (COMMENG)

the civic engagement elements of the courseThe course has been taught twice and during each iteration the intentionality of civic engagementhas been revised. During the first iteration, students were introduced to civic engagement as partof the project; however, there was no reflection or assignment to assess how much learning incivic engagement was realized. During the second iteration, students were again introduced tocivic engagement and they were asked to reflect on their experiences and learning as it related tocivic engagement. Table 1 shows the course demographics of the engineering students and thegirl scout participants.Course DemographicsCourse Offering Spring 2023 Spring 2024# of students

Conference Session

Engagement in Practice: Bridging Engineering Education and Community Impact through Collaborative Design and Construction

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ronald W. Welch, The Citadel; Simon Thomas Ghanat P.E., The Citadel; William J. Davis P.E., The Citadel

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Community Engagement Division (COMMENG)

internshipsare a primary vehicle for developing these skills, some students face scheduling challenges. Toaddress this, the Construction Engineering Program at The Citadel partners with Habitat forHumanity to offer a practicum that provides hands-on construction experience while fostering asense of service to the greater community. Many students are inspired to return on weekends,volunteering with their fraternity and building alongside future homeowners.BackgroundService-learning is a teaching strategy that integrates meaningful community service withinstruction and reflection, enriching the learning experience, teaching civic responsibility, andstrengthening communities [1-2]. Unlike volunteering, service learning includes a curriculum,and unlike

Conference Session

Lightning Talk - Empowering Students and Strengthening Community Relationships

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jose Manuel Fuentes-Cid, Universidad Andres Bello, Santiago, Chile; Maria Elena Truyol, Universidad Andres Bello, Santiago, Chile

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Community Engagement Division (COMMENG)

construction industry, where he has led innovative educational initiatives and community engagement projects. His research interests center on educational innovation, reflecting his commitment to enhancing learning experiences through the integration of technology. His leadership in aligning academic activities with community needs highlights his proactive approach to educational research and innovation.Prof. Maria Elena Truyol, Universidad Andres Bello, Santiago, Chile Mar´ıa Elena Truyol, Ph.D., is full professor and researcher of the Universidad Andr´es Bello (UNAB). She graduated as a physics teacher (for middle and high school), physics (M.Sc.), and a Ph.D. in Physics at Universidad Nacional de C´ordoba, Argentina. In

Conference Session

STEM Education and Intercultural Competence

Collection

2025 ASEE Annual Conference & Exposition

Authors

Andrey Nikolaev, Stevens Institute of Technology (School of Engineering and Science); Emily L Atieh, Stevens Institute of Technology; Jan Cannizzo, Stevens Institute of Technology

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Community Engagement Division (COMMENG)

staff member, or supplies. At the end of the week, math circle leaders sharefeedback with math circle organizers.Current State of the Program and Community Engagement CourseOne of the key points of feedback the program received from the math circle leaders, from ourcommunity partners, and from our colleagues at large, is that the training we had been offering tomath circle leaders could be more substantial and systematic. To act on this feedback, weconverged on the idea to offer a credit-bearing course, wherein the enrolled students learn aboutmath circles, extracurricular mathematics, and teaching strategies; and then, for the majority ofthe course, lead math circles at a community partner site, all the while engaging in reflections ontheir

Conference Session

STEM Education and Intercultural Competence

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mihwa Park, Texas Tech University; Bernard Justus Wekullo, Texas Tech University

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Community Engagement Division (COMMENG)

seven teams, except for one group that included two mentees and one mentor. The summer camp curriculum was designed around the five stages of the DT process:Empathize, Define, Ideate, Prototype, and Test. The camp began with activities aimed at helpingparticipants empathize with community members, gaining insights into their experiences andchallenges. During reflection sessions with mentors, campers defined the problems they identified.Once problems were clearly defined, teams brainstormed solutions in the ideation phase. Based ontheir ideas, they created prototype architectural models. Through peer and expert feedback, teamsrefined and finalized their designs. Below, we provide a detailed description of the activitiesconducted on each

Conference Session

Lightning Talk - Empowering Students and Strengthening Community Relationships

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sophia Vicente, Elizabethtown College; Malle R Schilling, Arizona State University; Hannah Root; Annick J Dewald, Greenway College; Rebecca Holcombe; Sara A. Atwood, Elizabethtown College

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Community Engagement Division (COMMENG)

with communitypartners and community engaged learning that allows engineering students to apply theirlearning while acknowledging and incorporating knowledge held by local community members[8].Table 2. Project Description, Goal, and Specifications Goal Design a bike station that is unique to our context and climate, reflecting the values and aesthetics of the local community, while meeting best practice for sustainability. Description The bike station is intended to serve as an access point for 6-8 electric-assist bikes that will be used in a trial that will determine user acceptability of the amenity. The trial is planned for the end of the 'bike season' Sep-Oct. 2025. The

Conference Session

Lightning Talk - "Innovating for Impact: Community-Engaged Education, Technology, and Infrastructure for a Sustainable Future

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tammy Mackenzie, The Aula Fellowship; Laxmaan Balaji; Kayli Heather Battel; Rosa Y. G. Paccotacya-Yanque; Animesh Paul, University of Georgia; Lilianny Virguez, University of Florida; Leslie Salgado, University of Calgary; Beyza Nur Guler, Virginia Tech Department of Engineering Education; Rubaina R Khan, University of Toronto; Natalie Perez; Sreyoshi Bhaduri, Private Corporation; Debarati Basu, Embry-Riddle Aeronautical University - Daytona Beach; Peer Herholz, Northwestern University

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Community Engagement Division (COMMENG)

reflect assumptions that may narrow participation and reinforce disciplinary and institutional silos. This limits engagement from a broad range of contributors, including working professionals, educators, students, and people with systemic or per- sonal restrictions. By broadening participation and intentionally fostering cross-sector and interdisciplinary connections, AI conferences can help unlock more innovation. We advocate for clearer framing that supports the demystification of AI and a wider under- standing of its implications to society. This can increase fit-to-purpose for conference attendees and improve on the projects and collaborations that may arise from attending a conference that’s well suited to

Conference Session

STEM Education and Intercultural Competence

Collection

2025 ASEE Annual Conference & Exposition

Authors

Leanne Petry, Central State University; Kenya Crosson, University of Dayton; Margaret Pinnell, Air Force Institute of Technology; Melissa Karlin, St. Mary's University; Ramanitharan Kandiah, Central State University; Krishnakumar V. Nedunuri, Central State University; Kaitlin Hill, St. Mary's University; Corinne Mowrey, University of Dayton; Kellie Schneider, The Foodbank, Inc. (Dayton, OH); Elizabeth Generas, Wright State University

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Community Engagement Division (COMMENG)

promote social equity andcommunity transformation. The program emphasizes ethical and reflective engagement with thesocio-cultural and environmental aspects of scientific research. Through immersiveundergraduate research experiences, the program aims to foster personal growth and culturalawareness among students as they co-create socially impactful solutions in partnership withcommunities.Program DescriptionThe collaborative STEM Research for Social Change REU program welcomed its inauguralcohort of eight undergraduates in the summer of 2024. Over a three-year period, including thesummers of 2025 and 2026, the program will engage a total of 28 undergraduates in a 10-weektransformative research experience. The experience is thematically focused on

Conference Session

Lightning Talk - "Innovating for Impact: Community-Engaged Education, Technology, and Infrastructure for a Sustainable Future

Collection

2025 ASEE Annual Conference & Exposition

Authors

Abigail Clark, Ohio Northern University; Rachel Louis Kajfez, The Ohio State University

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Community Engagement Division (COMMENG)

Test (DAET) [35], though the second instance of the DAET was slightly modified toask participants to draw what it would be like if they were engineers. The DAET images wereused to facilitate portions of the interview. The lead author acted as the main interviewer, and asecond researcher who had also been trained in the interview protocol attended to take notes.These interviews generally focused on how the participants view engineers, engineering, andthemselves in relation to engineers and engineering, though also included questions about thelearning environment by asking participants to reflect on the similarities and differences betweenlearning in Girl Scouts and learning in another setting. The interviews were semi-structured innature to

Conference Session

Community and Industry Collaboration for Sustainable Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Susan J Ely, University of Southern Indiana; Matthew J. Ely, Indiana University-Bloomington; Milad Rezvani Rad, University of Southern Indiana

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Community Engagement Division (COMMENG)

appropriate institution to attend in the short term, they are alsoexpected to plan long-term for what kind of career that enrollment will lead to [18]. Whilestudents typically pick a major course of study based on interest in that field, they expect thatcompleting the institution’s program will enable them to find a high-paying job [19].Amidst this pressure of applying and having to make long-term plans at a young age, collegeapplicants also need to parse unclear messaging from universities. Institutional missionstatements, which inform their marketing to applicants, are often designed to attract applicationsrather than be reflective of the “lived mission” of those institutions in practice [20, 21]. Even ifinstitutions try to hold a unifying mission

Conference Session

Lightning Talk - "Innovating for Impact: Community-Engaged Education, Technology, and Infrastructure for a Sustainable Future

Collection

2025 ASEE Annual Conference & Exposition

Authors

Patrick J Sours, The Ohio State University; Monroe Weber-Shirk, Cornell University; William H Pennock, New Jersey Institute of Technology; Cherish C. Vance, The Ohio State University; Margaret Gottfried, The Ohio State University

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Community Engagement Division (COMMENG)

impact.This paper explores two critical aspects of the RIDE Ecosystem: (1) the partnership ecosystem—how key stakeholders collaborate to bridge the gap between research and practicalimplementation—and (2) an initial framework for the RIDE model, outlining its core principlesand its potential for replication in other contexts. By examining the structure and impact of thesepartnerships, this paper seeks to provide reflective insights for equitable, community-drivenengineering initiatives and invite further engagement from academic institutions interested inhumanitarian engineering and sustainable development.The Partnership EcosystemA well-structured partnership ecosystem is essential for bridging the gap between research,innovation, and real-world

Conference Session

Lightning Talk - "Innovating for Impact: Community-Engaged Education, Technology, and Infrastructure for a Sustainable Future

Collection

2025 ASEE Annual Conference & Exposition

Authors

Pierre Rahme, Lebanese American University; George E Nasr, Lebanese American University; Abbas A. Tarhini, Lebanese American University; Michel Elkhoury, Lebanese American University; Evan Fakhoury, Lebanese American University

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Community Engagement Division (COMMENG)

, Strachan et al. [1] emphasize the importance of faculty and industry mentors insustaining project momentum. Accordingly, LAU implemented modular project structures with regularmentorship check-ins, as well as establishing sustainable funding partnerships. Cullers et al. [6] furtheradvocate for embedding mentorship into the curriculum through credit-based models, which couldenhance both support and accountability.Student Engagement and ConfidenceVIP courses at LAU have made a significant positive impact on student engagement, with 88.23% ofparticipants indicating that their involvement enhanced career prospects. However, only 21% expressedfull confidence in applying their acquired knowledge, reflecting a gap between theoretical learning

Conference Session

Community Engagement Division (COMMENG) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

James Horatio Haller; Jimmy Peralta; Fatimah Musa; Doris J. Espiritu, City Colleges of Chicago

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Community Engagement Division (COMMENG)

Success Case method to determinewhich participants to interview in these case studies [23].VI. ACKNOWLEDGEMENTSThis paper builds upon the work-in-progress paper presented at the 2023 ASEE AnnualConference and Exposition, “Board 53: Engagement in Practice: Strengthening Student’s STEMIdentity Through Service,” [24, p. 53] and funded by the National Science Foundation underGrant No. DUE-1832553. Any opinions, findings, conclusions, or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. We would like to acknowledge the researchers from whom we inherited thisproject: Selvin Yovani Tobar, Bara Maisara Zalloum, Anna N. Le, Yessenia Nicacio-Rosales,Adam Moine

Conference Session

STEM Education and Intercultural Competence

Collection

2025 ASEE Annual Conference & Exposition

Authors

Margaret Pinnell, University of Dayton; Leanne Petry, Central State University; Elizabeth Generas, Wright State University; Amy Anderson; Marjorie Langston Langston; Douglas Picard, Greene County Career Center; Camryn Lanise Justice, University of Dayton

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Diversity

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Community Engagement Division (COMMENG)

the three domains. The only sub-competency that didnow show significant difference between pre and post was in World Orientation, or the degree towhich one is interested in other cultures and the people who live in them. World orientation wasthe lowest sub-competency in the pre-test results. However, the overall domain of InterpersonalEngagement reflected significant growth due to strong gains in Relationship Development.For Cohort 2, there were increases in each of the domains and sub-competencies, however, theonly domain that indicates a significant difference between pre and post was in ContinuousLearning, or how we learn about people and the accuracy of that learning. Continuous Learninghas two sub-competencies. For Cohort 3, there were

Conference Session

Community and Industry Collaboration for Sustainable Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jasmine N Patel, Georgia Institute of Technology; Nathan W. Hartman, Purdue University at West Lafayette (PWL) (COE); Alisa Deck; Roxanne A. Moore Ph.D., Georgia Institute of Technology

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Community Engagement Division (COMMENG)

researchstudy was granted exempt status by Georgia Institute of Technology’s Institutional Review Board(IRB).The conference workshops spanned two days. On the first day, participants completed surveyquestions and engaged in discussions focused on diagnosing workforce challenges andidentifying opportunities. Topics covered included examining the current state of skills shortagesacross industry sectors, reflecting on existing strategies to cultivate the next generation of skilledworkers, evaluating their effectiveness, and discussing potential risks associated with the skillsgap, as well as identifying opportunities for improvement.The second day focused on building actionable strategies. Discussions explored the potentialconsequences of not addressing

Conference Session

Lightning Talk - Empowering Students and Strengthening Community Relationships

Collection

2025 ASEE Annual Conference & Exposition

Authors

Omar McFarlane Sweeney, University of Florida; Fazil T. Najafi, University of Florida

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Community Engagement Division (COMMENG)

considering costconstraints, sustainability, and technical requirements is the focus. In the Implementing phase,theoretical knowledge is applied through building and testing designs and using hands-onprojects to solidify concepts. Lastly, in the Operating phase, a reflection on the project'sperformance is needed to understand the importance of maintenance and accept criticism fromthe real world to foster continuous improvement. By embedding these phases in project-basedlearning, group work, and interdisciplinary projects, educators can promote a comprehensive,experiential learning environment where students prepare for modern engineering challenges'complex, iterative nature.Engineers need to have a comprehensive understanding of all stages of the

Conference Session

Diversity, Inclusion, and Representation in STEM

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alexander Grey, University of Connecticut; Adeline Smith, University of Connecticut; Alexandra Hain, University of Connecticut; Jada-Lynn De Laia Vercosa-Bennett, University of Connecticut; Stephany Santos, University of Connecticut; Valerie Maier-Speredelozzi, The University of Rhode Island

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Community Engagement Division (COMMENG)

, but for those looking to generate STEM talent forthe myriad generational challenges facing the 21st Century.AcknowledgementsThis research is part of the UConn-URI Navy STEM Coalition, funded by the ANCHORcontract, managed by General Dynamics Electric Boat and funded by the U.S. Navy through theMaritime Industrial Base Program. The ANCHOR contract builds upon activities supported bythe Department of Defense National Defense Education Program (NDEP) grant#HQ00342110016. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the authors and do not necessarily reflect the views of GeneralDynamics Electric Boat, the U.S. Navy, or the Department of Defense.References[1] A. Grey, “The Submarine

Conference Session

Lightning Talk - Empowering Students and Strengthening Community Relationships

Collection

2025 ASEE Annual Conference & Exposition

Authors

Shoshanah Cohen, Stanford University

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Community Engagement Division (COMMENG)

application, and infrequentcommunication from the project liaison further complicated the process. As one student reflected at theend of the first quarter, “I’m worried that we will not fulfill the project's requirements and therefore notcontribute the value that the liaison and organization were hoping for.” To keep moving forward, the teamconsulted their project coach and project liaison and agreed to proceed without LMS access, creating aCAD model (Figure 2) based on assumed materials and geometries and a quantitative model to allowrefinement of specifications once the equipment was in place. Figure 2: Final 1:20 scale CAD model for the integrated LMS/moveable fence system based on the original “Push” design conceptThe team shifted

Conference Session

Community and Industry Collaboration for Sustainable Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Amanda R. Lowery, Vanderbilt University; Eric Spivey, Vanderbilt University

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Diversity

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Community Engagement Division (COMMENG)

obtaining assistive technology devicesand services. The students then begin defining the problem by reflecting on the stakeholders andtheir goals / needs in providing accessible toys. After a small market analysis of currentsolutions, they draft a problem statement and identify constraints that will be requirements in thenew solution. A few engineering standards (from ASTM F963-17) are pre-identified for thestudents to include in the requirements. For example, two of the engineering standards that mustbe met include: wire strain relief and strangulation prevention for toys.By the third week the students are ready to begin planning their modifications, but do not yethave the hard skills to fully scope possible modifications. One week is spent on

Conference Session

Community and Industry Collaboration for Sustainable Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Angela R Bielefeldt, University of Colorado Boulder

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Community Engagement Division (COMMENG)

: …. [Does] the department chair … looking at the portfolio of a particular candidate, and seeing they are doing some community engaged research, specifically find letter writers who can speak to that type of work in addition to others that might speak to their more traditional work?Participant: I think it depends on your chairs. Chairs have a lot of power, and probably if they value you, they'll go that extra step. If they don't value you, then they're just gonna be generic. And then it's a gamble. …. Cause I could think of some civil engineering former chairs that would have been rigid. … if you're in a department like mechanical, you have to be cautious. It's all about that reflection to say, Okay, here's my path. Am I in the

Conference Session

Lightning Talk - Empowering Students and Strengthening Community Relationships

Collection

2025 ASEE Annual Conference & Exposition

Authors

Juan C. Lucena, Colorado School of Mines

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Community Engagement Division (COMMENG)

environmentalists, among others. Therefore, Colombia presents a test case of the scope and limits of globalization and of the efforts of various groups to resist it to bring more livable and dignified social and ecological models.[17]Hence, Colombia’s problematic history with the project of development makes it an ideallocation to reflect on the colonizing and perverse effects of this project, map possibilities forlocally led development, and for develop HE education and practices that could enhance LLD.PositionalityThe author of this paper was born and raised in Colombia until the age of 13 where I learn tovalue, understand, and work with people from the poorest sector of society even at a young age.He then moved to the US to finish high

Conference Session

Diversity, Inclusion, and Representation in STEM

Collection

2025 ASEE Annual Conference & Exposition

Authors

Daniel B Oerther P.E., Missouri University of Science and Technology

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Community Engagement Division (COMMENG)

Caribbean Ocean and Aquaculture Sustainability faciliTy, and Reflections on Pandemic Insurance Inspired by COVID-19,” Science & Diplomacy, vol. 9, no. 1. 6. D.B. Oerther, “A Case Study of Community Engaged Design: Creating Parametric Insurance to meet the Safety Needs of Fisherfolk in the Caribbean,” Journal of Environmental Engineering, vol. 148, no. 3, pp. 05021008, 2021. [Online] Available: https://doi.org/10.1061/(ASCE)EE.1943-7870.0001971. 7. AAEES, Environmental Engineering Body of Knowledge, 2009. Annapolis, Maryland: American Academy of Environmental Engineers and Scientists. 8. D.B. Oerther, “Using Modified Mastery Learning to Teach Sustainability and Life-Cycle Principles as Part of Modeling

Conference Session

Community and Industry Collaboration for Sustainable Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Carol L Considine, Old Dominion University; Mujde Erten-Unal, Old Dominion University; Dalya Ismael, Old Dominion University; Luka Alandra Hamel-Serenity, Hampton University; Farzaneh Soflaei, Hampton University

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(CCDC) exemplifies this methodology,employing multidisciplinary strategies to bridge the gap between technical expertise andcommunity engagement. Its emphasis on green infrastructure, such as living shorelines, raingardens, and restored wetlands, reflects a growing recognition of nature-based solutions assustainable, cost-effective alternatives to traditional gray infrastructure (Bowes et al., 2019;Karegar et al., 2016).2.2 Coastal Community Design Collaborative (CCDC)Our academic program, the CCDC has developed and followed a program focused on identifyingand developing design solutions based on suites of flooding interventions for urbanneighborhoods to increase resilience in the face of escalating flooding. The program has beendeveloped as a

Conference Session

Diversity, Inclusion, and Representation in STEM

Collection

2025 ASEE Annual Conference & Exposition

Authors

Emma Sophie Stine, University of Colorado Boulder; Tiera Tanksley, University of Colorado Boulder; Amy Javernick-Will, University of Colorado Boulder

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Community Engagement Division (COMMENG)

reinforce colonial "white savior" mentalities [16].Deficit Thinking: A Persistent Barrier in Higher EducationThese challenges reflect deeper historical patterns in U.S. higher education's approach todiversity and inclusion. A deficit-based mindset - viewing marginalized students through the lensof their perceived shortcomings rather than their strengths - has persistently shaped educationalinstitutions' responses to calls for increased representation [1], [17]. This perspective manifests inthree key ways: attributing educational challenges to individual or cultural deficiencies ratherthan structural barriers; perpetuating stereotypes about marginalized communities' capabilities;and focusing on "fixing" students rather than transforming inequitable

Conference Session

Lightning Talk - "Innovating for Impact: Community-Engaged Education, Technology, and Infrastructure for a Sustainable Future

Collection

2025 ASEE Annual Conference & Exposition

Authors

Polly Parkinson, Utah State University; Emma Mecham, Utah State University; Fawn Groves, Utah State University; Ivonne Santiago, University of Texas at El Paso; Amy Wilson-Lopez, Utah State University - Engineering Education

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Community Engagement Division (COMMENG)

library events. Notes were kept of people’s comments and concerns expressed at these events, and recurring agenda topics. The field notes included describing behaviors, activities, reflections on mood, interactions, processes, and context, so that “themes, patterns, understandings, and insights” could be extracted during analysis [67]. The news forums monitored included local newspapers (also coverage of local news onnational and international news websites), community newsletters from each of the communitycouncils, bulletins from the city council members who cover the area, and daily listserv newssummaries from the American Society for Engineering Education (ASEE) on engineering andtechnology news selected from thousands of sources