Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Reed Marshall ; Daylen James McGhee, United States Military Academy; Lixrine Epie Ngeme, United States Military Academy; Joseph Carl Price ; Aaron T. Hill Jr., United States Military Academy; Brad C. McCoy, United States Military Academy; Kevin P. Arnett P.E., United States Military Academy

Tagged Divisions

Community Engagement Division, Equity, Culture & Social Justice in Education, Liberal Education/Engineering & Society

. Increasing the interest of students in the STEM field will present the growingneed for engineers as a necessary change to sustain the increasing demand for infrastructure,houses, businesses, energy, water, and infrastructure.In a 2008 report, a public high school authority in the U.S. discovered an extremely low level ofinterest for participating in STEM-related career academics in high school among middle schoolstudents; however, the students showed higher interests in arts, literatures, businesses, andentertainment-related careers, especially the females who make up only 25% of the STEM jobs[3], [4]. Recently, a 2018 research conducted on behalf of Junior Achievement and Ernst &Young LLP (EY) revealed a significant drop. Only 24% of boys were

Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Whitney Gaskins, University of Cincinnati; Paula Davis Lampley Esq., University of Cincinnati; Krizia Leonela Cabrera-Toro, University of Cincinnati

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division, Equity, Culture & Social Justice in Education, Liberal Education/Engineering & Society

inquiry tool will be administered tocamp participants throughout high school to measure their interest in engineering, intent to majorin STEM and overall college readiness. In this paper we will describe how the program wasimplemented, the experience of the participants and share the data from the pre-post survey.Keywords: pre-college, gender, race/ethnicity, engineeringIntroductionCreating equitable access to science, technology, engineering, and mathematics (STEM)education and career opportunities should begin at a pre-college level in order to reduce gendergaps and racial/ethnic disparities. The United States government has invested in STEMdisciplines to address the low presence of URMs (African Americans, Hispanics, and NativeAmericans

Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Pritpal Singh, Villanova University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division, Equity, Culture & Social Justice in Education, Liberal Education/Engineering & Society

to electricity 2. Energy generation, transmission, and distribution 3. Energy and electric circuits 4. Energy efficiency 5. Introduction to renewable energy 6. Fundamentals of Solar Electric Circuits 7. Economics of Renewable Energy & Career Path in Renewable Energy 8. Social, Environmental, and Political considerations for Renewable Energy SystemsSeveral materials have been sent to the students including: an electric circuits kit, solar cells, adigital multimeter, energy-efficient bulbs, and an energy monitoring device. The contentpresented during the workshops followed the best practices for energy education includingcontent from the US Energy Information Administration[13], US Department of Energy[14], andthe National

Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cijy Elizabeth Sunny, Baylor University; Kathleen Koenig, University of Cincinnati

Tagged Divisions

Community Engagement Division, Equity, Culture & Social Justice in Education, Liberal Education/Engineering & Society

education research community in the U.S. has specified the nature of instructionalstrategies in retaining students in STEM-related courses, with a focus on an integrated STEMcurriculum designed to improve non-cognitive factors, such as interest, while developingpositive attitudes towards STEM [5][6][7]. Interests and attitudes in science develop early in astudent’s life, and it is important to develop these attitudes as they are motivators towardspursuing STEM fields and careers [8] [9]. More recently, the National Academies of Sciences,Engineering and Medicine (NASEM) 2017 report on supporting student’s college success hashighlighted the importance of intrapersonal and interpersonal competencies and the evolvingneed for labor market recruits to

Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bob Schaffer, Mission College

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division, Equity, Culture & Social Justice in Education, Liberal Education/Engineering & Society

resource was through a volunteer program that was also created within SCU. TheSociety of Women Engineers (SWE) chapter had recently created the cleverly named SWE++program where members of SWE teach programming to local 7th grade girls who had notpreviously been exposed to computers or the world of programming. This outreach puts femalecollege students in teaching positions in front of their younger counterparts. This works to shiftimplicit gendered stereotypes that can hinder a pathway to a STEM-related career [6]. SWE++transitioned to online in Spring 2020 and hosted weekly Zoom sessions. Students from theSTEM Outreach class supported these SWE++ lessons by joining the virtual sessions and goinginto Zoom breakout rooms to work with smaller

Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Paul A. Leidig P.E., Purdue University at West Lafayette; William C. Oakes, Purdue University at West Lafayette

Tagged Divisions

Community Engagement Division, Equity, Culture & Social Justice in Education, Liberal Education/Engineering & Society

thedevelopment of the projects. The second program is the IDEAS Learning Community thatengages about 25 first-year students yearly in a one-semester partnership with an outreachprogram from Indianapolis, Indiana which is about an hour from campus. The central classcombines career exploration and integration into the university with discussions and experiencesaround diversity. The engagement with the outreach program provides a context and activitiesthat enhance the learning goals and provides experiences to bring the class together. Thedeliverables are activities for K12 students both at the outreach center and for an annual visit tocampus.EPICS ResultsEPICS is large and complex, with many stakeholders. We first examined the three commonstakeholders of

Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Juan C. Lucena, Colorado School of Mines

Tagged Divisions

Community Engagement Division, Equity, Culture & Social Justice in Education, Liberal Education/Engineering & Society

effective, responsible, andaccountable to the communities they hope to serve? How do engineering students understandhow to work in these organizations that historically have not been part of traditionalengineering career pathways – “The Road Less Travelled”? This paper presents a conceptualmodel for understanding, partnering, and building relationships between engineering teamsand NGOs, organizations that rarely figure in the employment landscape of engineering. Itproposes that sustainable community development (SCD) projects require a level ofembeddedness in communities, engagement, continuity and logistical maturity that mostengineering schools with community-engagement programs are ill equipped to provide bythemselves but that in partnership

Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Camille Velarde, University of New Mexico; Vanessa Svihla, University of New Mexico; Estike Kokovay Gutierrez

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division, Equity, Culture & Social Justice in Education, Liberal Education/Engineering & Society

Academy of Educa- tion / Spencer Postdoctoral Fellow and a 2018 NSF CAREER awardee in engineering education research. Dr. Svihla studies learning in authentic, real world conditions, specifically on design learning, in which she studies engineers designing devices, scientists designing investigations, teachers designing learning experiences and students designing to learn.Mrs. Estike Kokovay Gutierrez American c Society for Engineering Education, 2021 A Tool for Informing Community-Engaged ProjectsAbstractWhile research suggests that community-engaged projects can be particularly effective, suchwork is notoriously time consuming and not scalable. The