Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ashraf Badir P.E., Florida Gulf Coast University; Jeanette Hariharan, Florida Gulf Coast University

Tagged Divisions

First-Year Programs

as Brightspace, Cengage,Explain Everything, Tophat, and zyBooks, just to name a few, provide platforms for interactivelearning in the classroom, and for individual study. Whether it be online or in person, theseplatforms are being assessed for student motivational purposes [1], class preparedness [2],increasing students’ reading abilities [3], and overall student outcomes [4]. While onlineresources help educators to be more systematic, organized [5], and provide digital interactiveplatforms for learning, the question we address in a concrete outcomes based way, and fromstudents’ perspectives is, “Does the online, interactive, digital content help the student learn andapply knowledge more effectively than traditional methods?”The digital

Conference Session

Electrical and Computer Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rick Hutley, University of the Pacific; Rahim Khoie, University of the Pacific; Camilla M. Saviz P.E., University of the Pacific; Michael Doherty, University of the Pacific

Tagged Divisions

Electrical and Computer

Program Chairs in the School. We were careful to avoid questions that would elicitstudent responses about specific instructors or specific disciplines. Other than the student’s classstanding, the survey asked for no personally identifying information so students could beconfident that their feedback was anonymous. For this reason and because students take coursestaught by faculty in different disciplines across the School, we did not track students’ majors.Analysis of Numerical ResultsWe received 48 responses, a response rate of approximately 7% of the 720 students in the Schoolof Engineering and Computer Science. Fig. 1 shows the class standing of the surveyrespondents. Students in freshman and sophomore classes represent about 19% of

Conference Session

Building Success in the Online Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hayden K. Richards, US Air Force Academy; Phillip Cornwell, United States Air Force Academy

Tagged Divisions

Mechanics

Engineering Education, 2021 Effects of Different Team Formation Strategies on Performance in an Undergraduate Introductory Mechanical Engineering CourseAbstractDuring the spring semester of 2020, four different team formation strategies were employed toassign student working groups in four otherwise identical sections of an undergraduateintroductory mechanical engineering course. The four team formation strategies were 1)random, 2) by merit, with teams based on similar performance on previous exams, 3) student-selected, and 4) geographical proximity of student housing. Students were supposed to completethree team assignments during the semester, but due to COVID-19, they completed only oneteam assignment before being sent home. The

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Candis S. Claiborn, Washington State University; Angela Minichiello P.E., Utah State University; Olusola Adesope, Washington State University; Ebenezer Rotimi Ewumi, Washington State University; Muhammad Asghar P.E., Utah State University

Tagged Topics

Diversity, NSF Grantees Poster Session

, and student engagement [1], [2]. Kuh [1] found that improvement in persistence,performance, and graduation for students in college were correlated to students’ level ofparticipation in particular activities known as high impact educational practices (HIEP). HIEPinclude, among others, culminating experiences, learning communities, service learning, studyabroad, and undergraduate research; Kuh [1] concluded that these activities may be effective atpromoting overall student success. Kuh [1] and others [3] further hypothesized that participationin HIEP may especially benefit students from non-majority groups. Whether and how engineering and computer science students benefit from participatingin HIEP and whether students from non-majority

Conference Session

Industrial Engineering Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Michael Daniel Sherwin P.E., University of Pittsburgh

Tagged Divisions

Industrial Engineering

determine if changes in the course affected the studentexperience.1 IntroductionLike many of their peers in other engineering disciplines and at other universities, IndustrialEngineering students at the University of Pittsburgh culminate their undergraduate experiencewith a Capstone Design Course (IE1090). The course provides students with a hands-on learningexperience in a relatively unstructured environment as they prepare to enter the workforce aspracticing engineers. Course outcomes and curriculum align with Criterion 3 and Criterion 5 ofthe ABET Criteria for Accrediting Engineering Programs [1]. Students enrolled in the class,which is traditionally offered each Spring and Fall term, are matched in teams consisting of 4-6students and tasked

Conference Session

Minorities in Engineering Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Johnny C. Woods Jr., Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University; Andrea L. Schuman, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

or society will share similar characteristics,worldviews, and perceptions [1], [2]. Hence, understanding cultural aspects shared by studentscan provide a better understanding of how to create classrooms that consider those culturalsimilarities and differences to have a positive impact on learning.Hofstede 1980 [1], developed one of the most widely recognized theories to understand culturaldifferences [3]–[5]. His work proposed four cultural dimensions to understand a differentcultural context. These include individualism-collectivism, power distance, masculinity-femininity, and uncertainty avoidance. In this study, we are focused on two of the dimensions(power distance and uncertainty avoidance) because we consider these to be the ones that

Conference Session

Development Around Diversity

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rebekah Oulton P.E., California Polytechnic State University, San Luis Obispo ; Tessa Gail Gallagher, California Polytechnic State University, San Luis Obispo ; Claire Katherine Anovick, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

suggests “public” should be replaced with “identified integral community.”This nuance prompts engineers to examine more closely who and what they are working to helpand protect [9].Understanding ethics is important for engineering students to appreciate complex social issues.Practicing civil engineers and engineering students use the ASCE Code of Ethics as an ethicallens through which to practice. However, failure to understand macro ethics produces “broad,negative social impacts, such as systemic social inequities, environmental degradation, or otherexternalized costs on unwitting stakeholder groups” [1]. Practicing civil engineers should beeducated on the complex social systems in which their infrastructure solutions are used.Integration of such

Conference Session

Graduate Studies Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Chi-Ning Chang, The University of Kansas; Guan Kung Saw, Claremont Graduate University; Uriel Lomelí-Carrillo, The University of Texas at San Antonio; Mingxia Zhi, Northside Independent School District; Kahlí Romano, Claremont Graduate University ; Ryan Culbertson, The University of Texas at San Antonio

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

negatively affected bythe COVID-19 pandemic.Introduction As of late March 2020, in response to the Coronavirus Disease 2019 (COVID-19)pandemic, hundreds of colleges and universities in the United States (and across the globe)suspended face-to-face classes, closed campuses, and only allowed essential activities and corefacilities to continue. The pandemic disrupted engineering graduate students’ regular learningroutines, which typically include in-person laboratory research and mentoring activities. As aresult, engineering students during the COVID-19 pandemic may particularly experiencechallenges to their academic progress, career preparation, financial security, and physical/mentalhealth [1]–[6]. During school closures, faculty were

Conference Session

Pre-College Engineering Education Division Technical Session 15

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stacy S. Klein-Gardner, Vanderbilt University

Tagged Divisions

Pre-College Engineering Education

by this type of learning, a zoom-conference based class consistingof three second grade children was created. Each day Monday through Thursday the childrenwere presented a hands-on engineering design challenge that utilized materials found in theirhomes. The children had not been previously exposed to the engineering design process (EDP).The theoretical framework for this study lies in the areas of engineering identity as well asteamwork and feedback through engineering discourse. The research questions for this studywere the following: 1) What are the impacts of teaching the engineering design process onlinevia zoom conference on development of children’s ability to use engineering discourse? Arestudents able to master the steps of the

Conference Session

Pre-College Engineering Education Division Technical Session 12

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sarah Catherine Lilly, University of Virginia; Anne Marguerite McAlister, University of Virginia; Jennifer L. Chiu, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

insight into how to support all students to equitablyengage in interdisciplinary STEM+CS instruction. Specifically, this paper addresses thefollowing research questions: (1) In what ways do elementary teachers verbally support theintegration of science and computer science into engineering lessons and to what extent are thesesupports planned in curricular materials or added in-the-moment? (2) To what extent do teachers’verbal supports for integration differ between two different classroom contexts?BackgroundEngineering in elementary classrooms National frameworks call for K-12 students to engage in engineering projects thatintegrate science, mathematics, and computer science (American Society for EngineeringEducation (ASEE), 2020; NRC

Conference Session

Engineering Libraries Division Technical Session 2: Special Topics

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Qianjin Zhang, University of Iowa; Brian Westra, University of Iowa

Tagged Divisions

Engineering Libraries

Experience and Training Coordination Core),engaging with affected communities (Community Engagement Core), administering the grantand disseminating discoveries (Administrative Core), and the Data Management and AnalysisCore [1].In addition, there are two Research Support Cores. The Synthesis Core synthesizes andauthenticates chemical compounds and analytical standards, and the Analytical Core provideschemical analyses services and support.The Data Management and Analysis Core (DMAC) is a new core required for all proposals tothe most recent funding opportunity announcement for this program. The NIEHS added this coreto formalize and enhance each program’s capacity to support data management and sharing, anddata analysis. The DMAC has two sets of

Conference Session

Engineering Communication II: Curricular Practices, Integrations, and Collaborations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mary M. McCall, University of Detroit Mercy; Nassif E. Rayess, University of Detroit Mercy

Tagged Divisions

Liberal Education/Engineering & Society

strongertechnical communication skills. In the early 2000s, engineering professional societies reportedunderdeveloped writing and presentation skills in entry-level job candidates while, at the sametime, stressing the time spent in a typical engineer’s day on communication tasks [1, 2]. At thesame time, ABET adopted new criteria for evaluating and accrediting engineering programs [3].The criteria focused on developing “soft skills” including teamwork, ethics, and effectivecommunication, among others. The importance of soft skills has only grown in the interveningyears. Among ABET’s student outcomes as listed in 2019-2020 is “an ability to apply written,oral, and graphical communication in broadly-defined technical and non-technical environments;and an

Conference Session

Innovative and Impactful Engineering Leadership Pedagogy

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jena Shafai Asgarpoor, University of Nebraska, Lincoln; Meg Handley, Pennsylvania State University; Alisha L. Sarang-Sieminski, Franklin W. Olin College of Engineering; John Brooks Slaughter P.E., University of Southern California; Meagan C. Pollock, Engineer Inclusion; Homero Murzi, Virginia Polytechnic Institute and State University; Monica Farmer Cox, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development

AmericanSociety for Engineering Education (ASEE) sets as its vision, “Excellent and broadly accessibleeducation empowering students and engineering professionals to create a better world” [1]. Yet,often, the better world we are working to create as engineering educators is not modeled in ourclassrooms. Marginalized groups describe the “chilly” and unwelcoming atmosphere ofengineering spaces [2], [3], [4]. This unwelcoming culture is characterized by ineffectivepedagogical approaches, microagressions, and competitiveness [5], [6], [7]. Faculty withprivileged/majority identities are generally unaware of the issues minoritized populations face aswell as the training available to build awareness [6].The vision to create a better world must startwith how we

Conference Session

Best in DEED

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Clay Swackhamer, University of California, Davis; Jennifer Mullin, University of California, Davis

Tagged Divisions

Design in Engineering Education

are outcomes of the mixed-methods analysis of student datawith discussion of results.Background “Engineering design is a process of devising a system, component, or process to meet desiredneeds and specifications within constraints” [1]. To help meet these goals, developingopportunities for students to experience engineering design prior to their capstone projects hasbeen identified as a priority [2], [3]. The development of communication and teamwork skills inengineering undergraduates is also important [4], [5], and previous researchers have noted thatengineering design and communication share essential features, allowing their co-incorporationinto curriculum to provide a valuable learning experience.The ENG 003 engineering design and

Conference Session

Tech Tools and Tips

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kevin A. Waters P.E., Villanova University; Jonathan Hubler, Villanova University; Kristin M. Sample-Lord P.E., Villanova University; Virginia Smith, Villanova University; Andrea L. Welker, Villanova University

Tagged Divisions

Civil Engineering

STEM disciplines. The nature of thistechnology facilitates visualizing concepts in three-dimensions, and it has been shown to beeffective in increasing student learning [1]. Previous research has shown a strong connectionbetween spatial visualization skills and academic success in engineering [2], [3], and althoughdefinitions of spatial visualization skills can vary, it is generally accepted that such skills areimportant in engineering education [4]. In particular, dedicated instruction with concrete spatialactivities has led to increases in spatial skills among civil engineering students [5]. Furthermore,interventions to improve spatial visualization skills are especially important for underrepresentedminorities since they may come into

Conference Session

Women in Engineering Division Technical Session 9

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lisa Abrams, Ohio State University; Adithya Jayakumar, Ohio State University; Lucille Sheppard, Ohio State University; Amy Kramer P.E., Ohio State University; Toni M. Calbert, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

structures. Her current research interests include engineering epistemology and engineering identity with the underlying goal of making engineering education more inclusive.Dr. Toni M. Calbert, Ohio State University American c Society for Engineering Education, 2021Empowering Engineering Students as Allies Through Dedicated Classroom InstructionAbstractWomen* and other minoritized groups experience an unwelcoming environment in highereducation [1-5]. This is particularly acute in Science, Technology, Engineering and Math(STEM) fields, where students have reported experiencing both explicit and subtle biasedbehaviors by faculty, administrators and fellow

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marisa K. Orr, Clemson University; Baker A. Martin, Clemson University; Katherine M. Ehlert, Clemson University; Haleh Barmaki Brotherton, Clemson University; Jessica Allison Manning, Clemson University

Tagged Topics

NSF Grantees Poster Session

first part of this research goal is to study overpersistence in a single major (MechanicalEngineering, ME) at a single institution. Here we develop the strategy and necessary measures tochart pathways to graduation or overpersistence and identify variables that are most predictive ofoverpersistence. We consider students to be overpersisters if they continue enrollment in a majorwithout making timely progress to their degree. In our original work [1], to be included in ourstudy sample, students must have: ● had a first degree granting major in ME, ● had a last major in ME, ● studied full time in their first semester, and ● attended for at least one year.Students who met these criteria and did not graduate within six years of

Conference Session

Pre-College Engineering Education Division Technical Session 10

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Medha Dalal, Arizona State University; Adam R. Carberry, Arizona State University

Tagged Divisions

Pre-College Engineering Education

engineering, teacher training, curricular alignment with state standards, and policydecisions. Many past studies have examined students’ and teachers’ knowledge, perceptions, andbeliefs regarding pre-college engineering instruction. Few studies have investigated the viewpointsof school administrators, or state and district personnel. This qualitative study investigatedperspectives of three such administrators in a southwest US public high school. The school wasone of nine pilot locations offering a new engineering course designed to ‘demystify’ engineeringfor high school students and teachers from all walks of life. Results converged around four majorthemes: 1) relevance and current state of pre-college engineering education, 2) teacher

Conference Session

Industrial, Professional, and Practical Contexts of Engineering Ethics

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dayoung Kim, Purdue University, West Lafayette; Shiloh James Howland, Brigham Young University; Brent K. Jesiek, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

engineering students [1], ethical situations also surface inmany other settings. In our own research on engineering student perceptions of ethics and socialresponsibility, we found that many engineering interns and co-ops reported encountering ethicalissues or dilemmas in the workplace [2]. This finding counters a common perception – oftenperpetuated by the prevalence of “big disaster” case studies in engineering ethics education – thatethical issues surface relatively rarely for most technical professionals. As Kline has argued,there is a continuing need to “move beyond this concern with what might be called ‘disasterethics’ to study the ethical and social aspects of everyday engineering practice” [3, p. 14].Aligned with Kline’s recommendation, the

Conference Session

Computers in Education 6: Best of CoED

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jeremy Stairs, University of Toronto; Raman Mangla, University of Toronto; Manik Chaudhery, University of Toronto; Janpreet Singh Chandhok, University of Toronto; Hamid S. Timorabadi, University of Toronto

Tagged Divisions

Computers in Education

engaged. There is no video datatransmitted outside of students’ web browsers, and individual students are anonymous to the instructor.Testing in undergraduate engineering lectures resulted in 78.2% reporting feeling at least potentially moreengaged during the lecture and at least 34.4% of students reporting feeling more engaged during thelecture. These approaches could be applicable to many forms of remote and in-person education.BackgroundBillions of people are studying, working and socializing remotely in the current COVID-19 pandemic.The videoconferencing market has grown 20 fold some over the past few years, and is expected to growfrom less than $14 billion in 2019 to over $50 billion in 2026 [1][2]. In the CMC (computer mediatedcommunication

Conference Session

Community Engagement Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ziliang Zhou, California Baptist University

Tagged Divisions

Community Engagement Division

experiences and the detail processes so thatother institutions in our ASEE community may use as a reference if they choose to host mathcompetitions for their local schools.Introduction to MATHCOUNTSMATHCOUNTS is an annual national math competition program aimed at enhancing problemsolving skills for middle school students through a series of math competitions at the local, state,and national levels. Currently in its 38th year [1], MATHCOUNTS is one of the largest and mostsuccessful education partnerships involving volunteers, educators, industry sponsors, parents,and students in this country. Local professional engineers volunteered their time to organize thecompetitions as MATHCOUNTS Coordinators. As an extracurricular activity, MATHCOUNTSrecognizes

Conference Session

The Challenges that Two-year College Students Face when Transferring to a Four-year College for Engineering and Engineering Technology Program

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Montana Epps, California Polytechnic State University, San Luis Obispo ; Jamie Bettencourt, Cuesta Community College; Daniel Almeida, California Polytechnic State University, San Luis Obispo; John Y. Oliver, California Polytechnic State University, San Luis Obispo; Lizabeth L Thompson , California Polytechnic State University, San Luis Obispo; Chance Hoellwarth, California Polytechnic State University - San Luis Obispo; Jane L. Lehr, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

computer scienceprograms, and limited number of admission spots for transfer students, are two formidablebarriers to academically talented, low-income students from neighboring community colleges. This program attempts to increase retention and persistence of community collegeengineering and computer science students with support at three distinct stages: pre-transfer,during transfer and post-transfer. The program intends to do this through removing orminimizing economic barriers and supporting student development in five areas: 1) academic--via tutoring and other academic support workshops; 2) engineering transfer/career path--via

Conference Session

Community Engagement Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Brittany Nicole Boyd, Morgan State University; Jay Phillip Jefferson, Florida International University; Trina L. Fletcher, Florida International University; Lesia L. Crumpton-Young, Morgan State University; Ashton Stepter

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

minorityserving professional engineering society, came together to effectively ensure the success of aproject centered on providing a voice to members of the HBCU community during a globalcrisis.BackgroundResearch often includes a primary researcher or a research team developing a project based on aconcept of interest. Once this research is completed, findings can be disseminated usingplatforms that align with the research topic. However, an alternative model of community partnerresearch can increase the application of the findings by including partners invested in thecommunities of interest [1]. Partners connected to the community of interest can provide insightthat may strengthen the research methods and outcomes.Specifically, a partnership between

Conference Session

Community Engagement Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Simon Thomas Ghanat P.E., The Citadel; William J. Davis P.E., The Citadel; Timothy W. Mays, The Citadel; Rebekah Burke P.E., The Citadel; Kweku Tekyi Brown P.E., The Citadel; John C. Ryan, The Citadel

Tagged Divisions

Community Engagement Division

real world environmental, social, political, ethical, health and safety,constructability, and sustainability constraints. This project provided an academic enrichmentand curriculum engagement for students to apply their knowledge to benefit the community. Thispaper discusses capstone design project objectives, student learning activities, educationaloutcome assessment mapping, faculty reflections and lessons learned.IntroductionIn professional practice, engineers build successful careers out of solving open-ended problems[1]. However, the well-structured and constrained problems that engineering students tend tosolve at the early level coursework, do little to prepare them for the complexity of ambiguousand unstructured real-world problems [1

Conference Session

Community Engagement Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Pouneh Abbasian, Texas A&M University; Malini Natarajarathinam, Texas A&M University; Sarah N. Gatson, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

Engineering Education, 2021Community Engagement Challenges Faced by Food Assistance Providers:A Case StudyIntroductionFood insecurity has been identified as an important humanitarian issue in the USA [1]. TheUnited States Department of Agriculture (USDA) defines food insecurity as “a household-leveleconomic and social condition of limited or uncertain access to adequate food” (USDA, 2020).In 2012, a total of 49 million persons in the United States households were classified as beingfood insecure [2], with 40 million people reported as food insecure in the year 2017 [17].Although the number has been reduced in the following years, 14.3 million Americanhouseholds were food insecure in 2018, with limited or uncertain access to enough and safe food[3].To

Conference Session

Community Engagement Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shoshanah Cohen, Stanford University; Jeff Wood, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

impact vulnerable communities indeveloping countries. Student teams explore users needs and look to understand the cultural andsocietal context for the projects. Student outcomes are targeted in accordance with ABETrequirements (see Table 1) for baccalaureate degree programs and emphasize application ofmechanical engineering skills, design, communication, testing, and teamwork. The long-termcommunity partner relationship facilitates learning continuity as students build on workcompleted by earlier teams, refining design concepts while tackling new challenges. The coursehas also provided opportunities for students to continue their work over the summer and aftergraduation. One example project sequence includes developing a structure to enable

Conference Session

Community Engagement Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Patrick Sours, Ohio State University; Michael J. Hagenberger, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

experience that offersstudents an opportunity to work collaboratively on real world engineering projects in collaboration withinternational institutions and communities. The overarching aim of the course sequence is to preparestudents for the multidisciplinary, multicultural environment that they will experience upon entering theworkforce.The swiftly changing world has inspired a review of how engineering courses are preparing students forthe globalizing workforce (1-4). Engineers will engage with others with diverse backgrounds involvingeducation, culture, language, and experiences (3). This will require skills beyond the technicalcompetencies students gain from their traditional coursework and include intercultural and social skills(2).The Global

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

William C. Oakes, Purdue University at West Lafayette ; Paul A. Leidig P.E., Purdue University at West Lafayette; Nusaybah Abu-Mulaweh, Purdue University at West Lafayette ; Andrew Pierce, Purdue University at West Lafayette; Jorge Martinez

Tagged Divisions

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

consistency across teams. Each sectioncomprises multiple project teams. A common design process, where interactions withcommunity partners is central, guides students through the design process. Once a project isdelivered, a new project is identified by students, their faculty mentor(s) and communitypartner(s). Example projects include assistive technology, database software for human servicesagencies, and energy-efficient and affordable housing solutions [1-3].Spring 2020 move to onlineLike many campuses, Purdue University moved online in March of 2020 and sent students homewhere possible. This began an odyssey that would last into 2021. The major milestones areshown in Figure 1. Before the formal announcement, the staff prepared plans to move to

Conference Session

Community Engagement Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jay H. Arehart, University of Colorado Boulder; Kathryn Langenfeld, University of Michigan; Brenton Kreiger

Tagged Divisions

Community Engagement Division

c Society for Engineering Education, 2021Engagement in Practice: Pedestrian Bridges as Engineering Service-Learning ProjectsBackground and MotivationNearly one billion people live in communities that do not have consistent, year-round access toall-weather roads, which provide access to schools, employment, or health care [1]. The existingroad networks in communities are fragmented due to rivers, which swell and become impassablefor weeks to months. This rural isolation, or lack of consistent access to essential services, is aroot cause of poverty worldwide, which can be alleviated through simple pedestrian bridges. InNicaragua, it was measured that with a footbridge, income from wages increased 18% andconsumption-equivalent

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

central component of the value for the community partners. Thisdiffers from many of the early adopters of service-learning, where the service was typicallydefined as time spent within the community or in the partner organization [1]. Nearly 90% of thestudents studied in Where’s the Learning in Service-Learning [2] were from placement-basedapproaches. It is not surprising, therefore, that many of the models for community-engagedlearning were designed with placement-based approaches in mind. While such models can beuseful in engineering, they lack the context of the project experience that adds dimensions notaddressed in earlier models. A project deliverable is central to many engineering experiences,while the project process, including activities