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

inequities they sought to address.Freire characterized this as “false generosity”—as charity offered that does not empower, butinstead fosters dependency. While such aid may help individuals, it also sustains inequities [10].Addressing inequality in engineering education means interrogating the origins of inequalities.Efforts to unravel those systems requires the knowledge of decolonization and engaging indecolonizing methodologies [11]. This is important to reflect on because when organizationsenter a community, they often act in colonizing ways and extend oppressive systemsmasquerading as aid. Decolonizing methodologies center community knowledge and needs andforeground the community’s own purposes.Such work is effortful and time consuming, but

Conference Session

Community Engagement Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rajani Muraleedharan, Saginaw Valley State University; Marie Cassar, Saginaw Valley State University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

afterschool Xplore STEM camp. Due to the increased number ofconfirmed cases of the coronavirus (COVID-19) in Michigan, large gatherings are restricted andparticipants (students, staff, and volunteers) from different schools are unable to meet at a singlelocation. Hence, the afterschool enrichment program includes two schools, who will be virtuallyattending the sessions via zoom. The teacher from each school will facilitate interactions duringthe online sessions conducted by the program director from the university. All Institutional ReviewBoard (IRB) approved paperwork is shared with the schools, and the consenting students willcomplete an online pre-intervention, post-intervention survey and submit a 500-words self-reflection essay about their camp

Conference Session

What Are Crucial Barriers and Opportunities to Bring Our Whole Selves to Engineering Education? Moving Watermelons Together

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Angela R. Bielefeldt, University of Colorado Boulder; Jon A. Leydens, Colorado School of Mines; Ann D. Christy P.E., The Ohio State University; Marybeth Lima P.E., Louisiana State University and A&M College; Malini Natarajarathinam, Texas A&M University; Julia D. Thompson, University of San Francisco

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

everyone, even though everything in the society pressures you into sameness – it is a handicap in the end. A handicap to live without knowing the struggle of difference – in all of its pain, its fear, its celebration, its compassion [2].”AbstractThis is an archival record of a proposed panel discussion for the 2021 ASEE Annual Conferenceand Exposition. It reflects a year-long conversation between the six co-authors. Panel attendeeswill be invited to join and expand upon that conversation. Further analyses and integration areplanned after the conference when we will have the benefit of other panel attendees’ commentsand their own narratives.Under ideal circumstances, engineering cultures in academia and industry bring out the best

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

Core Curriculum cultivates social justice, civic life, perspective, andcivic engagement. It involves community-based learning with a social justice emphasis. Studentsare required to (i) engage in 16 hours of community-based learning experiences and (ii) performcritical reflection and evaluation of their experiences. A primary goal of the ELSJ requirement is“to foster a disciplined sensibility toward power and privilege, an understanding of the causes ofhuman suffering, and a sense of personal and civic responsibility for cultural change.”The specific learning objectives of an ELSJ class are as follows:• Recognize the benefits of life-long responsible citizenship and civic engagement in personal and professional activities (Civic Life

Conference Session

Community Engagement Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jiahui Song, Wentworth Institute of Technology; Gloria Guohua Ma, Wentworth Institute of Technology; Douglas Eric Dow, Wentworth Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

the workshops. 100% of the scouts learned some/alot of Biomedical Engineering, Manufacturing Engineering and Science, 98.3% of the scoutslearned some/a lot of Electrical Engineering, while 96.6% of the scouts learned some/a lot ofComputer Science. Scouts also reflected that they enjoyed the experience very much. 88.0% ofthe scouts really liked Biomedical Engineering workshop, 87.7% of the scouts really likedElectrical Engineering workshop, 93.3% of the scouts really liked Manufacturing Engineeringworkshop, 87.5% of the scouts really liked Computer Science, and 100% of the scouts reallyliked Science. Students also found the workshops increased their interest in STEM courses.RAMP ProgramAn entrance survey and an exit survey were conducted to

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

Capstone course sequence was created to meet the increasing student demand for projectswith a humanitarian engineering context and to develop the global competencies required for studentsto successfully complete these projects. The demand was created due to the number of OSU studentspursing a Humanitarian Engineering Minor and/or the Global Option distinction. Students in theseprograms are required to participate in a capstone design experience that involves a global orhumanitarian focus.This paper will: 1. outline the Global Capstone course sequence development process, 2. describe the structure and learning outcomes of the Global Capstone course, 3. reflect on the challenges associated with managing a program focused on complex real

Conference Session

Community Engagement Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

them. Insome instances, the lack of engagement might be because students are not aware of the HIEP theycan participate in during their program. Acknowledgments This material is based upon work supported by the National Science Foundation underGrant No. 1927218. Any opinion, findings, and conclusions or recommendations expressed inthis material are those of the authors and do not necessarily reflect the views of the NationalScience Foundation.REFERENCES[1] Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.[2] French, B. F., Immekus, J. C., & Oakes, W. C. (2005). An Examination of Indicators of Engineering

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

thermalstorage for rapid produce drying (Year 1); airflow optimization within the structure and waterrecapture during drying (Year 2); irrigation systems using multipurpose thermal storage water(Year 3); retractable insulation systems and blanching to speed the drying process (Year 4).Designs consider systems developed by previous students; as an example, the irrigation systemdesigned in Year 3 uses water from the Year 1 thermal storage tank and delivers water via theracking system developed in Year 2. We are working in close partnership with Stanford’s HaasCenter for Public Service and office of Community Engaged Learning to build both aneducational program and research agenda that emphasize the value of reciprocity, partnership,reflection, evaluation

Conference Session

Community Engagement Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Angela L. Chan, University of Illinois Urbana Champaign; Molly H. Goldstein, University of Illinois Urbana Champaign

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

better reflect the end users. The focus on community needs often attracts more womenthan average non-civic hacks [4].Benefits and goalsHackathons tend to drive intrinsic motivation due to interest in specific topics used and thepotential to impact the real world [12], translating to further action as citizens [13]. Since outputsare not usually viable [14] and prototypes are not polished, tangible outcomes have becomesecondary [4] to building engagement and awareness around the issue [15]. Additionally, it is aunique opportunity to “practice agility, iteration and scoping” [4] in an experiential learningenvironment that educators often fail to provide, especially in non-technical fields [16].Individual motivations are professional and personal

Conference Session

Community Engagement Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Callie Charleton; Miral Desai, California Polytechnic State University, San Luis Obispo ; Carissa Elaine Noriega; Celeste Yi ming Soon Ramseyer; Elise Gooding; Michael S. Reyna, California Polytechnic State University, San Luis Obispo; Lizabeth L. Thompson, California Polytechnic State University, San Luis Obispo ; Jane L. Lehr, California Polytechnic State University, San Luis Obispo ; Jeff Jones, Cuesta College

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

commitment to community-centered design and social justice [5]. Priority 1 is “Practice a community-first model ofdevelopment”, and its subgoals include critically evaluating project success as measured by thecommunity, identifying power imbalances and inequities in student development projects [6],and encouraging transparency in the chapter failures and impacts. Priority 2 is “Develop acommunity of globally-minded students and professionals” which involves ongoing self-reflection and collaborating with both professionals and students of different backgrounds anddisciplines. Priority 3 is “Challenge norms in higher education and STEM” and largely involvesvaluing non-engineering expertise in engineering projects and working towards

Conference Session

Community Engagement Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Pamela Cristina Silva Diaz, PamLab Design and Engineering; Maggie Favretti, Design Ed 4 Resilience; Nathalia Ospina Uribe; Christopher Papadopoulos, University of Puerto Rico, Mayaguez; Marcel Castro-Sitiriche, University of Puerto Rico, Mayaguez; Luisa Rosario Seijo-Maldonado; Marian Irizarry, University of Puerto Rico, Mayaguez; Javier Moscoso, University of Puerto Rico, Mayaguez Campus; Gabriela Alexandra Otero-Andino; Kevin O'neil Crespo Pagan; Laura Sofia Garcia Canto; Grace Amato, Connecticut College; Fernando Antonio Cuevas, University of Puerto Rico; Dulce M. del Rio-Pineda, Mujeres de Islas, Inc.; Reiner F. Simshauser-Arroyo, University of Puerto Rico, Mayaguez

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

included a design sprint topractice design thinking, an introduction to the team’s selected focus area (presented by subjectmatter experts), and then proceeded with design thinking activities, further defining needs andinterests within the focus areas, ideating and then prototyping solutions, and developing actionplans. The curriculum included community-led, hands-on and practical exploration, ideation,prototyping, feedback and reflection sessions that resulted in a conceptual design conceived bythe community team.4.3. Symposium MethodologyOrganizing TeamThe organizing team for this symposium included several members of the IUDC, each of whomis a principal author of this work: 3 professors (Marcel Castro, Electrical Engineering;Christopher

Conference Session

Community Engagement Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Wookwon Lee P.E., Gannon University; Pezhman Hassanpour P.E., Gannon University; Saeed Tiari, Gannon University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

.[5] W. Lee and N. Conklin, “High-altitude radiation detector (HARD): An exemplary means to stimulate electrical and computer engineering undergraduate research,” in Proc. ASEE Annual Conference and Exposition, June 14-18, 2014, Indianapolis, IN, pp. 1-12.[6] K. Arnsdorff, A. Chen, R. McCord, and S. Peuker, “Work in progress - Student description of self-regulated learning: A qualitative investigation of students' reflection on their first semester in engineering,” in Proc. First-Year Experience Conf., August 6-8, 2017, Daytona Beach, FL, pp. 1-5.[7] O. Lawanto and H.B. Santoso, “Development and validation of the engineering design metacognitive questionnaire,” in Proc. ASEE Annual Conference and Exposition, June 15-18, 2014

Conference Session

Community Engagement Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Scott Gerald Shall, Lawrence Technological University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

to the local context. They are therefore unable to neither take fulladvantage of local knowledge nor develop city-wide /’at-scale’ responses.”vii “The practice of approaching services’ in an individualized, technocratic form highly reliantupon engineering solutions and expert knowledge reflects institutional and management overlapsand incoherencies between sectors that are not required or in the habit of communicating,whether across governmental ministries, departments or donors, and indeed, is valid across theservices’ spectrum, whether for waste, water, food or energy. … Approaches to municipal wastertend to be fairly technocratic in provision and analysis, ignoring the overlapping effects of wasteon water, sanitation, food and health