Conference Session

Community Engagement Division Technical Session 6

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2020 ASEE Virtual Annual Conference Content Access

Authors

Joan B Schuman, Missouri University of Science and Technology

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Paper ID #30102Evaluating the Impact of Training on Increasing Cross Culture CompetencyDr. Joan B Schuman, Missouri University of Science and Technology Dr. Joan Schuman is an Associate Teaching Professor in the Engineering Management and Systems Engineering Department at Missouri S&T. She earned her Bachelor of Science degree in Mechanical Engineering from University of Arkansas and completed her Ph.D. in Polymer Science and Engineering from the University of Southern Mississippi. Schuman is a Project Management Professional (PMP) certified through the Project Management Institute. She worked for several years in the

Conference Session

Community Engagement Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lauren Anne Cooper, California Polytechnic State University, San Luis Obispo; Amanda Johnston, Purdue University-Main Campus, West Lafayette (College of Engineering); Emily Honor Hubbard, California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo

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determine construct grouping PRESCORE POSTSCORE DIFFSCORE CONSTRUCT Mean Group Mean Group Mean Group Affective Mentalizing (AM) 0.6786 A 0.7857 B C 0.1071 D Affective Response (AR) 0.7486 A 0.7657 B C 0.0171 D Emotion Regulation (ER) 0.6286 A 0.6571 B 0.0286 D Perspective Taking (PT) 0.6857 A 0.7943 C 0.1086 D Self-other Awareness (SOA) 0.6929 A 0.7929 C 0.1000 DThe Tukey tests show that none of the PRESCORE means are significantly different from eachother

Conference Session

Community Engagement Division Technical Session 3

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2020 ASEE Virtual Annual Conference Content Access

Authors

James L. Huff, Harding University; Degnan William Lawrence; Amanda Coleman

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Paper ID #31419Reauthoring Engineering Identities as Belonging to a Community EngagedProfessionDr. James L. Huff, Harding University James Huff is an assistant professor of engineering at Harding University, where he primarily teaches multidisciplinary engineering design. His research interests are aligned with how engineering students develop in their career identity while also developing as whole persons. James received his Ph.D. in engineering education and his M.S. in electrical and computer engineering, both from Purdue University. He received his bachelor’s in computer engineering at Harding University.Degnan William

Conference Session

Community Engagement Division Technical Session 4

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2020 ASEE Virtual Annual Conference Content Access

Authors

William D Lawson P.E., Ph.D., Texas Tech University; Heather R. Keister PE, Freese and Nichols

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(Figure 6c). Interaction is a strength of the instructional design, with mostrespondents identifying the table discussions, conversations, and combined viewpoints as theaspect of the event they “liked best.” (a) (b) (c)Figure 6. 2019 Professional Ethics LIVE! attendee survey: percentage of responses for (a)quality of ethics instruction, (b) case study engagement, and (c) overall learning assessment It has already been noted that over its 15 years of existence, Professional Ethics LIVE!has seen consistently strong attendance and active community participation and involvement. Inthis way, Professional Ethics LIVE! tangibly expresses how Texas Tech University values thelocal design professional

Conference Session

Community Engagement Division Technical Session 2

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2020 ASEE Virtual Annual Conference Content Access

Authors

Julee Farley, Montgomery County Public Schools and Virginia Tech; Lisa D. McNair, Virginia Tech

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., & Bundy, C. (2012). School-university partnership. ​Journal of Physical Education, Recreation & Dance, 83(9), 1​ 5-35, doi: 10.1080/07303084.2012.10598841Hoppey, D. (2016). Developing educators for inclusive classrooms through a rural school- university partnership. Rural Special Education Quarterly, 35(1), 13-22. doi: 10.1177/875687051603500103Jesiek, B. K., Mazzurco, A., Buswell, N. T., & Thompson, J. D. (2018). Boundary spanning and engineering: A qualitative systematic review. ​Journal of Engineering Education, 107(3), 380–413. doi: 10.1002/jee.20219Johri, A. (2008, October). Boundary spanning knowledge broker: An emerging role in global engineering firms. In ​2008 38th Annual

Conference Session

Community Engagement Division Technical Session 4

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2020 ASEE Virtual Annual Conference Content Access

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Melissa Morris, Embry-Riddle Aeronautical University - Worldwide

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and Y. Zhao, “Design project based modules to promote engineering learning and retention,” The Technology Interface International Journal, Vol 11(1), 2010. 4. K. Ricks, J. Richardson, H. Stern, R. Taylor, R. Taylor, “An engineering learning community to promote retention and graduation of at-risk engineering students,” American Journal of Engineering Education, Vol 4(2), 2014.5. B. W-L. Packard, “Mentoring and retention in college science: Reflections on the sophomore year,” Journal of College Student Retention, Vol 6(3), pp. 289-300, 2004.6. L. Schreiner, “Linking student satisfaction and retention,” Noel-Levitz, pp. 1-16, 2009.7. J. Wolfe, Team Writing: a guide to working in groups, Bedford/St. Martin’s, 2010.8. J. G

Conference Session

Community Engagement Division Technical Session 5

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2020 ASEE Virtual Annual Conference Content Access

Authors

Adetoun Yeaman, Virginia Polytechnic Institute and State University ; Diana Bairaktarova, Virginia Polytechnic Institute and State University; Kenneth Reid, Virginia Polytechnic Institute and State University

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Exposition, Conference Proceedings, 2016, vol. 2016-June, doi: 10.18260/p.26944.[6] C. M. Gray, L. De Cresce El Debs, M. Exter, and T. S. Krause, “Instructional strategies for incorporating empathy in transdisciplinary technology education,” in ASEE Annual Conference and Exposition, Conference Proceedings, 2016, vol. 2016-June.[7] J. Strobel, J. Hess, R. Pan, and C. A. Wachter Morris, “Empathy and care within engineering: qualitative perspectives from engineering faculty and practicing engineers,” Eng. Stud., vol. 5, no. 2, pp. 137–159, 2013, doi: 10.1080/19378629.2013.814136.[8] B. Wachowicz, K. Lewandowska, A. Popek, W. Karwowski, and T. Marek, “Empathy and Modern Technology: A Neuroergonomics Perspective

Conference Session

Community Engagement Division Technical Session 7

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2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Johnson, Playful Learning Lab; Elise Rodich, University of St. Thomas; Hannah French; Annmarie Thomas, University of St. Thomas

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design for manufacturability.ResultsFrom project launch in Phase 1 to presentations in Phase 4, the students had about four and a halfweeks to design the Little Free Library for their community partner. Following the presentations,the community partners filled out a survey to gauge their experience and satisfaction with thestudent designs and, finally, to select the library they wanted built.Following the semester, the students had the option to help participate in building the Little FreeLibraries that were selected by each partner. The CAD screen captures below in Figure 1 providea glimpse into the student designs each partner selected. a. Metro Deaf b. Minnesota c. University of St. d. Big Brothers Big School

Conference Session

Community Engagement Division Technical Session 4

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2020 ASEE Virtual Annual Conference Content Access

Authors

Maija A Benitz, Roger Williams University; Li-Ling Yang, Roger Williams University

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. Finally, we plan to incorporate more individual reflection activities before, during,and after the project to enhance students’ growth and self-evaluation.AcknowledgmentsThe authors would like to acknowledge their research assistants for their work on this project; TessAlexandre, Kristen Brien, Barry Dunn, Olivia Ryan, and Nathan Wilson. This work was supportedby grants from the Hassenfeld Community Projects fund and the RWU Foundation to PromoteScholarship & Teaching, as well as a gift from TPI Composites in Warren, RI.References1. B. Jacoby and Associates (1997) Service Learning in Higher Education. San Francisco, CA: Jossey-Bass, 1997.2. G. Bucks, W. Oakes, C. Zoltowski, F. Rego, and S. Mah. “Facilitating Multidisciplinary Teams in a

Conference Session

Community Engagement Division Technical Session 7

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2020 ASEE Virtual Annual Conference Content Access

Authors

M. Loraine Lowder, Kennesaw State University; Christina R Scherrer, Kennesaw State University; Kevin Stanley McFall, Kennesaw State University; David R Veazie P.E., Kennesaw State University

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. Oakes, “EPICS: Engineering Projects in Community Service,” Int. J. Eng. Educ., 21(1), pp. 139-150, 2005. 9. E. Tsang, J. van Haneghan, B Johnson, E J Newman and S Van Eck, “A report on service-learning and engineering design: service-learning's effect on students learning engineering design in `Introduction to Mechanical Engineering'”, International Journal of Engineering Education. 17(1), (2001). 10. AUTHOR WITHELD, TITLE WITHELD FOR BLIND REVIEW, Conference proceedings of the 2019 IISE Annual Conference and Expo, Orlando, FL. 11. AUTHOR WITHELD, "Fostering Creativity via experiential learning," Center for Teaching and Learning, KENNESAW STATE UNIVERSITY. 12. R. Bringle, J. Hatcher, and R. Games, “Engaging

Conference Session

Community Engagement Division Technical Session 3

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2020 ASEE Virtual Annual Conference Content Access

Authors

John Bernhard Kleba, ITA - Aeronautics Technological Institute (Brazil); Cristiano Cordeiro Cruz, Aeronautics Technological Institute (Brazil)

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integration in curriculum [4]; it is a highly flexible and adaptable model; it hasbeen subject of recent research scrutiny [5]; and it is embedded in the Anglo-Saxon culture,emphasizing cultural divergences to the Latin American context.The paper is structured in four main sections. The first three sections describe each of theselected cases. These sections are organized in subsections with the historical background, theprogram description (how CEP is built in curriculum), the role of partnerships and funding, and ashort account of strengths and limitations. In the fourth section, we summarize the main findingshighlighting a) the differences and common features of the CEP programs and b) the variationsin the institutionalization process of the CEPs

Conference Session

Community Engagement Division Technical Session 3

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2020 ASEE Virtual Annual Conference Content Access

Authors

Robert M. Brooks, Temple University; Sangram Shinde, Department of Mechanical Engineering, Jazan University, Jazan KSA

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Paper ID #28292Creation of a Paradigm Shift in Student Humanitarian Service – AnExperience of One Third CenturyDr. Robert M. Brooks, Temple University Dr. Brooks is the winner of the National Outstanding Teacher Award of the ASEE in 2015. Dr. Robert Brooks is an Associate Professor of Civil Engineering at Temple University. He is a fellow of ASCE. His research interests are Engineering Education, Civil Engineering Materials and Transportation Engineer- ing.Mr. Sangram Shinde, Department of Mechanical Engineering, Jazan University, Jazan KSA Bachelor of Engineering (Production) from University of Pune, Pune, India. Master of

Conference Session

Community Engagement Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Peter Golding, University of Texas at El Paso; Helen Elizabeth Geller, University of Texas at El Paso and El Paso Community College; Diane Elisa Golding, University of Texas at El Paso; Ana Karen Jimenez Enciso, University of Texas at El Paso; Kwame Opuni, University of Houston-Downtown (Retired); Anand Raj, University of Texas at El Paso; Mike Thomas Pitcher, University of Texas at El Paso; Carla Ann Judith Navar, University of Texas at El Paso; Paul E. Hotchkin, El Paso Community College

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Paper ID #29496Lessons Learned from a Summer Bridger Research Partnership Between aCommunity College and a UniversityDr. Peter Golding, University of Texas at El Paso Professor in the Department of Engineering and Leadership at UTEP.Mrs. Helen Elizabeth Geller, University of Texas at El Paso and El Paso Community College Helen Geller is the Program Manager for the STEMGROW grant, funded by the Department of Education at the University of Texas at El Paso. Helen is also a biology instructor at El Paso Community College.Dr. Diane Elisa Golding, University of Texas at El Paso Diane is a passionate educator and proponent for K

Conference Session

Community Engagement Division Technical Session 2

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2020 ASEE Virtual Annual Conference Content Access

Authors

Simon Thomas Ghanat P.E., The Citadel; William J. Davis P.E., The Citadel; Dan D Nale PE, The Citadel - Civil & Environmental Engineering; Rebekah D Burke, The Citadel

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.  Use comparative assessment methods and tools to demonstrate impact on student learning outcomes to gain further faculty buy-in and adoption.  Establish an engagement plan to obtain support of local professional engineers who are needed to support student learning and provide much-needed context for student work.  Develop mapping within the curriculum, to identify service-learning opportunities in other technical fields including Transportation, Environmental, and Structural.References[1] B. Bringle, and J., Hatcher, A Service-learning Curriculum for Faculty. The Michigan Journal of Community Service-Learning, 2(1), 1995.[2] D. A. Kolb, “Experiential Learning: Experience as

Conference Session

Community Engagement Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Malinda S Zarske, University of Colorado, Boulder; Michael A Soltys, University of Colorado, Boulder; Jennifer Kracha, University of Colorado Boulder

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.1143834[8] ​Knight, D., & Sullivan, J., & Louie, B. (2007). “Expanding Understanding Of First Year Engineering Student Retention And Team Effectiveness Through Social Styles Assessment​,”​ ​Proceedings,​ ASEE Annual Conference​, Honolulu, HI.Appendix A - EFC Peer Evaluation ToolThis online tool is used midterm and final weeks of semester. ​Bonus dollars received areaveraged for each team member and converted to a grade as well as used for discussion.Your team has been awarded a(n imaginary) $1,000 bonus for your outstanding work on yourproject. ​YOU​ must decide how the bonus will be allocated. Distribute the $1k among your teammembers, including yourself. Take into consideration time commitment, special contributions,leadership

Conference Session

Community Engagement Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Camilo Andrés Navarro Forero P.E.; Odesma Onika Dalrymple, University of San Diego

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Paper ID #31552Co-creation of a systemic models to support community engagement projectsMr. Camilo Andr´es Navarro Forero P.E., Camilo Andr´es Navarro Forero PHD Engineering student of the Universidad de los Andes in Bogot´a DC Colombia, Peace Building Master’s degree student of the same university. Master of Science in industrial engineering with mayor in organizational management, industrial engineer from the Universidad de los Andes Colombia with complementary studies in Ing´enieur de Gesti´on BA2 from the the Solvay Business School of Management and Economics in Bruxelles Belgique. Active member of Ingenieros sin

Conference Session

Community Engagement Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Glen Hordemann, Texas A&M University; Malini Natarajarathinam, Texas A&M University; Sharon Lynn Chu, University of Florida; Mathew Kuttolamadom, Texas A&M University; Francis Quek, Virginia Polytechnic Institute and State University; Osazuwa John Okundaye Jr, Texas A&M University

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Paper ID #31395Everybody Needs Some Body to Teach: Embodiment, TelecommunicationandTelepresence in STEM LearningMr. Glen Hordemann, Texas A & M University Glen Hordemann is a Computer Science PhD student at Texas A&M University. He is part of the Em- bodied Interaction Lab (TEILab) and The Institute of Technology-Infused Learning (TITIL). His current research focuses on telepresence robots and AR/VR enhancements to improve the embodiment of remote users. He has a B.S. in Computer Science from Gonzaga University and an M.S. in Computer Science from Bowling Green State University. His research interests also

Conference Session

Community Engagement Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Margaret Pinnell, University of Dayton; Kellie Schneider, University of Dayton; Leanne Petry, Central State University; M. Suzanne Franco, Wright State University; Malcolm W. Daniels, University of Dayton; Amy Anderson, University of Dayton; Marjorie Langston, Hamilton Township High School ; Megan Shepherd; Madeline Mock

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, 2018. 2. United States Bureau of Labor Statistics (2018), http://www.bls.gov., accessed September 8, 2018. 3. Career Focus: The Importance of STEM Diversity (2013). https://nanopdf.com/download/career-focus-the-importance-of-stem-diversity_pdf, accessed September 8, 2018. 4. Women, Minorities, and Persons with Disabilities in Science and Engineering (2017). https://nsf.gov/statistics/2017/nsf17310/, accessed September 9, 2018. 5. Farinde, A. A., Tempest, B., & Merriweather, L. (2014). Service Learning: A Bridge to Engineering for Underrepresented Minorities. International Journal For Service Learning In Engineering, 9475-491. 6. Duffy, J., Barrington, L. & Heredia, M., (2009). Recruitment

Conference Session

Community Engagement Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Romeo Ballinas-Gonzalez, Tecnologico de Monterrey; Benjamin Sanchez, Tecnologico de Monterrey; Miguel X. Rodriguez-Paz, Tecnologico de Monterrey (ITESM); Juan Arturo Nolazco-Flores, Tecnologico de Monterrey

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of Writing Lab, TecLabs, Tecnologico deMonterrey, Mexico, in the production of this work.References[1] S. Ghanta, "Augmenting soft skills in engineering students," J. Adv. Res. Dyn. Control. Syst., vol. 11,(Special Issue 6), pp. 1720-1722, 2019.[2] M. Debnath et al, "4 - Role of soft skills in engineering education: students' perceptions andfeedback," pp. 61-82, 2012. . DOI: https://doi.org/10.1016/B978-1-84334-645-6.50004-5. 9[3] M. Abdous, B. R. Facer and C. Yen, "Academic effectiveness of podcasting: A comparative study ofintegrated versus supplemental use of podcasting in second language classes," Computers & Education,vol. 58, (1), pp. 43-52, 2012. . DOI: https://doi.org/10.1016

Conference Session

Community Engagement Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rob Rouse, Southern Methodist University; Juan Torralba, University of Miami; Kathryn Krummeck; DiMitri Higginbotham, Good Shepherd Episcopal School

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project at a time,” Phi Delta Kappan, vol. 95, no. 3, pp. 22-27, 2013.2. D. Dougherty, “The maker movement,” Innovations, vol. 7, no. 3, pp. 11-14, 2012.3. E.R. Halverson, and K.M. Sheridan, “The maker movement in education,” Harvard Educational Review, vol. 84, no. 4, pp. 495-504, 2014.4. T.W. Barrett, M.C. Pizzico, B. Levy, R.L. Nagel, J.S. Linsey, K.G. Talley, C.R. Forest, and W.C. Newstetter, “A review of university makerspaces,” Paper presented at the American Society of Engineering Education Annual Conference & Exposition, 2015.5. L. Martin, “The promise of the maker movement for education,” Journal of Pre-College Engineering Education Research, vol. 5, no. 1, pp. 30-39, 2015.

Conference Session

Community Engagement Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Julie Fogarty, California State University, Sacramento; Nathan E Canney P.E., CYS Structural Engineers Inc.; Benjamin V Fell P.E., California State University, Sacramento

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Partners: Service Learning as Route to Authority for Basic Writers,” Journal of Basic Writing (CUNY), 28(1), 50-70.Geisinger, B. and Raman, D. (2013). “Why They Leave: Understanding Student Attrition from Engineering Majors,” International Journal of Engineering Education, 29(4), 914-925.Gillis, C. (1994). “Writing Partners: Expanding Audiences for Student Writing,” The English Journal, 83(3); 64-67.Griffith, A. (2010). “Persistence of Women and Minorities in STEM Field Majors: Is it the School that Matters?” Economics of Education Review, 29, 911-922.Hayford, B., Blomstrom, S., and DeBoer B. (2014). “STEM and Service-Learning: Does Service- Learning Increase STEM Literacy.” International Journal of Research on

Conference Session

Community Engagement Division Technical Session 3

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2020 ASEE Virtual Annual Conference Content Access

Authors

Juan C. Lucena, Colorado School of Mines

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reality.Relational. This element refers to social trust as the main element that needs to be presentbetween a community and outside experts (like engineers) to build resiliency. For engineersworking with ASGM communities, for example, in order to gain social trust they need to show a)competence, not only in an engineering domain but also in building and managing the socialrelations that make projects possible; b) caring, not only about the technologies but also aboutthe people impact them by them; c) predictability, showing that you are going accompany and beaccountable to ECD projects from start to finish and thereafter; and d) commitment to diversity ofperspectives and interpretations (e.g., various representations of the problem and possiblesolutions

Conference Session

Community Engagement Division Technical Session 6

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2020 ASEE Virtual Annual Conference Content Access

Authors

Cristiano Cordeiro Cruz, Aeronautics Technological Institute

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based on two of Paulo Freire’s books:Pedagogy of the Oppressed and Extension or Communication? It is a formalization thatgrassroots engineering practitioners acknowledge as appropriate for an ideal practice they havebeen trying to improve more and more. Section 2 draws on some Brazilian laws and papers thatanalyze them.Section 3 mainly results from a literature review of the annals, from 2000 up to 2016, of the mainBrazilian forums of engineering education discussion: COBENGE (Brazilian Conference onEngineering Education) and ENEDS (National Meeting of Engineering and SocialDevelopment). The review is supplemented by a) non-published information from directconversations with people involved in those initiatives; b) documents from universities

Conference Session

Community Engagement Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jessica L. Murphy Ph.D., Jackson State University; Dawn Bishop McLin, jackson state university

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safety and education (events will be designed according to MS weather season) 13 b. Visit with area schools to inform about careers in Emergency Management, Meteorology, and Psychology (focusing on Disaster Mental Preparedness) c. Host additional community-based workshops and events 2) Educational training for First Responders, Emergency Management Specialists (public and private sector), and other specialists related disciplines a. Conduct virtual reality simulation training and table-top interactive activities b. Provide Continuing Education Units (CEUs) and Certificate

Conference Session

Community Engagement Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cristiano Cordeiro Cruz, Aeronautics Technological Institute

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Freire’s main works [12], [29], anengineer capable of GE must be an educator engineer, someone with empathy and critical sense,capable of dialoguing, and opened (and able) to learn with non-schooled people and from non-academic knowledge.Why exactly does GE demand an educator engineer? This leads to the second unanimity amongGE teams: the non-neutrality of technology. To address this point, we must acknowledge that, aspresented elsewhere [1]: a) every technical challenge can usually be addressed through differenttechnical solutions; b) each technical solution necessarily favors or emulates some (set of)ethical-political values over others; c) because of “a” and “b,” society and technology shape oneanother in a way that d) technical development and

Conference Session

Community Engagement Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Patrick John Sours, Ohio State University; Michael J Hagenberger P.E., Ohio State University

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| 10.1093/cdj/35.1.41 | DeepDyve. (n.d.)Hatibu, N., H.F. Mahoo, B. Kayombo and O. Mzirai (1997) Evaluation and Promotion ofRainwater Harvesting in Semi-arid areas of Tanzania. (n.d.-a).

Conference Session

Community Engagement Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Angela R Bielefeldt, University of Colorado, Boulder; Greg Rulifson PE, USAID

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Society for Engineering Education Annual Conference & Exposition, Paper AC 2007-2234. 23 pp.[8] Pickering, M., E. Ryan, K. Conroy, B. Gravel, M. Portsmore. 2004. The Benefit of Outreach to Engineering Students. Proceedings of the American Society for Engineering Education (ASEE) Annual Conference & Exposition. Session 1692. 12 pp.[9] Bielefeldt, A.R., J. Lewis, M. Polmear, D. Knight, N. Canney, C. Swan. 2020. Educating civil engineering students about ethics and societal impacts via co-curricular activities. Journal of Civil Engineering Education. In press.[10] Cress, C.M., C. Burack, D.E. Giles, J. Elkins, M.C. Stevens. 2010. A Promising Connection: Increasing College Access and Success through Civic Engagement

Conference Session

Community Engagement Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Yanjun Yan, Western Carolina University; Mary Anna LaFratta, School of Art and Design, Western Carolina University; Lane Graves Perry III, Western Carolina University; Hugh Jack P. Eng. P.E., Western Carolina University

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was very bland and did not require too much effort.”Appendix B: Qualitative Survey Results on Interdisciplinary CollaborationQ1. How did this multidisciplinary multimedia project enhance your course knowledge? “This gave me practice implementing the use of microcontrollers in a hands-on setting.” “I didn't gain any specific knowledge in completing the touch board project it onlystrengthened prior knowledge.” “It enhanced my understanding of microcontroller applications by demonstrating howthey can be used in art and ways not traditionally thought of. Prior to taking this class, Iknew quite a lot about microcontrollers, but using conductive paint was a great experience.Using a different board other than Arduino was cool

Conference Session

Community Engagement Division Technical Session 7

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2020 ASEE Virtual Annual Conference Content Access

Authors

Stacey V Freeman, Boston University; Sandra Lina Rodegher, Boston University

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model is one that values transformational partnerships rather than transactionalpartnerships. The initial testing proved the value in university-museum collaborations to ensureactivities are rigorously tested prior to dissemination, leading to the best possible educationaloutcomes and long-term usage of the activities.Improving the Engineering Pipeline Through University & Community-Developed Museum-Based Educational KitsReferenceAnderson, D., Kisiel, J., & Storksdieck, M. (2006). Understanding teachers' perspectives on field trips: Discovering common ground in three countries. Curator, 4(3), 365-386.Bell, P., Lewenstein, B., Shouse, A., & Feder, M. A. (2009). Learning sciences in informal environments: People

Conference Session

Community Engagement Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ajay P. Malshe, Purdue University; Kevin M Fitzpatrick, University of Arkansas; Salil Bapat, Purdue University

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Paper ID #30233Engagement in Practice: Learning Applications of MSE for Design ofCommunity Based Shelter for Housing InsecurityDr. Ajay P. Malshe, Purdue University Dr. Malshe is a R. Eugene and Susie E. Goodson Distinguished Professor of Mechanical Engineering and the Director of the Materials and Manufacturing Research Laboratory (MMRL), Purdue University. His fields of academic and industrial interest are advanced manufacturing, food-shelter-clothing and re- lated life insecurities, bio-inspired materials and designing and system integration. He has overlapping 24 years of academic plus overlapping 15 years of