Conference Session

Entrepreneurship & Engineering Innovation Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mohamed Ahmed Abdalwhab Galaleldin, University of Ottawa; Hanan Anis, University of Ottawa

Tagged Divisions

Entrepreneurship & Engineering Innovation

of knowledge, skills, and expertise between students - participants of the CoP-.Interviews conducted based on the principles of (Kvale, S, 2009). Interviews were thentranscribed and analyzed using definitions from Wenger’s CoP model to clarify and verify howthe Makerspace impacted the cultivation of a makers CoP on campus. We looked for evidence ofidea units that emphasized domain, community and practice.ResultsParticipants shared a common interest in “making”, tinkering, and realizing their designs. Therewere five categories of reasons for participation in the Makerspace: accessibility to resources,professional development, self-efficacy, Networking, social interaction and engagement, andlearning opportunities.Making use of Wegner’s

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

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

the individualistic culture of the degree program played a significant role instudents switching majors (i.e. lack of engagement with their communities, lack of personalidentification with the field of engineering, and an overall sense of isolation). This individualisticculture was found to be particularly harmful to underrepresented minority (URM) students whoheld stronger feelings of obligations to help others, serve their communities, and act as rolemodels (Seymour and Hewitt 1997). The lack of female and URM role models in engineeringhas been found to negatively impact student performance and retention which exacerbates theperceived individualistic culture (Cole and Espinoza 2008, Griffith 2010, Felder 1995).Issues around attraction and

Conference Session

Student Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hamidreza Taimoory, Virginia Polytechnic Institute and State University; David B. Knight, Virginia Polytechnic Institute and State University; Kazuki Hori, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Student

follow the K-12 engineering education principles byutilizing the project-based learning (PBL) approach. The PBL is introduced by Kilpartick andthis method is used in education by Dewey. This method is based on designing or creatingproduct, solving problem, investigating, and developing an answer (J Dewey, 1980; J Dewey,2008; Kilpatrick, 1918). The PBL approach improves group work skills and collaboration whilekeeping students more engaged in learning by keeping them motivated as the key element of thisstrategy (Harun, Yusof, Jamaludin, & Hassan, 2012; Huang, 2010). The fundamental norms of agroup of students working together are communication and collaboration skills as well as anintrinsic motivation to become an effective group (Blumenfeld

Conference Session

Perspectives on Service Learning: Challenges, Successes, and Opportunities

Collection

2019 ASEE Annual Conference & Exposition

Authors

Andrew Pierce, Purdue University-Main Campus, West Lafayette (College of Engineering); William C. Oakes, Purdue University-Main Campus, West Lafayette (College of Engineering); Nusaybah Abu-Mulaweh, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

progress has been made, skepticism and barriers remain. In the in the 2014ASEE report [38]. deans noted that that service-learning was not widely implemented nor was itconsidered important to their colleges. Nearly two thirds of the administrators believed it wasnot practiced at their own institution and did not deem it important enough to change.To impact the broader engineering education community, diverse service-learning models mustbe implemented, assessed and disseminated. Individual or small groups of faculty conduct mostof the active models with relatively small numbers of students. Surveying the 2018 ASEECommunity Engagement Division’s papers on the practice shows that the vast majority ofprograms, courses or experiences are relatively

Conference Session

Tricks of the Trade - Experiences Designing Courses and Communities

Collection

2016 ASEE Annual Conference & Exposition

Authors

Aileen Tapia, University of Texas, El Paso; Jose Martinez, University of Texas, El Paso; Peter Golding P.E., University of Texas, El Paso

Tagged Topics

Diversity

Tagged Divisions

Student

, or K-12 students(Collier 2015, Pluth et al 2015). We report the creation and impact of a near-peer mentoringprogram created and administered by undergraduate STEM students, focused on buildingpathways and a sustainable practice to support students at high schools who are advancingtowards undergraduate STEM studies.Our student organization is a joint-chapter of Latinos in Science and Engineering (MAES) andthe Society of Professional Engineers (SHPE) at The University of Texas at El Paso (UTEP). Wehave been working in unison to build engineering and science education outreach efforts into thehigh schools in our regions since 2009.We share the rationale, process, and impact of establishing and developing these Junior Chaptersof the Professional

Conference Session

Technical Session M5C

Collection

2022 First-Year Engineering Experience

Authors

William C. Oakes, Purdue University at West Lafayette (COE); Srinivas Mohan Dustker, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity, Full Papers

createcohorts of students in the form of learning communities. Students are placed into classes ingroups with other engineering students and take one or more classes together. In some cases thestudents may also live together and participate in outside of class activities with other studentsand instructors. These approaches have shown benefits for retention and learning [2].Pedagogical approaches can also help attract and retain diverse students. One such approach thatinvolves students in meaningful experiences include community engaged learning, which hasalso been called service-learning, community-based learning and civically engaged learning.Community-engaged learning integrates work that meet the needs of an underserved segment ofsociety and/or

Conference Session

Assessment of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jane M. Fraser, Colorado State University-Pueblo; Leonardo Bedoya-Valencia, Colorado State University, Pueblo; Jude L. DePalma, Colorado State University, Pueblo; Nebojsa I Jaksic P.E., Colorado State University, Pueblo; Ananda Mani Paudel, Colorado State University, Pueblo; Hüseyin Sarper, Colorado State University-Pueblo; Ding Yuan, Colorado State University - Pueblo

Tagged Divisions

Community Engagement Division

information on the E-LEAP programshows that the program does incorporate community engagement, but in the form of mentoringof K-12 students, not on the topic of sustainability.29Universities with chapters of Engineers without Borders often have their students involved inprojects that help disadvantaged communities, but most of such projects involve working tripsoverseas with only some education in sustainability. By design or not, such projects do teachstudents about sustainability. Miles Graugnard, a senior mechanical engineer at Santa ClaraUniversity, commented on his group‟s water project in Honduras: While many engineering projects seek to provide new technologies that combat problems in the developing world, what makes EWB‟s

Conference Session

Tricks of the Trade

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephan A. Durham, University of Georgia; Wesley E. Marshall, University of Colorado, Denver

Tagged Divisions

Student

Join Student Organizations in USUniversities? How Many to Join? What Kind of Student Organizations to Join?http://redbus2us.com/8-reasons-why-should-you-join-student-organizations-in-us-universities-how-many-to-join-what-kind-of-student-organizations-to-join/. AccessedMarch 10, 2012.Nadler, M.K. (1997). The Value of Student Organizations and the Role of FacultyAdvisors. Journalism and Mass Communications Educator. 52(1), 16-25.Vogt., C. (2008). Faculty as a Critical Juncture in Student Retention and Performance inEngineering Programs. Journal of Engineering Education. January 2008. pp 27-37Wang, J. and Shiveley, J. (2009). The Impact of Extracurricular Activity on StudentAcademic Performance. http://www.csus.edu/oir/Assessment/Non-academic

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

Paper ID #33779Insights Gathered from the National Survey of Student Engagement (NSSE)About Engineering/Computer Science Participation in High-impactEducational Practices at Two Western Land-grant InstitutionsMr. Ebenezer Rotimi Ewumi, Washington State University Ebenezer Ewumi is a Computer Engineering master student at Washington State University. His research is in engineering education and software engineering techniques. His recent research focuses on the effect of high impact practices on engineering and computer science undergraduate student outcomes around academic success and persistence.Dr. Olusola Adesope

Conference Session

Transdisciplinary Perspectives on Engineering Engagement with Community

Collection

2018 ASEE Annual Conference & Exposition

Authors

Noa Bruhis; Micah Lande, Arizona State University

Tagged Divisions

Community Engagement Division

tourism impactstheir guests’ knowledge as well as how nature-based tourism has impacted their own knowledgebase. Namely, this study asks, what are the values that drive guides to learn and teach aboutdifferent concepts on their river trips? To push further, we ask, how do these values offeropportunity for engineering education?It is intended that this work be generalizable to other place-based and guided, extended, STEMlearning experiences that occur within a specific context. Natured-based tourism is a novelperspective to the notion of community-based engagement. With this research study, we seek tounderstand better the role of an expert-guide grounded in a place-based community andexperiential activity in service to engaging interested publics

Conference Session

Interactive Session - Community Engagement Implementation for K-12 Settings

Collection

2016 ASEE Annual Conference & Exposition

Authors

Molly Y Mollica, The Ohio State University; Rachel Louis Kajfez, The Ohio State University; Elizabeth Riter, The Ohio State University; Meg West, The Ohio State University; Peter Vuyk, The Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

families can borrow toys, both, at no cost. The overall mission of the TAP is to:  Provide children with special needs the opportunity to interactively play and develop valuable life skills despite any physical, developmental, financial, or other limitation they or their family may face.  Provide eager students and volunteers the opportunity to use engineering skills through service and experiential learning to make a positive, societal impact on the community.  Increase awareness about this need and other needs related to adaptive technology.Through our work, we hope to impact the lives of families who have children with special needswhile providing a unique societal focused project for our students, which has

Conference Session

Transdisciplinary Perspectives on Engineering Engagement with Community

Collection

2018 ASEE Annual Conference & Exposition

Authors

Aqdas Malik, George Mason University; Aditya Johri, George Mason University; Habib Karbasian, George Mason University; Rajat Handa; Hemant Purohit, George Mason University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

. c American Society for Engineering Education, 2018#EngineersWeek: Broadening our Understanding of Community Engagement through Analysis of Twitter Use during the National Engineers WeekAbstractCommunity engagement efforts have become an important avenue for raising public interest andknow-how related to engineering. These efforts draw the young and the diverse into seeingengineering as a worthwhile profession. One such effort at the national level in the U.S. is the“National Engineers Week”. This is a week-long celebration held every February that consists ofnumerous events and activities organized for the general public with a focus towards students,women, and under-represented groups. In this paper, we examined this effort through the

Conference Session

Student Papers

Collection

2025 ASEE Southeast Conference

Authors

Sierra Milligan, University of Georgia; John Ray Morelock, University of Georgia

Tagged Topics

Student Papers

of real-world project considerations [13].This study investigates the impact of project-based learning compared to the traditionaldemonstration-based method in a biomedical engineering laboratory course. Project-basedlearning, where students work on a semester-long project that incorporates multiple courseconcepts, may better simulate the iterative processes found in real-world research anddevelopment. Our goal is to evaluate how each teaching approach influences student outcomes,including self-efficacy, teamwork, collaboration skills, and knowledge communication. Bycomparing the learning outcomes of both approaches, this research aims to provide valuableinsights into effective teaching strategies for biomedical engineering laboratories. It

Conference Session

Track 3 - Session 2

Collection

2014 ASEE International Forum

Authors

Megan Mercedes Echevarria, International Engineering Program, University of Rhode Island; Sigrid -- Berka, University of Rhode Island

Tagged Topics

Student Development

fields and tokey global issues closely related to those fields. This comprehensive experience has animportant impact on the high quality of our students’ technical preparation while also compelling Page 20.30.2them to engage in unique ways with people from other countries and to develop a deep sense ofintercultural understanding, social and economic awareness, and the potentially broad impact oftheir work as engineers.4The Spanish branch of the IEP has existed for close to two decades and, especially in recentyears, has experienced important successes. Since 2008 we have carried out extensiverecruitment activities, and as a result, we have seen

Conference Session

The D/M/A of CE

Collection

2013 ASEE Annual Conference & Exposition

Authors

Linda Barrington, University of Massachusetts, Lowell; Emmanuelle Reynaud, University of Massachusetts, Lowell; Ella Willard-Schmoe, University of Massachusetts Lowell

Tagged Divisions

Community Engagement Division

academic year. Thepurpose of the ongoing study is to investigate the impacts of S-L on the students, faculty,institution and community. Quantitative analysis of student survey responses over the yearsreveals a consistently marked difference in attitude between genders toward communityengagement generally, and S-L specifically. For example, in the spring of 2012, 465 surveyswere collected from engineering students of all grades and majors, of whom 57 identified asfemale. Among several other items, statistically significant differences (at the 5% level) arose inresponses between the genders in their rating of Helping as a career value, their belief thatservice should be an expected part of the engineering profession, and their belief that S

Conference Session

The D/M/A of CE

Collection

2013 ASEE Annual Conference & Exposition

Authors

Daniel M. Dulaski, Northeastern University

Tagged Divisions

Community Engagement Division

coursealthough the depth and breadth of community participation is often unknown. Students at theUniversity of Missouri-Kansas worked with the public works department to redesign a bridgeand an adjacent intersection (1). Students at the University of Colorado worked on water andwastewater municipal projects as part of their capstone experience (2). In some instances, thecommunity is engaged. North Dakota State University addressed a neighborhood’s drainageissues through a capstone course that culminated with a presentation to communityrepresentatives at the end of the semester (3). Although there are ample opportunities for civilengineering programs to improve the community as well as student experience through capstone,experiences appear to be

Conference Session

Models of community engagement practices

Collection

2014 ASEE Annual Conference & Exposition

Authors

Bill B. Elmore, Mississippi State University

Tagged Divisions

Community Engagement Division

Paper ID #9871Integrating Community Engagement, Freshman Chemical Engineering, andan AIChE Student ChapterDr. Bill B Elmore, Mississippi State University Bill B. Elmore currently holds the Hunter Henry Chair and Associate Directorship in the Swalm School of Chemical Engineering at Mississippi State University. In his twenty-fourth year of engineering education, Bill focuses on project-based learning at all levels of the undergraduate chemical engineering curriculum and undergraduate research in energy and micro-scale reactor studies

Conference Session

Models of community engagement practices

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jeffrey Scott Bates, University of Utah; Karen J. Krapcho, University of Utah; Crystal Orantes, University of Utah

Tagged Divisions

Community Engagement Division

found that students are more likely to beretained and graduate if they have a supportive peer group, social involvement, a good attitudetoward engineering, and pre-college analytical skills1-4. The Engineering Ambassador Programaims to provide retention and more engineering graduates through all of these means. It does soby creating a community of engineering students who work together to recruit high schoolstudents to the field of engineering by providing them with awareness of engineeringopportunities, academic advice, and analytical skills through hands-on activities. This programalso benefits the ambassadors as it engages them in a learning community experience, which isknown to provide their participants with practical competence, personal

Conference Session

Socio-cultural Dimensions of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Andrea Mazzurco, Purdue University; James Huff, Harding University; Brent K Jesiek, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

, they were not given any information aboutthe culture of the local community. Then, students were given critical information about the localculture and asked to choose again so that their solution would embrace the local cultural norms.Students also interacted with three engineering teaching assistants, all of whom had engaged inrich, cross-cultural experiences. These teaching assistants told stories about their cross-culturalexperiences and what they learned from those experiences. Finally, the second author led apresentation on strategies about gathering information from project partners and stakeholders.Subject GroupParticipants were engineering and non-engineering undergraduate and graduate students enrolledin a variety of domestic and

Conference Session

Transdisciplinary Perspectives on Engineering Engagement with Community

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nathan E. Canney; Yanna Lambrinidou, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

unit (9.70% in LTS versus 2.31% in “mainstream” engineering). Examples of excerpts with this code include “EPICS students gain long-term define-design-build-test-deploy-support experience, communication skills, experience on multidisciplinary teams, and leadership and project management skills” (from LTS: 12), and “Dealing with the preceding problems and opportunities will require intra-disciplinary, cross-disciplinary, and multidisciplinary collaboration on projects and in research and development” (from “mainstream”: 12).v. That the relationship between engineers and “the public” is such that “the public” impacts the engineering profession was the fifth-most prevalent code in LTS and the third-most

Conference Session

Track 3 - Session 1

Collection

2014 ASEE International Forum

Authors

David DiBiasio, Worcester Polytechnic Institute; Terri A. Camesano, Worcester Polytechnic Institute; Natalie A Mello, The Forum on Education Abroad

Tagged Topics

Student Development

, social, cultural, and economic issues thatare intimately connected to engineering issues and people affected by these engineeringchallenges. One of the most effective ways of providing our students these learning experiencesis through education abroad opportunities. Yet less than 4% of US engineering students studyabroad and there has been little growth in the past two years1. It is also well established that experiential, project/problem-based learning with an emphasison acquiring new knowledge and applying and integrating previous knowledge can be veryeffective structures for enhancing student learning2. These structures engage students in open-ended, ambiguous, authentic activities; and usually involve teams. It is learning that goes

Conference Session

Models and Practices of Community Engagement for Engineering Faculty

Collection

2015 ASEE Annual Conference & Exposition

Authors

Dominic M. Halsmer P.E., Oral Roberts University; Peter Wesley Odom, Oral Roberts University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

appreciation to the primaryauthor for such presentations, as influential in their decision to pursue a career in engineering. Inaddition, it has also been influential in strengthening their religious faith, as evidenced by thefollowing unsolicited and unedited student testimony (It should be noted that the statementsbelow do not represent an ORU position on origins, since ORU does not take an official positionon exactly how, and exactly when, God created everything. It is merely an example of thepositive impact of the current grant project.): I was raised believing that six-day, young earth creation was the only position that a good Christian could really take. Sure I knew there were some Christians who didn't take the six days

Conference Session

Student Division Diversity and Persistence Related Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Katherine Elfer, Tulane University; Anastasia Marie Rynearson, Purdue University, West Lafayette (College of Engineering); Nathan M. Hicks, Purdue University, West Lafayette (College of Engineering); Elizabeth Marie Spingola, Virginia Tech Department of Engineering Education; Kaitlin Fair, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Student

professional development and community, creatingASEE Student Chapters unified through the national Student Division.1 The purpose andeffectiveness of these Student Chapters have been reviewed every few years by studentsinvolved in these Chapters.1-5 Further discussion of professional development communities in thebroader field of discipline-based educational research (DBER) have also been discussed withinthe engineering education community, specifically for those who would like a graduatecommunity focused on professional development but are not at an institution with others who areinterested in engineering education.6 This paper takes a broader look at graduate communities,sharing experiences from graduate students who have developed and led graduate

Conference Session

Tricks of the Trade

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lynn Albers, North Carolina State University; Laura Bottomley, North Carolina State University

Tagged Divisions

Student

negative impact on the student’s intellectual development. One ofthe areas this can occur is in the lecture where knowledge is imparted to the student. This is anarea that is very dependent on the instructor’s ability to communicate and to recognize thestudents’ ability to absorb the information. Dr. Perry firmly believed in college students and intheir positionality, which is “literally one’s stance with respect to knowing, making meaning, andmaking commitments.”4 He believed that understanding the students’ positionality was key towhat and how an educator should teach and to ensuring that the students learned. As L. LeeKnefelkamp observed about Dr. Perry, “He was adamantly against any notion of trying to forcegrowth or development (the notion of

Conference Session

Student Division (STDT) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Vivian H Nguyen, City Colleges of Chicago ; Anthony Jesus Blanco, City Colleges of Chicago; Andrew Steppan, City Colleges of Chicago; Juan Munoz, City Colleges of Chicago ; Guadalupe Pina-Castillo, City Colleges of Chicago; Shlesha Patel, City Colleges of Chicago; Melvin Cabrera, City Colleges of Chicago; Tobias Wimmer; Doris J. Espiritu, City Colleges of Chicago

Tagged Divisions

Student Division (STDT)

Society for Engineering Education, 2024 FOSTERING COMMUNITY OF PRACTICE (CoP): THE IMPACT ON SELF-EFFICACY AND BELONGING OF UNDERGRADUATE STUDENTSI. INTRODUCTIONAs of July 2021, 40.4 million students have attended college and dropped out without earning acredential—referred to as the “Some College, No Credential” (SCNC) population [1]. Out of the40.4 million SCNC population, only 2.1% re-enroll into a degree program. Student retention isrecognized as remaining in a college or university program until the course of study is complete,regardless of whether they pass or not, or until the students gain a degree [2]. Students whocancel their enrollment are classified as dropouts [3]. The six most prevalent factors thatcontribute to a lack

Conference Session

Tricks of the Trade

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ruth E. H. Wertz, Purdue University, West Lafayette

Tagged Divisions

Student

Page 23.1247.6outcomes.Instructional Design Strategies. This section of the AIDE course focused on using learningtheories as a basis for instruction design and the development of strategies to engage students inonline courses. For example, Sorensen and Baylen11 present a concise guide to applyingprinciple of seven widely accepted principles of good practice in teaching to web-based learningenvironments. Of note, there is a strong focus on developing student-to-student and student-to-instructor interactions and relationships. In addition, Lehman and Conceição12 provide user-friendlydevelopment guides for incorporating group work, facilitating online discussion, and maintaining studentengagement throughout various phases of the online course

Conference Session

Engagement in Practice: Engaging the Community through Educational Outreach

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mariam Manuel, University of Houston; Ricky P. Greer, University of Houston; Jerrod A Henderson, University of Houston (CoE & CoT); Virginia Snodgrass Rangel Rangel, University of Houston

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

diligent work he earned the distinction as the Dr. Bruce D. Nesbitt Campus-Community Collaborator Awardee in 2016. Mr. Greer is also a co-founder of St. Elmo Brady STEM Academy (SEBA). SEBA is an educational intervention aimed at exposing underrepresented 4th and 5th grade boys to hands-on, inquiry based STEM activities. SEBA accomplishes its goals through an innovative educational curriculum and by engaging students’ fathers and/or male mentors who learn STEM alongside them. This project has been recognized and funded by local organizations, University of Illinois and most recently, the National Science Foundation. Currently, Mr. Greer is enrolled in the Higher Education M. Ed program at the University of Houston. He

Conference Session

ERM Technical Session 23: Courses and Research on Communication

Collection

2019 ASEE Annual Conference & Exposition

Authors

Wendy Roldan, University of Washington; Jennifer A. Turns, University of Washington; Ahmer Arif, University of Washington; Gina Tesoriero, University of Washington; Yuxin Xu, University of Washington

Tagged Divisions

Educational Research and Methods

to structuring student reflectionin order to support naturally occurring reflection. This work suggests that tensions can beassociated with supporting student reflection in school versus in life. Further, Boswell’s accountsuggests the value of thinking critically about student engagements with, and possibly resistanceto reflection. We extend this work by offering additional stories of engagements.Student resistance, as a form of student reaction, and educator response is a subject of interest inengineering education scholarship. For example, Tharayil et al. recently published work on howeducators address student resistance to high impact pedagogical strategies [9]. Tharayil et al.highlight “...understanding student resistance as a barrier

Conference Session

Stakeholder Perspectives on Community Engagement in Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Christopher Bull, Brown University School of Engineering; Maureen Kay Sigler, Brown University; Michael Lye, Rhode Island School of Design

Tagged Divisions

Community Engagement Division

,structured and frequent reflection, dialogue, and problem-solving opportunities should beintegral to course design.One tacit assumption throughout CBL is that there is a positive impact on the community but achallenge is to demonstrate that learning and working with the community are synergistic ratherthan at odds. In many cases it is just that, an assumption, with too few concrete and specificinstances of positive change, and no clear way to value the changes. While we have shown that itis valuable on many levels for many students, we think there will be great reward in developingand using tools that give reliable insight on how the community is affected.Although we use the phrases “engaged scholarship” and “community based learning”, they havesome

Conference Session

ERM: Year of Impact on Racial Equity

Collection

2022 ASEE Annual Conference & Exposition

Authors

Homero Murzi, Virginia Polytechnic Institute and State University; Katey Shirey, eduKatey LLC; Malinda Zarske, University of Colorado Boulder; Elizabeth Litzler, University of Washington; Jeremi London, Virginia Polytechnic Institute and State University

social science research covers many topics and has used critical race theories such as Community Cultural Wealth to describe the experiences of systemically marginalized students in engineering.Jeremi S London (Assistant Professor) Associate Professor of Engineering Education at Virginia Tech Chair of ASEE's CDEI during the Year of Impact on Racial Equity © American Society for Engineering Education, 2022 Powered by www.slayte.com WIP: ASEE Year of Impact on Racial Equity: P-12 Parents and Guardians EngagementIntroduction & ContextThis is the last of four WIP papers in a series on the ASEE Year of Impact on Racial Equity(YIRE) organized by the ASEE Commission