Conference Session

ERM: Year of Impact on Racial Equity

Collection

2022 ASEE Annual Conference & Exposition

Authors

Elizabeth Litzler, University of Washington; Jeremi London, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University; Kristen Billiar, Worcester Polytechnic Institute; Jordan Jarrett, Colorado State University; David Knight, Virginia Polytechnic Institute and State University; Linda Vanasupa, Franklin W. Olin College of Engineering

the top 1-2 most effective programs or actions to improve conditionsfor BIPOC students, staff, and faculty in recent years and why?”The form has only three questions and the first two are about the school itself and the contactperson. We plan to share the responses with the broader community via documentation on theCDEI website, and we plan to highlight the schools that respond in the CDEI booth at the annualconference, and possibly at other conference events.ConclusionThe work of all of the Year of Impact on Racial Equity pillars has had the express purpose ofcontinuing to keep racial equity front of mind and front of hand. We want to ensure that themomentum that was created in the Spring of 2020 with the murder of George Floyd does notwane

Conference Session

Student Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jessica Marie Mingee, University of Illinois at Urbana-Champaign; Ann-Perry Witmer P.E., University of Illinois at Urbana - Champaign

Tagged Divisions

Student

detail to understand the process betweenobjectives. Consequently, certain actions needed to be implied.5. There are several different perspectives involved in defining project success[32], but thisinvestigation considers solutions that best represent the goals of the client community to befavorable.References[1] K. T. Jahnke, A. Hansen, A.-P. Witmer, J. B. Elliott-Litchfield, and M. H. Goldstein, “Assessing the Impact of International Project Participation on Student Practitioners and Engineering Education Outcomes,” dissertation, 2020.[2] D. Nieusma and D. Riley. Designs on development: engineering, globalization, and social justice." Engineering Studies 2(1), pp 29-59, 2010.[3] A.-P. Witmer, “Contextual Engineering To

Conference Session

Community Engagement in Engineering Education: Program Models

Collection

2012 ASEE Annual Conference & Exposition

Authors

Shoba Krishnan, Santa Clara University; Tonya Lynn Nilsson P.E., Santa Clara University

Tagged Divisions

Community Engagement Division

; providesinterdisciplinary projects of the students’ choice; and includes structured reflection as a keycourse component.This paper presents a case study on a global project where the students gained experienceworking for real world clients on problems with real world constraints and insight on howengineers impact and influence the world around them. The project was developed by theEngineers Without Borders (EWB) Student Chapter. The EWB students involved in this projectenrolled in the course to prepare for the non-technical components of the task including ethics,communication, and leadership. The course also addresses the engineering design process toassist students in applying their technical skills on the project.Through the use of study surveys and student

Conference Session

Community Engagement Division 2 - Engagement in Practice Lightning Round: Equitable Engagement and Transformative Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Yuting W. Chen, University of Illinois, Urbana-Champaign; Blake Everett Johnson, University of Illinois, Urbana-Champaign; Saadeddine Shehab, University of Illinois, Urbana-Champaign; Marcia Pool, University of Illinois, Urbana-Champaign

Tagged Divisions

Community Engagement Division (COMMENG)

to those published on the TeachEngineering Digital Library(https://www.teachengineering.org/). One of the modules – Surface Tension in Water has beenpresented twice to different community partners. Evidence of engagement in our service-learningactivities can be found on our website (https://publish.illinois.edu/service-learning/).As we reflected on the experience of expanding our service-learning effort, one importantstakeholder that has been absent so far is K–12 educators. Although we have partnered with severallocal schools, direct contact has always been with the administrators. In order to produce STEMmodules that fit the needs of K–12 students in their classrooms, we believe it is of paramountimportance to

Conference Session

Student Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amanda N. Quay, Stanford University; Callan E. Monette, Stanford University; Stacey A. Huang, Stanford University; Alexa Wnorowski, Stanford University; Anjali Mulchandani, Stanford University; Ronnie Miller, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Student

our university community, the combination of these factors translated todeclining levels of engagement with our student, staff, and faculty members.As a combined result of stressors surrounding COVID-19 and racial injustice, many graduatestudents suffered a decline in their well-being as levels of anxiety, depression, and PTSDsymptoms rose [1]. While research on the impact of extracurricular involvement on graduatestudent well-being is limited, studies of undergraduate students have demonstrated that studentgroup and extracurricular involvement is associated with increased well-being and belonging [2].A few small-scale qualitative studies on graduate students have demonstrated that extracurricularinvolvement can enable graduate students to

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kurt Paterson P.E., Michigan Technological University; Chris Swan, Tufts University; Kristine Louise Guzak, Michigan Technological University

Tagged Topics

NSF Grantees Poster Session

-year students, Great Ideas, and graduate students, Discover Design Delight. At the intersection of these two fields, Pa- terson leads several national initiatives for learning engineering through service, recently taking the reins for the American Society for Engineering Education’s newest division startup, Community Engagement in Engineering Education. He is PI, or co-PI, on several large projects assessing the impacts of learning through service on students, faculty, and communities around the world.Dr. Chris Swan, Tufts University Chris Swan is an Associate Professor of civil and environmental engineering with additional appointments in the Jonathan M. Tisch College of Citizenship and Public Service and the

Conference Session

Lessons Learned through Community Engagement of Engineering Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lynne A. Slivovsky, California Polytechnic State University; James M. Widmann, California Polytechnic State University; Brian P. Self, California Polytechnic State University; J. Kevin Taylor, California Polytechnic State University; David W. Hey, California Polytechnic State University

Tagged Divisions

Community Engagement Division

. Page 25.1479.1 c American Society for Engineering Education, 2012 Why the Human Connections Formed through Service-Learning MatterAbstractAs one of Kuh’s high-impact educational practices, service-learning fosters deep learning andpromotes both personal and practical gains. As a pedagogy, service-learning is often used as thecontext in another high-impact practice: capstone design. Together, the two offer students theopportunity to integrate and synthesize their knowledge in a new, and often diverse, setting. Theexperience has students working on real world problems for very tangible real people, withwhom they interact to understand and define the scope and objectives of their design projects. Amixed method

Conference Session

Lessons Learned through Community Engagement of Engineering Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

Malinda S. Zarske, University of Colorado, Boulder; Derek T Reamon, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder; Daniel W. Knight, University of Colorado, Boulder

Tagged Divisions

Community Engagement Division

, andretention of its students in engineering. One goal of this paper is to examine the impact of acommunity-based context in first-year projects courses. Specifically, we compared five sectionsof the FYEP course who engaged in service-based projects with five sections of the course whoengaged in non-service based projects, all during the same semester. Using multiple methodsinformed by current education research, we analyzed how the context of service-basedengineering impacts students’ technical and professional skills, attitudes towards communityservice, and intent to complete their incoming major. We also examined any differential impactson students by gender and retention into the next year of engineering courses for all the studentswho enrolled in

Conference Session

Lessons Learned through Community Engagement of Engineering Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

John J. Duffy, University of Massachusetts, Lowell; Linda Barrington, University of Massachusetts, Lowell; Emmanuelle Reynaud, University of Massachusetts, Lowell; Manuel A. Heredia, University of Massachusetts, Lowell

Tagged Divisions

Community Engagement Division

each semesterhave a required course in which S-L projects are mostly required but in some cases optional. Lastacademic year (2010-2011) 1267 students were engaged in service-learning projects in theengineering college. The total enrollment for the college was 1600 the same year. An estimated49,500 hours were contributed to the community. One way to illustrate the number of courseswith S-L integrated into the curriculum is depicted in Figure 1. Each column represents anacademic year under its department. Within each column, dots with deeper shading indicate thatthe S-L was required for everyone in the course that semester. Lighter shading indicates that theS-L was a choice, or elective, opted by only some of the students in the course, usually

Conference Session

Lessons Learned through Community Engagement of Engineering Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

Michael Robert Foster, George Fox University; Gary E. Spivey, George Fox University

Tagged Divisions

Community Engagement Division

-learning context, the intention was to emphasize service, however academic demands dominated.Because of the hands-on design-and-build curriculum, the instructors felt that students couldperform effectively as engineers without additional “academic” material overhead. Thus, muchof the documentation requirements were curtailed.When the requirements eased, student passion returned; yet, the instructors soon discovered thatwith this excitement came reduced project performance. Though the faculty was teaching thedesign process and engaged students with multiple projects throughout the curriculum, studentshad not effectively learned how to develop project requirements and specifications. Therefore,the instructors revamped the approach and implemented a

Conference Session

Engineers and Communities: Critical Reflections of Challenges, Opportunities, and Practices of Engaging Each Other

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elizabeth Reddy, Colorado School of Mines; Juan C. Lucena, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

, and understanding of the connections between technology and society thatmight be considered to be contextualist forms of engagement [7]. These outcomes are verydesirable, but sustaining student motivation and engagement in order to bring them about is byno means simple [8] [9]. Working with community collaborators can help students develop newkinds of insights into engineering and new skills [10] [11] [12] [13], although critics caution thatsome ways of doing so are more thoughtful and productive than others [14] [15] [16].Here we offer a preliminary report on our efforts. We give an overview of the results of narrativeanalysis of two student groups’ writing, considering how they wrote about their projects [17],and address their persistence

Conference Session

Transdisciplinary Perspectives on Engineering Engagement with Community

Collection

2018 ASEE Annual Conference & Exposition

Authors

Linda Vanasupa, California Polytechnic State University, San Luis Obispo; Carol J. Thurman, Georgia Institute of Technology

Tagged Divisions

Community Engagement Division

. Further, this form of community-engaged learningoffers an authentic setting to develop many of the integrated student outcomes stated in the newengineering accreditation criteria. We contend that effective transdisciplinary learning is a meansto the oft-stated goal of systemic transformation in engineering education, particularly forsustainability aims. However, this complex, dynamic systems view of engineeringeducation represents a radical departure from education-as-usual and thus requires a similarlyradical departure from research- and assessment- -as-usual. It reflects a shift in the unit ofanalysis: from a singular focus on student learning outcomes to a broader view that captureslearning at the transdisciplinary system level. It also

Conference Session

Community Engagement Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rachel Koh, Smith College

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

how social and political factors drive technological innovations; in their teaching, Koh encourages students to seek connections between what they are learning in the engineering classroom and what they know from elsewhere. c American Society for Engineering Education, 2020 Engagement in Practice: A Community Engaged Capstone Design Experience Rachel Koh, Smith CollegeAbstractService learning in engineering has been criticized on the basis that it often reproduces colonialand globalist tendencies that ultimately undermine already-marginalized communities. A majorproblem with sending engineering students into communities of

Conference Session

Student Division Early Introduction to Engineering Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Candyce Hill, Michigan State University ; Katy Luchini-Colbry, Michigan State University

Tagged Divisions

Student

, and/or the impact of their work on a projector experience. All students, both those who engaged in one-on-one advising and those who didnot, were included since seminar participation was required as part of the EnSURE program.Figure 2: Example Slide from Resume Professional Development SeminarFigure 3: Example Slide from Resume Professional Development SeminarQuantitative Results from the “Revised” Resumes and Program Feedback FormsFollowing the 90-minute resume seminar all students, including both those who did and did notreceive individual resume advising, were asked to submit a new resume. Of the 26 rising seniorswho were identified as participants in this study, 22 submitted revised resumes – including 9 ofthe 11 students who accepted

Conference Session

Models and Practices of Community Engagement for Engineering Faculty

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeffrey Paul Walters, University of Colorado, Boulder; Kaitlin Litchfield, University of Colorado, Boulder

Tagged Divisions

Community Engagement Division

Mortenson Center for Engineering in Developing Communities. Her research interest is in recruiting, educating, and retaining engineers capable of meet- ing global development challenges, and her current work is focused on understanding engineers involved specifically with Engineers Without Borders-USA. Page 26.1039.1 c American Society for Engineering Education, 2015 Investigating the Benefits of Group Model Building Using System Dynamics for Engineers Without Borders StudentsABSTRACTMore than ever, future engineering students will need improved tools to more

Conference Session

Student Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Melissa Shuey, Rensselaer Polytechnic Institute; Atsushi Akera, Rensselaer Polytechnic Institute; Sarah Appelhans, University at Albany-SUNY; Alan Cheville, Bucknell University; Thomas De Pree, University of New Mexico; Soheil Fatehiboroujeni, Cornell University

Tagged Topics

Diversity

Tagged Divisions

Student

Paper ID #34448Student Experience with COVID-19 and Online Learning: Impact ofFaculty’s Ability to Successfully Navigate Technological Platforms forRemote InstructionMs. Melissa Shuey, Rensselaer Polytechnic Institute Melissa Shuey is an incoming Ph.D. student in Science and Technology Studies, at Virginia Tech (Blacks- burg, VA). She received her B.S. in Mechanical Engineering at Rensselaer Polytechnic Institute (Troy, NY) with a minor in Science, Technology, and Society. Under the direction of Dr. Atsushi Akera and Dr. Alan Cheville, she has worked as an undergraduate and post-baccalaureate research assistant on two

Conference Session

Community Engagement Division Technical Session 2

Collection

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

Tagged Divisions

Community Engagement Division

students learned how to solve problems in realtime, meaning students were engaged in learning at higher levels of Bloom’s Taxonomy.Students developed their solutions through discussions, reflective assignments and feedbackfrom faculty and professional engineers. Reflective assignments assessed understanding ofconcepts and guided students in making connections between classroom learning and the service-learning activities. Students were asked to reflect on what they had learned, the impact of thestudy on the community, problems they faced, and how they would apply skills they learnedfrom this experience. Figure 1 illustrates application of Kolb’s experiential model [2, 3] inGeotechnical Engineering laboratory course. Students, course professor

Conference Session

Stakeholder Perspectives on Community Engagement in Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder; Kurt Paterson P.E., Michigan Technological University; Chris Swan, Tufts University; John J. Duffy, University of Massachusetts Lowell; Olga Pierrakos, James Madison University; Nathan E. Canney, University of Colorado Boulder

Tagged Divisions

Community Engagement Division

engineering through service, recently taking the reins for the American Society for Engineering Education’s newest Division startup, Community Engagement in Engineering Education. He is PI, or Co-PI, on several large projects assessing the impacts of learning through service on students, faculty, and communities around the world.Dr. Chris Swan, Tufts University Chris Swan is an Associate Professor of civil and environmental engineering with additional appointments in the Jonathan M. Tisch College of Citizenship and Public Service and the Center for Engineering Edu- cation and Outreach at Tufts University. He has served as Chair of Tufts CEE Department (2002-2007) and has been active in the ASEE since 2001, currently

Conference Session

Engineering Empowered Communities: Place-Based Community Engaged Learning

Collection

2024 ASEE Annual Conference & Exposition

Authors

Paula Alvarez Pino, University of Alabama, Birmingham; Fouad H. Fouad, University of Alabama, Birmingham; Andrew J. Sullivan, University of Alabama, Birmingham; Mona N Fouad, University of Alabama, Birmingham

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division (COMMENG)

inneighborhood revitalization projects, students gain real-world experience, develop practicalskills, and build meaningful relationships with the community and with professionals andorganizations involved in the project. Furthermore, students have the opportunity to see thetangible results of their efforts, motivating them to pursue careers in civil engineering with acommitment to make a positive impact on society.This paper describes the framework developed for neighborhood revitalization projects,emphasizing the community engagement initiatives and student involvement efforts.Additionally, we discuss the methodology developed to assess the success of this program andhow we plan to integrate community-based projects into the engineering curriculum

Conference Session

Community Engagement Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Bowa George Tucker, UMass Lowell; David O Kazmer, University of Massachusetts, Lowell; Olga Pierrakos, James Madison University; Chris Swan, Tufts University; Angela R Bielefeldt, University of Colorado, Boulder; Kurt Paterson P.E., Michigan Technological University; Annie Soisson, Tufts University

Tagged Divisions

Community Engagement Division

Paterson is an associate professor of Civil and Environmental Engineering, and director of Michi- gan Tech’s D80 Center which offers contribution-based learning, research and service opportunities for students with the poorest 80% of humanity. Dr. Paterson is a noted educator, workshop facilitator, and public speaker on community engagement, and leads several initiatives for learning engineering through service, recently leading ASEE’s newest division, Community Engagement in Engineering Education. He is PI on several research projects assessing the impacts of community engagement on students, faculty, and communities around the world.Dr. Annie Soisson, Tufts University Dr. Annie Soisson is the associate director of the

Conference Session

Student Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Atsushi Akera, Rensselaer Polytechnic Institute; Soheil Fatehiboroujeni, Purdue University, West Lafayette; Sarah Appelhans, University at Albany-SUNY; Joerene Acerrador Aviles, Rensselaer Polytechnic Institute; Eva Dibong; Beatrice Mendiola, Rensselaer Polytechnic Institute; Michelle Murray, Rensselaer Polytechnic Institute; Melissa Shuey, Rensselaer Polytechnic Institute; Marta Tsyndra, Rensselaer Polytechnic Institute; Makayla Wahaus, Rensselaer Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Student

Polytechnic InstituteMelissa Shuey, Rensselaer Polytechnic InstituteMarta TsyndraMakayla Wahaus, Rensselaer Polytechnic Institute Makayla Wahaus received her Bachelors of Science in Sustainability Studies and Applied Physics from Rensselaer Polytechnic Institute in 2020. After completing her senior thesis, ”Community Supported Agriculture in the NY Capital Region: Pathways, Economics, and Community”, she plans to farm with a local CSA producer while navigating to her desired career path. c American Society for Engineering Education, 2020 Student Perspectives on Navigating Engineering PathwaysLike many of the National Academy of Engineering’s consensus studies, the 2018 Pathwaysreport [1] tells

Conference Session

Best of DEED

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kristina Elizabeth Krause, The Center for Engineering Learning and Teaching - University of Washington; Cynthia J. Atman, University of Washington; Jim L. Borgford-Parnell, University of Washington; Ken Yasuhara, Center for Engineering Learning & Teaching (CELT), University of Washington

Tagged Divisions

Design in Engineering Education

programs should help engineering students achieve the“the broad education necessary to understand the impact of engineering solutions in a global,economic, environmental, and societal context.”3 Teaching these skills to engineering students isa challenging task, but one that is critical if engineers are to design for the benefit of the manycommunities for whom they work.Many hours of practice and experience are essential for gaining domain expertise.4, 5, 6, 7 Forengineers, the primary introductions to their disciplines are encountered through education, andas such it is important that engineering programs provide students with a realistic and expansiveunderstanding of the field. Leckie8 observed that undergraduates in general are often kept in

Conference Session

Tricks of the Trade - Reflections and Advice on the Educational Process

Collection

2016 ASEE Annual Conference & Exposition

Authors

Brian E Faulkner, University of Illinois, Urbana-Champaign

Tagged Divisions

Student

 four from groups of three qualitatively. Often when a group of four sits down around a table, the two most loud, dominant students will sit adjacent to one another. These two students can then talk exclusively with one another, since they can read each other's work easily and are sitting close to each other. This can exclude and diminish the experience of the quieter students. Arrangement of seating is known to  7​influence classroom activities.​  Rearranging the seating so that the two louder students are on opposite sides of the square is a simple and very effective solution to this problem. The more dominant students will see each other's work as upside down, and will start engaging the quieter students

Conference Session

Cognitive Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rongrong Liu; Jiabin Zhu, Shanghai Jiao Tong University

Tagged Divisions

Educational Research and Methods

suggested that engaging in PBL is associated with engineering students’ epistemologicaldevelopment toward advanced level of thinking [5]. Hmelo et al (1997) also suggested that throughthe teachers’ meaningful guidance in the process of students’ problem-solving, students can betterdevelop higher order thinking skills. Nevertheless, it remains unclear how students’ personalepistemology was impacted via PBL [6].In this research, we set out to understand the impact of PBL on engineering students’ personalepistemology in the context of Perry's theory, which depicts students’ epistemologicaldevelopment from dualistic thinking to a contextual, constructive manner of thinking in four stages,that is, Dualism, Multiplicity, Relativism and Commitment (within

Conference Session

Learning Through Service

Collection

2015 ASEE Annual Conference & Exposition

Authors

Malini Natarajarathinam, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

education inwhich students engage in activities that address human and community needs togetherwith structured opportunities for reflection designed to promote student learning anddevelopment” (Jacoby, 1996).Principle of Good Practice for Service LearningThe following 10 principles show what are recommended attributes for a service learningcourse. Though there is no academic credit involved, there is no reduction in rigor. Oneof the few things that the university is in discussion with is to create a zero credit coursesuch that students can get this listed on their transcript. Engaging students on projectssuch as these is considered a high impact learning activity that contributes to the qualityenhancement plan of the college. 1. Academic credit

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Maria Teresa Napoli, UC Santa Barbara; Arica Lubin, Center for Science and Engineering Partnerships, University of California, Santa Barbara; Liu-Yen Kramer, Center for Science and Engineering Partnerships, University of California Santa Barbara; Jens-Uwe Kuhn, Santa Barbara City College; Nicholas Arnold, Santa Barbara City College; Ofelia Aguirre, Center for Science and Engineering Partnerships; Megan T. Valentine, University of California, Santa Barbara

Tagged Topics

NSF Grantees Poster Session

. Page 23.487.1 c American Society for Engineering Education, 2013 Engaging Community College Students in University ResearchAbstractThe future competitiveness of the US economy will depend on its ability to attract talent andfoster innovation in STEM (Science, Technology, Engineering and Mathematics) disciplines. Inthis paper, we present our National Science Foundation (NSF)-sponsored undergraduate researchinternship program, Internships in Nanosystems Science Engineering and Technology (INSET),and discuss our strategies to attract and support the academic advancement of community college(CC) students in STEM fields. In particular, we show that by partnering with CC administratorsand faculty, the program has

Conference Session

The D/M/A of CE

Collection

2013 ASEE Annual Conference & Exposition

Authors

Joshua M Frey, Elizabethtown College; Sara A. Atwood, Elizabethtown College

Tagged Divisions

Community Engagement Division

]. Before his death, Steve Jobs said to PresidentObama that he could move production of Apple products to the United States if, and only if,30,000 engineers can provide on-site support to manage 700,000 factory workers. Also, Jobs Page 23.909.2suggested that all foreign students receiving their engineering degrees in America be grantedvisas to stay and work in the country [3]. Taking a cue from these leaders, current engineers andengineering educators have a responsibility to engage the larger community in encouraging morestudents to pursue engineering degrees. One way to encourage more students to consider engineering is through outreach

Conference Session

Student Preparation for, and Outcomes from, Community Engagement Efforts

Collection

2016 ASEE Annual Conference & Exposition

Authors

Dan Budny P.E., University of Pittsburgh; Sina Arjmand, University of Pittsburgh; David V.P. Sanchez, University of Pittsburgh

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

needs. Firstly,the benefit is for the community that is served by students, and secondly, students areencouraged to connect and reflect how their education connects to their professional career.Through this experience students feel better about their actions and understand the need andtherefore the impact engineers have on a community. This encourages them to learn more abouttheir chosen profession, and feel more confident about their achievements.Also, students have a chance to practice and apply what they learn in class in a real project wherethey are exposed to the results of their design. The positive side of the service learning is in theend, the students are giving back to the communities and society the knowledge they gained inthe

Conference Session

Engagement in Practice: Creating a Robust Infrastructure for Community Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jennifer Lyn Benning, South Dakota School of Mines and Technology; Andrea E Surovek, South Dakota School of Mines and Technology; Christopher R. Shearer, South Dakota School of Mines and Technology

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

universities have modeledservice-learning programs after the Purdue program and are part of the University Consortiumplus an additional 13 institutions in India. EPICS@mines was established in Fall 2016 with fourproject partners and 20 students. The program is the first EPICS consortium members thatincludes a collaboration with a tribal college, Oglala Lakota College, and it is unique amongEPICS consortium members in its commitment to engaging Native American students throughits focus on projects that are meaningful to their communities.The program utilizes a human centered design model [8] that requires them to obtain feedbackon a regular basis from their community partners and consider the impact of the design onstakeholders of the project. Students

Conference Session

Community Engagement Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Meg West, Ohio State University; Rachel Louis Kajfez, Ohio State University; Elizabeth Riter, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

components within nuclear power plants in the midwest. In her current role, she teaches, mentors, and advises first and second year Ohio State engineering students in their pursuit of a degree and career in engineering. c American Society for Engineering Education, 2017 Engagement in Practice: One Program’s Approach to Creating a Strong NetworkAbstractThe Toy Adaptation Program (TAP) currently has partners in engineering and health, interestedin profit and non-profit work, and who are individuals and organizations. This intricate networkwas developed over the last four years and brings together a variety of stakeholders interested intoy adaptation. Toy adaptation is the