Conference Session

Community Engagement Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kellie Schneider, University of Dayton

Tagged Divisions

Community Engagement Division

, integrated teaching andscholarship program focused on community engagement. Several research and capstone projectsaimed at improving efficiency and reducing operational costs at the food bank are summarized.Then, opportunities for expanding the scope and impact of the research agenda are discussed.Specifically, these opportunities focus on interdisciplinary collaborations centered on the use ofsustainable urban agriculture as a means to increase access to fresh produce within theemergency food network, improve health outcomes for socially disadvantaged people, revitalizeneighborhoods, and alleviate urban poverty. Finally, plans to incorporate formal assessment andreflective activities related to community engaged learning are presented.1

Conference Session

Community Engagement Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ella Willard-Schmoe, University of Massachusetts Lowell; John J. Duffy, University of Massachusetts Lowell; Emmanuelle Reynaud, University of Massachusetts, Lowell; Linda Barrington, University of Massachusetts, Lowell

Tagged Divisions

Community Engagement Division

, has beenshown in many studies to have a consistently positive impact on many affective and cognitivemeasures. These include community engagement, self-efficacy, leadership, academicengagement, and academic performance1-3. As more positive outcomes are demonstrated, S-Lcontinues to grow in many disciplines. Page 23.1098.2In spite of these gains, participation in S-L in mathematics and the sciences remains low4. A2009 study conducted by Sherman and MacDonald focused on the question of low participationin S-L in the sciences, interviewing participants in S-L projects in math and biology collegecourses. At the end of the study, both

Conference Session

Perspectives on Service Learning: Challenges, Successes, and Opportunities

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Community Engagement Division

faculty with a focus on clients.This process proved difficult to maintain, and students were not engaged in selecting the project.Three years ago, the program shifted to student-discovered projects. During the summer,students watched videos that provided a brief instruction on how to find a project for the course.Over the next two years, faculty determined that these student-identified projects were frequentlynot good matches for the course. To remedy this, faculty decided to set aside the first severalweeks of the semester to walk students through a process to identify meaningful projects. Thisprocess was derived from the Human-Centered Design course developed by IDEO. During thesummer, students identified areas of societal interest and were

Conference Session

Pre-College: Teacher Impact on Student Mastery

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marissa H. Forbes, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Denise W. Carlson, University of Colorado, Boulder

Tagged Divisions

Pre-College Engineering Education Division

impacting them and their students (if they are, in fact, teaching inclassrooms).Just over half (51%) of the respondents indicated that they were K-12 teachers (almost one-quarter of whom had been teaching for at least 20 years), 6% indicated that they were “K-12educator[s] in an informal learning setting,” 3% “engineer[s] engaged in K-12 outreach,” and 2%“community member[s] engaged in K-12 outreach.” Another 38% of respondents identified withan “other” category, which included students, homeschool teachers, university faculty,community college instructors, as well as a self-described curriculum developer, a scienceinstructional coach, and a teacher’s aide.The users varied in how often they reported teaching TeachEngineering curriculum in

Conference Session

Global Community Engagement in Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Aditya Johri, Virginia Tech; Akshay Sharma, Virginia Tech

Tagged Divisions

Community Engagement Division

. Page 25.882.10Finally, students commented on their positive team work experience. Barring a couple ofstudents, all students engaged highly with their team members. There was good communicationbetween the groups as well as with mentors at the field sites in India and Kenya. There weresome issues with communicating with field mentors, but they were resolved by engaging throughdifferent communication media. Students mentioned that interdisciplinary team work enforcedcreativity as brainstorming among students was common. Bigger and better ideas came fromtheir group work and slowly they learned about the expertise of each member which helped themmaximize their productivity. Overall, the students’ responses were also reflected in the surveythat was

Conference Session

Designing Opportunities for Youth Engagement in STEM

Collection

2019 ASEE Annual Conference & Exposition

Authors

Simone A. Smarr, University of Florida; Tiffanie R. Smith, University of Florida; Juan E. Gilbert, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

see if/how students’ attitudes towards STEM, on ahigh level, changed after participating in CodeIT Day. However, it was extremely important for usto not only look at impact, but also engagement. Researchers observed students throughoutCodeIT Day and the day ended with a focus group with students who decided to participate. Thisdata helped to inform the team on engagement levels the students had and how to improve thestructure of the overall program.The survey results suggest that participants attitudes toward STEM did not change much at all;however, most students already started with a positive attitude towards STEM. On the pre-test,91.67% of fifth graders and 75% of sixth graders said they were interested in Computer Science.On the post-test

Collection

2013 Pacific Southwest Section Meeting

Authors

Hao Jiang; José Carrillo; Alam Salguero; Ellaine Talle; Enrique Raygoza; Xenia Leon; Ben Lariviere; Amelito G. Enriquez; Wenshen Pong; Hamid Shahnasser; Hamid Mahmoodi; Cheng Chen

% of white students, and 24% of Asian students. These lowsuccess and completion rates among URM students at community colleges are even more crucialsince almost three-fourths of all Latino and two-thirds of all African-American students who goon to higher education begin their postsecondary education in a community college.“Replacing standard laboratory courses with discovery research” is one of the five effectivemethods to engage and excel underrepresented minority students in the STEM field in the 2012PCAST report [1]. However, in the community college setting, students are not exposed toSTEM research. To facilitate community college students, especially whose from underrepresentminority groups, to participate STEM research, Cañada College

Conference Session

Cultivating Engineering Scholarship and Research Mindsets Among URM Students

Collection

2015 ASEE Annual Conference & Exposition

Authors

Amelito G. Enriquez, Canada College; Wenshen Pong P.E., San Francisco State University; Hamid Shahnasser, San Francisco State University; Hamid Mahmoodi, San Francisco State University; Cheng Chen, San Francisco State University; Xiaorong Zhang, San Francisco State University; Kwok Siong Teh, San Francisco State University; Nicholas Langhoff, Canada College

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

include technology-enhanced instruction and the development of novel instructional equipment and curricula for enhancing academic success in science and engineering. Page 26.251.2 c American Society for Engineering Education, 2015 Assessing the Impact of Research Experiences on the Success of Underrepresented Community College Engineering StudentsAbstractCañada College, a Hispanic-Serving community college in California’s Silicon Valley attracts alarge number of students from traditionally underrepresented groups in engineering. Althoughmany of these students enter with high

Conference Session

Student Division Diversity and Persistence Related Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Stacy Lynn Mann, Kettering University ; Diane L. Peters, Kettering University; Rebecca Marie Reck, Kettering University

Tagged Topics

Diversity

Tagged Divisions

Student

5 . Women rate themselveslower for tasks, which are identified as male gendered. Furthermore, negative feedback from malecounterparts are likely to have a greater effect on women due to this lower self-perception 6 .While these studies address the need to help female students have a sense of belonging andconfidence in the classroom, they do not address the disadvantages female students face in ahands-on learning environment.The importance of adding hands-on education to the engineering curriculum for both genders isknown. There exist many studies about the usefulness of hands-on engineering group projects inthe classroom. Industries like these because they promote useful soft skills like communication,project management, and team work, in

Conference Session

Technical Session: Student Experience & Perspectives

Collection

2015 ASEE Annual Conference & Exposition

Authors

Dylan Christenson, Texas Tech University; Daniel Baldwin; Maeghan Marie Brundrett, Texas Tech University; Paula Ann Monaco, Texas Tech University; Kevin A. Nguyen, Texas Tech University; Audra N. Morse, Texas Tech University

Tagged Divisions

Student

BaldwinMaeghan Marie Brundrett, Texas Tech University Current PhD student at Texas Tech University in the Department of Civil and Environmental Engineer- ing. Main research focus is on the fate and occurrence of chlorate in the environment and its use as an alternative solution for remediation of the salt marshes impacted by the BP Horizon oil spill.Ms. Paula Ann Monaco, Texas Tech University Pursuing Doctorate of Philosophy in Civil Engineering with a research focus in anti-fouling and scaling technology and pharmaceutical and personal care product transport through the subsurface contaminating groundwater supplies. Actively involved with STEM outreach programs ranging from K-12 summer camp classes to one day hands-on

Conference Session

Engaging Community through STEM partnerships

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jessica A. Kuczenski, Santa Clara University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

project designs will effectively meet community needs.Students take CBED for a variety of reasons. Some students are simply hoping to fulfill theirCivic Engagement core requirement, but many students are looking for actual projects to buildand impact a local community. A few self-identified student goals for enrolling in the courseinclude “improve my engineering skills and use my creativity in a way to benefit society,”“create a working, functioning product or prototype for a community that has an actual positiveimpact on the residents and their daily life,” and “gain some engineering experience, learn aboutthe engineering design process, and work as a team.”III. Collaboration and Project ResultsThrough the ongoing collaboration between ​CBED

Conference Session

Community Engagement in Engineering Education Projects

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Thomas Pitcher, The University of Texas, El Paso; Pedro Arturo Espinoza, University of Texas, El Paso; Hugo Gomez, University of Texas, El Paso; Herminia Hemmitt, University of Texas, El Paso; Oscar Antonio Perez, University of Texas, El Paso; Hector Erick Lugo Nevarez, University of Texas, El Paso; Randy Hazael Anaya, University of Texas, El Paso; Peter Golding, University of Texas, El Paso

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

continued to expand and grow over the years, both technically as well as pedagogically. Currently he works in one of the most technically outstanding buildings in the region where he provides support to students, faculty, and staff in implementing technology inside and outside the classroom, researching new engineering education strategies as well as the technologies to support the 21st century classroom (online and face to face). He also has assisted both the campus as well as the local community in developing technology programs that highlight student skills development in ways that engage and attract individuals towards STEAM and STEM fields by showcasing how those skills impact the current project in real-world ways

Conference Session

Flanders' Fellowship: Building STEM Community Impact, Hi-Diddly-Ho!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Olivia Ryan, Virginia Polytechnic Institute and State University; Maija A Benitz, Roger Williams University

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

answer the question,‬ ‭“What is an engineer?” Utilizing a constructivist approach, we examined students' knowledge‬ ‭development based on their lived experiences. Our analysis compares pre- and post-intervention‬ ‭responses, considering their experiences within the context of the community-engaged project.‬ ‭We found that students described engineering differently between the pre- and post-intervention‬ ‭responses, and they described engineers with more words related to the engineering design‬ ‭process. This helps us understand the impacts of the community-engaged project on students’‬ ‭perceptions of engineering

Conference Session

Community Engagement Division Technical Session 5

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kenzell Huggins, University of Chicago; Asha Barnes; Susan D. Blum, The University of Notre Dame; Jay B. Brockman, University of Notre Dame; Gary Allen Gilot P.E., University of Notre Dame

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

   internship   relies   on   the   interplay   between   the   technical   and   interpersonal   issues   that arise.   This   case   study   is   of   a  community­based   summer   engineering   internship   program   with   22 participants   who   were   students   at   6  different   educational   institutions   in   a  midsize   Midwestern city:   a  private   research   university,   a  local   campus   of   a  state   university   system,   a  community college,   and   3  high   schools.   The   internship   program   focused   on   a  set   of   issues   impacting   a  single economically   and   environmentally   challenged   neighborhood   in   this   city,   including   public   safety, stormwater   management,   repurposing   of   vacant

Conference Session

Assessment of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Matthew J. Traum, Milwaukee School of Engineering; David A Howell, Milwaukee School of Engineering; Leah C. Newman, MSOE

Tagged Divisions

Community Engagement Division

conclusions were drawn.1. The majority of MSOE alumni who participated in the study engage in communityvolunteerism.2. An increasing trend in community volunteerism of MSOE students has been observed over thepast eight years, which is trending toward 50% engagement.3. The quantity of students who participate in servant-leadership initiatives has stayed the samefor the past three years. However, based on correlation of survey data with ethnographicinterviews and field observations, the quality of servant-leadership initiatives has improved overthe data collection period. Therefore the overall positive impact of students’ participation inthese activities has increased

Conference Session

Global Community Engagement in Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kristine Louise Guzak, Michigan Technological University; Kurt Paterson P.E., Michigan Technological University; Alexandra Archer, Michigan Technological University

Tagged Divisions

Community Engagement Division

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.Alexandra Archer, Michigan Technological University Alexandra Archer is an environmental engineering master’s student in the Peace Corps Masters Interna- tional program at Michigan Tech. She holds a master’s in biological systems engineering from Kansas State University. Her research interests include sustainable engineering and international community en- gagement

Conference Session

Holistic Assessment and Teaching in Service-learning Environments

Collection

2018 ASEE Annual Conference & Exposition

Authors

Julia D. Thompson, San Jose State University ; Jinny Rhee, San Jose State University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

examine motivational factors of non- student community partnership participantsAbstractResearch of engineering community engagement has primarily focused on the experiences andoutcomes of students, yet it is often the faculty, administrators, and community partners whohave a long-term commitment to the program’s success. In this study, we are developing andvalidating an assessment instrument that combines two previously identified aspects ofcommunity engagement programs: participant motivation and the nature of engagementrelationships. Participant motivation refers to the reasons people stay engaged in the communityengagement experience and can be categorized into: student learning and growth, personal andprofessional development, and

Conference Session

Community Engagement Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ben Ralph Bernard, North Dakota State University; Jeremy Straub, North Dakota State University; Pranay Kumar Marella, Mississippi State University

Tagged Divisions

Community Engagement Division

lastsummer, 70 high school students participated in the week-long cybersecurity summer campevent at North Dakota State University in Fargo, North Dakota.The cybersecurity summer camp curriculum is facilitated by junior counselors (students whohave completed high school that have a strong interest in cybersecurity), counselors (collegestudents with cybersecurity experience), and university faculty & staff. This paper studies theimpact of having counselors and junior counselors integrated into the cybersecurity summercamp experience and evaluates the impact that being a counselor has on the students thatparticipate in that role. These impacts facilitate cybersecurity community engagement.1. IntroductionThe need for quality cybersecurity education

Conference Session

Models of community engagement practices

Collection

2014 ASEE Annual Conference & Exposition

Authors

Aimee S. Navickis-Brasch, University of Idaho, Moscow; Anne Liu Kern, University of Idaho, CDA; Fritz Fiedler, University of Idaho, Moscow; Jillian Rae Cadwell, University of Idaho; Laura Laumatia, Coeur d'Alene Tribe; Kathy C. Haynie, Haynie Research and Evaluation; Christine Meyer, Coeur d’Alene Tribe Department of Education

Tagged Divisions

Community Engagement Division

students1-2. In an effort to increase the number of American Indians in technical andleadership positions, local tribal communities are pursuing opportunities for their youth toconnect with STEM education that is relevant to their community and honors the Tribe's values.Community engagement and support for education is a recommended approach to inspire andincrease academic achievement in American Indian students3-5. This approach is also critical tovalidate theoretical research, which recommends culturally relevant curriculum and pedagogiesas a method for making STEM education more accessible to American Indian students however;empirical research on these practices is missing6-7. A challenge with validation is that Tribalcommunities generally

Conference Session

Instructional and Learning Assessment in Chemical Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jacqueline Gartner Ph.D., Washington State University; Bernard J. Van Wie, Washington State University; Kirk A Reinkens, Washington State University; Stephanie Anne Pitts, Washington State University

Tagged Divisions

Chemical Engineering

University. A recipient of the DOE Nuclear Energy University Programs Fellowship, she has served as an Instructor for the Engr 120 freshmen engineering introductory class for the past three years where she shares her passion for coding and engineering with the next generation of engineering students. c American Society for Engineering Education, 2016 Engineering Engagement for first year students: The effect of required participation in engineering engagement activitiesAbstract: Serving the demands for future engineering professionals in our society requiresincreasing retention of students in year one. This study is focused on students enrolled inInnovation

Conference Session

Assessment of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Community Engagement Division

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. Chris Swan, Tufts UniversityDr. Olga Pierrakos, James Madison University Dr. Olga Pierrakos is an associate professor and founding faculty member of the James Madison Univer- sity

Conference Session

Assessment of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Antonette T. Cummings P.E., Purdue University; James Huff, Purdue University; William C. Oakes, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

teams.The program is structured with student-led divisions, each with 8-20 students, a faculty orindustry mentor, and a graduate teaching assistant (TA). Each division has one or more not-for-profit agency/ies (such as a museum, government service, charity, etc.) as a communitypartner(s). The students work with their community partner(s) to identify, develop, and deliverprojects that meet the community partner’s needs. Examples of such community needs includedesigning assistive technology for people with disabilities, developing database software forhuman services agencies, and developing engaging science-educational technology forelementary students. Additional projects can be seen athttps://engineering.purdue.edu/EPICS/Projects/Teams.Assessment

Conference Session

Models of community engagement practices

Collection

2014 ASEE Annual Conference & Exposition

Authors

Linda Vanasupa, California Polytechnic State University; Lizabeth T. Schlemer, California Polytechnic State University

Tagged Divisions

Community Engagement Division

, each withdifferent consequences for the students, the faculty, and the community partners. Throughnarratives of project partners, faculty and students, we contrast the experiences of two types ofCE projects and their impact on participants. From this two-year case study involving 88freshmen, 16 faculty members and 15 community partners, we conclude that successful CElearning requires that all participants have an awareness of the type of CE project that isintended. This paper implies that appropriate choices in the initial phases of creating thecommunity-engaged collaboration are critical to a result that satisfies the participants.Background and motivationCommunity-engaged learning is often recognized as a high-impact practice in higher

Conference Session

Engagement In Practice: Integrating Community Engagement into Engineering Curricula

Collection

2018 ASEE Annual Conference & Exposition

Authors

Wei Lu, Texas A&M University; Malini Natarajarathinam, Texas A&M University; Mary E. Campbell, Texas A&M University; Mary K. McDougal, Texas A&M University; Lauren Neala Holder, Texas A&M University

Tagged Divisions

Community Engagement Division

Paper ID #21782Engagement in Practice: Engaging Undergraduate Students in a Multidisci-plinary Service-Learning EnvironmentDr. Wei Lu, Texas A&M University Dr. Wei Lu is a Postdoctoral Researcher at the Department of Engineering Technology & Industrial Distribution at Texas A&M University. Her research focuses on Higher Education in Agriculture & Engineering, K-12 (STEM) Education, Communications, Marketing, and Social Economics. Master of Science, Agricultural Economics, Texas A&M University Doctor of Philosophy, Agricultural Leadership, Education& Communications, Texas A&M UniversityDr

Conference Session

Experiences in Engineering Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Francis J. Hopcroft, Wentworth Institute of Technology

Tagged Divisions

Community Engagement Division

owned by a non-profit, design of a water treatmentsystem for a remote village on another continent, and the architectural design of majorrenovations to a community and cultural center in that same remote village.It is at the interface of the student and the client that most administrators become concerned.Whatever activity is undertaken, it is too often seen to be fraught with risks that can lead toliability and rather than address the risk issue, the university chooses far too often to simply limitor curtail the activity.Risk vs. LiabilityThe use of the term ‘liability” in most of the prior discussion, was deliberately changed to theterm “risk” in the previous paragraph. The terms are inextricably intertwined and one does notgenerally occur

Collection

2005 GSW

Authors

John D. Fernandez

Session F2A1 A Survey of the Impact of Community-Based Computer Science Education on Undergraduate Students John D. Fernandez Computing and Mathematical Sciences Department Texas A&M University – Corpus Christi ABSTRACTThe engagement of computer science students in community activities is a challenge in all institutions ofhigher learning. This paper describes a paradigm for civic engagement through community-basedlearning used successfully by the author. With the

Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Paul A. Leidig P.E., Purdue University at West Lafayette; William C. Oakes, Purdue University at West Lafayette

Tagged Divisions

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

; Building personal 1st-year network. Broader Individuals to interact with Graduates more exposed to broad social issues and how Society & students, materials on diversity/ they might impact them through civic engagement; Larger cross-culture. Graduates better equipped in disciplinary area and Community application; Graduates understanding of how disciplinary and design knowledge can impact causes they value through professional engagement. Instructors Time and expertise; Personal

Conference Session

Engagement In Practice: Integrating Community Engagement into Engineering Curricula

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nathan E Canney P.E.; Elizabeth O'Brien, Seattle University; Teddi Callahan

Tagged Divisions

Community Engagement Division

Paper ID #21174Engagement in Practice: Using Community Engagement to Teach DraftingSoftware to Civil Engineering StudentsDr. Nathan E Canney P.E., Dr. Canney conducts research focused on engineering education, specifically the development of social responsibility in engineering students. Other areas of interest include ethics, service learning, and sus- tainability education. Dr. Canney received bachelors degrees in Civil Engineering and Mathematics from Seattle University, a masters in Civil Engineering from Stanford University with an emphasis on struc- tural engineering, and a PhD in Civil Engineering from the

Conference Session

Community Engagement Division Technical Session 5

Collection

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

Tagged Divisions

Community Engagement Division

understanding of empathy has also been pursued in the fields ofengineering and technology for purposes relating to the ability of robotic technologies to imitatehuman abilities [8]–[10]. In our study, we focus on the aspect of empathy research concernedwith the ability of people to consider how their decisions affect others.Service learning (S-L) is a well-studied approach to teaching and learning [11]–[16]. It is one ofseveral pedagogies for engaging students in learning. In this study, by service learning we meana learning environment where students are taking a course for credit, serving a community aspart of the course and reflecting on their experience also as a component of the course [12], [17].S-L has been identified as a helpful pedagogy for

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

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

experience influenced their social responsibility attitudes. Other attitude impacts and asense of community were also described. The specific outcomes for college students likely varywith different types of K-12 engagement. Based on this work, we believe Dewey’s model wouldbe useful for faculty and staff designing K-12 outreach programs who wish to optimize thebeneficial learning outcomes for college students.IntroductionIt is common for colleges to send university students into the community to engage in outreachactivities with local K-12 students. The goals of these activities typically include getting kidsinterested in and excited about engineering, creating a ‘pipeline’ of future engineering students[1,2]. The assessment around these outreach