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

leave from his role as an instructor of engineering at Harding University. His research interests include professional socialization of engineers, social cognition in engineering, community-driven design, and interpretive phenomenology.Dr. William C. Oakes, Purdue University, West Lafayette Dr. William ”Bill” Oakes is the director of the EPICS program and one of the founding faculty members of the School of Engineering Education at Purdue University. He has held courtesy appointments in Mechanical, Environmental and Ecological Engineering as well as Curriculum and Instruction in the College of Education. He is a registered professional engineer and on the NSPE board for Professional Engineers in Higher Education. He

Conference Session

Diversity in Community Engagement Implementation II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ziyu Long, Colorado State University; Sean Eddington, Purdue University; Jessica Pauly; Linda Hughes-Kirchubel, Purdue University; Klod Kokini, Purdue University, West Lafayette; Patrice Marie Buzzanell, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

faculty were the insights of senior faculty in navigating many of theobstacles that could be encountered along the way. “It's helpful to sometimes be reminded ofhere's how you need to approach things,” said Gabriel, an assistant professor who had onlyrecently transitioned from the role of graduate student to faculty member. To answer RQ-2 about NFLC’s role in faculty development, the majority of facultymembers perceived the outcomes of NFLC as positive: new and enhanced relationships withcolleagues, a deeper understanding of the university and departmental structures and systems,and encouragement and support from the College. Faculty members often mentioned the opportunity to build relationships with othercolleagues as an ideal aspect

Conference Session

Models and Practices of Community Engagement for Engineering Faculty

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tamara Ball, UCSC Baskin School of Engineering; Michael S. Isaacson, University of California, Santa Cruz

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

for Sustainable Energy and Power Systems (CenSEPS) and a member of the Sus- tainable Engineering and Ecological Design Program at UCSC. He is recipient of numerous awards including a Sloan Foundation Faculty Fellowship, the Burton Medal from the Microscopy Society of America, an Alexander von Humboldt Senior Scientist Award, the Rank Prize in Optoelectronics and the Distinguished Scientist Award from the Microscopy Society of America. He is a Fellow of the AAAS and the MSA. He has been elected to the executive board of the Engineering Research Council of the American Society of Engineering Education and is series co-editor of ”Advances in Microscopy and Microanalysis” published by Cambridge University Press. He is

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

worldviewoptions.18 In addition, encouraging students to make connections between engineering andhuman spirituality is seen to be an important aspect of a whole-person education.19 AlthoughORU is a Christian institution, students are encouraged to wrestle with these issues and come totheir own conclusions based on the evidence from all pertinent fields of study.In conducting these 250 seminars, churches and schools are contacted by project team membersto explore their openness to the idea of a presentation on science and faith. A description of theseminar is provided, and many groups accept and appreciate our offer to serve them in this way.A convenient date is set and the standard presentation is modified based on the interests and ageof the audience

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

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Community Engagement Division

research and publication (higher among non-SLfaculty) and the personal importance of professional service (higher among SL faculty). Themost important “encouragement” factor in the decision to use SL was students (rated 3.41) overcommunity members (3.20), department chairperson (3.09), faculty in department (3.08),president of university (2.92), college dean (2.87), or faculty in another department (2.91) [ratingscale: 4=very important, 3=important, 2=somewhat important, 1=not important]. Among facultywho use SL, student learning outcomes (3.70; 69.5 frequency) were more important thancommunity outcomes (3.11, 38.6 frequency), with little importance of professionalresponsibilities (19.0 frequency). The factor that potentially deterred the

Conference Session

Assessment of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Theresa M. Vitolo, Gannon University; Karinna M Vernaza, Gannon University; Barry J Brinkman, Gannon University; Scott E Steinbrink, Gannon University

Tagged Divisions

Community Engagement Division

, and are all tenured.Hence, many of the demographic and attribute elements of the survey are irrelevant.What is relevant are the elements questioning work effort relative to personal values. TheSEECS Faculty Satisfaction Assessment (see Appendix B) uses a subset of questions from theHERI survey. To emphasize the association between the personal statement and the facultymember‟s perspective on the value of the SEECS work to realize the personal value, an emphasisaspect is included in the assessment. Hence, a faculty member is not only asked whether thepersonal statement is important, but also whether the SEECS program is viewed as beingimportant relative to the statement. Essentially, if faculty members highly rate a value statementand if the

Conference Session

Community Engagement Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

Tagged Divisions

Community Engagement Division

outreach activities are run by faculty and students involved inacademic clubs (Innes et al. 2012).An ideal STEM education experience would be incorporated as required coursework to engage awide-range of students and be mutually beneficial for both college and elementary students.Service learning is one such instructional approach that allows college students to apply theory ina real-world context while benefitting the community and has been linked to improved academicclimate, conceptual understanding, and interest in engineering careers for college students(Hayford et al. 2014). Service learning has also been shown to be more attractive and beneficialto female and URM students in engineering (Duffy, Barrington, & Heredia Munoz, 2011;Carberry

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

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Community Engagement Division

students. Dr. Cadwell currently consults on a $1.2 million NSF grant that she procured in partnership with the Univer- sity of Idaho faculty in Curriculum and Instruction, UI Extension, and two local Native American Indian Tribes: the Coeur d’Alene (CdAT) and Spokane (ST) tribes. The grant, ITEST, Strategies Project—Back to the Earth (BTTE), is addressing a national call to increase the STEM workforce pipeline by supporting and improving the STEM educational experiences for Native American students. Dr. Cadwell is a member of the grant leadership team with expertise in STEM content, curriculum development, and technology ed- ucation. The team is using an interdisciplinary framework to reach under-served populations. The

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

application. To provide empirical support forour ideas and implementation, we present both quantitative and qualitative assessment datacollected from students using focus groups and survey. The goal of the assessment was tounderstand student motivation and to document students’ experiences working as a part ofinterdisciplinary teams.IntroductionEngineers are often motivated by the desire to have a real world impact through their work. Thisdesire is present not only among practicing engineers but also among engineering students andfaculty. Over the past couple of decades, engineering faculty members across institutions haveleveraged this motivation to design courses and experiences for students where they can make apositive impact in the life of

Conference Session

Thinking Globally, Acting Locally: The Role of Engineering Education towards Attaining UN Sustainable Development Goals

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tripp Shealy, Virginia Tech; Allison Godwin, Purdue University, West Lafayette; Haley Margaret Gardner

Tagged Divisions

Civil Engineering, Community Engagement Division, Liberal Education/Engineering & Society, Minorities in Engineering

Paper ID #18926Survey Development to Measure the Gap Between Student Awareness, Liter-acy, and Action to Address Human-caused Climate ChangeDr. Tripp Shealy, Virginia Tech Tripp Shealy is an assistant professor in the Charles E. Via, Jr. Department of Civil and Environmental Engineering and principal faculty member in the Myers-Lawson School of Construction at Virginia Tech. He received his doctorate from Clemson University. His research is broadly focuses on judgment and decision making for sustainable infrastructure. This includes education for sustainability, specifically, how student understanding and attitude towards

Conference Session

Impact of Community Engagement on Communities

Collection

2014 ASEE Annual Conference & Exposition

Authors

Julia D Thompson, Purdue University, West Lafayette; Brent K Jesiek, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

the categories. The following section gives an overview and discussion of the variousthemes. The next section also compares these findings to previously published results.Motivations Connected with StudentsAll of the participants identified student learning as a motivation for being a part of the EPICSprogram. However, perceptions regarding the program learning objectives and the influence onstudent’s careers varied among participant groups. The objectives of the community partnerswere largely focused on the learning about their specific organizations, while the advisors hadlarger educational goals. For the purpose of the program, both the community members andadvisors see EPICS impacting the student’s careers as engineers. However, the

Conference Session

Socio-cultural Elements of Learning through Service

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christopher Papadopoulos, University of Puerto Rico, Mayaguez Campus; William Joseph Frey, Univ. Puerto Rico - Mayaguez; Marcel J. Castro-Sitiriche, Department of Electrical and Computer Engineering, University of Puerto Rico-Mayagüez; Joann M. Rodriguez, University of Puerto Rico, Mayaguez Campus; Jeffrey Santiago, University of Puerto Rico, Mayaguez Campus; Tyrone Medina, University of Puerto Rico at Mayaguez; Ricardo Maldonado; Cristina Rivera-Vélez, GREAT IDEA; Davis Chacon-Hurtado, University of Connecticut; Pablo Jose Acevedo, UPRM

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Community Engagement Division

Particle Swarm Optimization Algorithm”, was presented in Japan at COMPEL 2012.Cristina Rivera-V´elez, GREAT IDEA Cristina Rivera-Velez is from Mayaguez, Puerto Rico. Holds a B.A, in Communications from the Uni- versity of Sacred Heat, San Juan, P.R. Attended the University of Puerto Rico- Mayaguez, where she completed her Master of Business Administration (2013). As graduate student, she worked as a graduate research assistant with GREAT IDEA, where she assisted in the research regarding attitudes of engineers. Also a member of the GREAT IDEA, she organized two events for the academic community, an Alter- native Job Fair and an Appropriate Technology Forum. During the Fall 2013 semester, served as the teaching

Conference Session

Socio-cultural Elements of Learning through Service

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jon A. Leydens, Colorado School of Mines; Juan C. Lucena, Colorado School of Mines; Dean Nieusma, Rensselaer Polytechnic Institute

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Community Engagement Division

requirements (their history, political agendas, desires, forms of knowledge, etc.) is fully understood. (p. 125)18So how do basic and contextual listening relate to each of four design strategies? Listening indesign for technology may be constrained. For instance, in one of our research interviews, aformer graduate student and current faculty member stated that his undergraduate educationand early industry experience taught him that, in design contexts, he needed to “listen to thespec.” By that, he meant that he needed to listen to the specifications that were implicit orexplicit in the client’s explanation of the problem and desired solution. That trained his ear tobe a basic listener and to consciously filter out information that did not

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

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Community Engagement Division

deepening the educationalexperience to equip graduates to succeed in the diverse global economy. Educating students tothrive in their careers with the technological, societal, cultural and environmental complexitiesthey will face requires new approaches. Modern discussions in engineering education consideradding required time to graduation to add time into the packed curriculum to address theseissues. Extended time to graduation is fraught with problems in today’s reality of the high costof education and political pressures especially with state supported institutions. An alternative isto consider new pedagogical approaches that can add efficiencies into the curriculum wherestudents can learn and gain experiences that will carry them successfully

Conference Session

Relevance of and Models for Community Engagement in Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Karinna M. Vernaza, Gannon University; Theresa M. Vitolo, Gannon University; Barry J. Brinkman, Gannon University; Scott Steinbrink, Gannon University

Tagged Divisions

Community Engagement Division

undergraduateeducation, and (3) to foster professional development for careers or graduate education. Thesegoals are realized through the students’ shared interactions within the SEECS seminar.Students awarded SEECS scholarships are required to attend a seminar where specificdevelopment and learning outcomes are realized in a team-based, project-based approach. Thechallenging and engaging aspect of the SEECS program is this zero-credit seminar. The SEECSseminar is structured around three components: engineering design, professional development,and personal development.While the two development facets are valued, the engineering design component is the pivotalexperience connecting and building not only engineering competency but also personalconfidence

Conference Session

Civic Engagement and Volunteerism in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

David A. Delaine, Universidade de São Paulo and IFEES; Jose Roberto Cardoso, Universidade de São Paulo; Joachim Walther, University of Georgia

Tagged Divisions

Community Engagement Division

Paper ID #13586Qualitative Analysis of Boundary Spanning Implications within Interviews ofEngagement StakeholdersDr. David A. Delaine, Universidade de S˜ao Paulo and IFEES David A. Delaine has a Ph.D. in electrical engineering from Drexel University, in Philadelphia, USA. He currently serves as an executive member of the International Federation of Engineering Education Societies (IFEES), as Vice President for Student Engagement, Diversity, and Inclusion. IFEES aims to strengthen engineering education practices around the world. He has recently completed his tenure as a Fulbright Scholar and is currently performing

Conference Session

Diversity in Community Engagement Implementation II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kathryn Plymesser PE, Montana State University, Billings; Damon Lee Sheumaker; Christopher Robert Allen, Civil Engineering and the Center For Biofilm Engineering, Montana State University

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Diversity

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Community Engagement Division

cycling and the resulting greenhouse gas emissions from constructed wetlands. For the past eight years he has been involved with Engineers Without Borders and is one of the current faculty advisors for the Montana State University chapter. c American Society for Engineering Education, 2016 Engineers Without Borders-Montana State University: A Case Study in Student-Directed Engagement in Community ServiceKathryn Plymesser, PhD, PE, Montana State University – BillingsDamon Sheumaker, Montana State UniversityChris Allen, Montana State UniversityAbstractEngineers Without Borders at Montana State University (EWB@MSU) is an organization thathas been successful in generating increased student

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

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Community Engagement Division

and food pantries on supply chain management and logistics focused initiatives. Her graduate and undergraduate students are integral part of her service-learning based logistics classes. She teaches courses in strategic relationships among industrial distributors and distribution logistics. Her recent research focuses on engineering education and learning sciences with a focus on how to engage students better to prepare their minds for the future. Her other research interests include empirical studies to assess impact of good supply chain practices such as coordinated decision making in stochastic supply chains, handling supply chains during times of crisis and optimizing global supply chains on the financial

Conference Session

Community Engagement in Diverse Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jerrod A. Henderson, University of Houston (CoE & CoT); Virginia Snodgrass Rangel, University of Houston; Rick P. Greer, University of Houston; Mariam Manuel, University of Houston; Sara Jolly Jones, University of Houston; Victoria Doan, University of Houston

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Diversity

Tagged Divisions

Community Engagement Division

Paper ID #26879STEM Engagement through Mentoring: Motivations of STEM MentorsDr. Jerrod A. Henderson, University of Houston (CoE & CoT) Dr. Jerrod A. Henderson (”Dr. J”) is an Instructional Assistant Professor in the Cullen College of Engi- neering at the University of Houston. He joined the University of Houston after six years as a chemical engineering faculty member at the University of Illinois. He has dedicated his career to increasing the number of students who are in the pipeline to pursue STEM careers. He believes that exposing students to STEM early will have a lasting impact upon their lives and academic

Conference Session

Learning Through Service

Collection

2015 ASEE Annual Conference & Exposition

Authors

William C. Oakes, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; Katherine Schmotzer; Ana Paula Valenca, Purdue EPICS

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Diversity

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Community Engagement Division

technical and club advisors forthe EWB-USA. The local club already had professional mentors who travelled in-country theprevious summer on an assessment trip with a team of students. These mentors continued withthe class and supported the faculty for EPICS who was an added advisor and managed the courseand assessments along with a graduate teaching assistant. He was also added as an advisor for theclub to keep him informed about activities and also to make it easier on the student members toobtain required signatures within the university system. A second club advisor was kept from theprogram that had overseen EWB-USA previously and still had responsibility for the organization.This shared ownership has worked well.Student Reflections and

Conference Session

INTERACTIVE SESSION – Measuring the Impact on Communities

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rebecca A Bates, Minnesota State University, Mankato; Julie P Martin, Clemson University; Denise Wilson, University of Washington; Melani Plett, Seattle Pacific University; Tamara Floyd Smith, Tuskegee University

Tagged Divisions

Community Engagement Division

ofengineering students‘ academic and career decisions, the second study finds that students‘decisions to select engineering as a college major and to persist in undergraduate engineeringstudies are influenced by the available resources in their social networks, as well as the activationof those resources. Social networks and social capital characteristics are often viewed in terms ofsize and heterogeneity (with the idea that large, more heterogeneous networks typically result inmore social capital). While this is often true, this study's preliminary results also reveal thatsometimes only one person (a social capital ―agent‖) or experience (i.e. resource) can also beinfluential in students' selection and persistence in engineering studies. Both of these

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

Cijy Elizabeth Sunny, Baylor University; Kathleen Koenig, University of Cincinnati

Tagged Divisions

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

education research community in the U.S. has specified the nature of instructionalstrategies in retaining students in STEM-related courses, with a focus on an integrated STEMcurriculum designed to improve non-cognitive factors, such as interest, while developingpositive attitudes towards STEM [5][6][7]. Interests and attitudes in science develop early in astudent’s life, and it is important to develop these attitudes as they are motivators towardspursuing STEM fields and careers [8] [9]. More recently, the National Academies of Sciences,Engineering and Medicine (NASEM) 2017 report on supporting student’s college success hashighlighted the importance of intrapersonal and interpersonal competencies and the evolvingneed for labor market recruits to

Conference Session

Community Engagement Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Srinivas Mohan Dustker, Purdue University, West Lafayette; Bandi Surendra Reddy, Hyderabad Institute of Technology and Management; Rohit Kandakatla, KG Reddy College of Engineering and Technology; Gopalkrishna H. Joshi, KLE Technological University; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

ideas rather than immediately ruling them out because of a closed, stubborn mindset. … I realized that the rest of the semester would look very different from what we originally envisioned, but I also realized that was okay and that it was more important to keep an open mind and remain optimistic about the possibilities still remaining. I believe that both being flexible and keeping an open mind are important skills in many different aspects of life as well as in my future career. Often times, I will face unexpected situations, so I believe it is important to know how to quickly react to ensureIn this quote showing an Emerging level, the student critiques their personal and academicgrowth through

Conference Session

Community Engagement Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Juan C. Lucena, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

in Fig 1), ECD projectshave been motivated by faculty and students desire to help, personal and career goals, desires tostudy and work abroad, and desires to solve problems and to gain hands on experience onimpactful work [1][2]. Since then, some scholars have called our attention to how the focus ofwell-intentioned ECD projects on technological fixes and deliverables tend to leave out criticalreflections of engineers’ motivations to be in these projects, and of the processes required tobuild trust and determine communities’ priorities and desires [3][4]. Unfortunately, these calls tocritical reflection in the ECD space are often overshadowed by the continued emergence ofmilestones and challenges (e.g., UN Sustainable Development Goals, NAE

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

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Community Engagement Division

]Belonging (or not) AutobiographyIn high school, I thought engineering would be a great place for me to belong. The summerbefore my senior year of high school I participated in a 6-week summer research programthrough the Women in Science and Engineering (WISE) program at the University in myhometown. I was matched with a civil engineering faculty member, Prof. AULE. In the lab, Iwas closely mentored by one of her Master’s level graduate students, ANSP. I felt I belonged.These women became my role models and mentors. I continued working with Prof. AULE pastthe 6-week program - I was hired as an hourly employee for the rest of the summer and workedbasically 40-hours per week in the environmental engineering lab. I enjoyed talking with thegraduate

Conference Session

Community Engagement Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

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Community Engagement Division

challengesin Puerto Rican communities, compounded by the additional constraints and threats imposed bythe COVID-19 pandemic. This led to a decision to recraft a planned summer conference as partof a sponsored research project “Cultivating Responsible Wellbeing in STEM: SocialEngagement through Personal Ethics” (NSF 1449489) into a virtual symposium consistingprincipally of community designers. Thus, we launched the 2020 Co-Creating Symposium, inwhich we aimed to prototype a new model of solution-seeking at the community level which, asnoted previously, would break the pattern of the paternalistic, outsider-driven power dynamics.3. Co-Creating Guiding PrinciplesIn conceiving the Symposium, we asked the following questions: ● How might we create an

Conference Session

Community Engagement Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

management projects. She works extensively with food banks and food pantries on supply chain management and logistics focused initiatives. Her graduate and undergraduate students are integral part of her service-learning based logistics classes. She teaches courses in strategic relationships among industrial distributors and distribution logistics. Her recent research focuses on engineering education and learning sciences with a focus on how to engage students better to prepare their minds for the future. Her other research interests include empirical studies to assess impact of good supply chain practices such as coordinated decision making in stochastic supply chains, handling supply chains during times of crisis and

Conference Session

Community Engagement Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chelsea Cefalu, Lafayette College ; Arthur D. Kney, Lafayette College

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

byproviding an “artifact” for participating children to include in their career portfolios betweengrades 3-12. Developed in cooperation with school district administrators, Aspirations is ascaffold of programs strategically integrated throughout K-12 at the elementary, middle, andhigh school levels to support the awareness of, exploration of, and readiness for post-secondaryeducation and employment.Elementary - AwarenessAt the elementary level, Connected Classrooms introduces young children to a collegeenvironment by establishing partnerships between college-level and elementary schoolclassrooms. Lafayette College faculty partner with EASD elementary school faculty to determinehow their curricular activities align and how they can collaboratively

Conference Session

Community Engagement Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

a loose relationship with connections established by individual faculty orstaff members without formal ties. These individual connections have now grown to includesignificant National Science Foundation (NSF) scholarships in science, technology, engineering,and mathematics (S-STEM) grant known as Engineering Neighbors: Gaining Access, GrowingEngineers (ENGAGE). This creates a partnership between the institutions to support studentsuccess through pre-transfer, during transfer, and post-transfer stages. This is done byminimizing economic barriers and supporting student development in five areas: academic,engineering transfer/career path, personal, connection, and professional. ENGAGE is alsodesigned to create sustainable change so that our