Displaying results 1 - 30 of 33 in total
- Conference Session
- Lightning Talk - "Innovating for Impact: Community-Engaged Education, Technology, and Infrastructure for a Sustainable Future
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Pierre Rahme, Lebanese American University; George E Nasr, Lebanese American University; Abbas A. Tarhini, Lebanese American University; Michel Elkhoury, Lebanese American University; Evan Fakhoury, Lebanese American University
- Tagged Topics
- Diversity
- Tagged Divisions
- Community Engagement Division (COMMENG)
Curriculum Through the VIP+ Program Michel Khourya, Georges Nasra, Abbas Tarhinib, Evan Fakhourya, Pierre Rahme*,a a School of Engineering, Lebanese American University, Lebanon b Adnan Kassar School of Business, Lebanese American University, Lebanon *Corresponding Author: pierre.rahme@lau.edu.lbAbstract: The Vertically Integrated Projects (VIP) model offers a transformative approach to highereducation by bringing together undergraduate and graduate students with faculty in interdisciplinaryteams to tackle complex, long-term and large-scale projects. At the Lebanese American University, thismodel has evolved into the VIP+ program, an
- Conference Session
- Lightning Talk - "Innovating for Impact: Community-Engaged Education, Technology, and Infrastructure for a Sustainable Future
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Polly Parkinson, Utah State University; Emma Mecham, Utah State University; Fawn Groves, Utah State University; Ivonne Santiago, University of Texas at El Paso; Amy Wilson-Lopez, Utah State University - Engineering Education
- Tagged Topics
- Diversity
- Tagged Divisions
- Community Engagement Division (COMMENG)
]. Available: https://www.epa.gov/greenvehicles. [Accessed Jan. 6, 2025].[9] R. Krishnan, J. Ng, J. Valle, J. Mulrow, N.A. Maïga, “Reconfigurations of life cycle assessment: Valuing life over lithium.” In 2023 ASEE Annual Conference & Exposition.[10] T. Riofrancos, A. Kendall, K. K. Dayemo, M. Haugen, K. McDonald, B. Hassan, M. Slattery, and X. Lillehei, “Achieving Zero Emissions with More Mobility and Less Mining.” Climate and Community Project. 2023. http://www.climateandcommunity.org/more-mobility-less-mining[11] P. Wells, “Converging transport policy, industrial policy and environmental policy: The implications for localities and social equity.” Local Economy, 27(7), 749-763, 2012.[12] M. Finley-Brook and E
Bridging the Gap: Integrating Vertically Integrated Projects (VIP) Courses into University Curricula
- Conference Session
- Lightning Talk - "Innovating for Impact: Community-Engaged Education, Technology, and Infrastructure for a Sustainable Future
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Pierre Rahme, Lebanese American University; George E Nasr, Lebanese American University; Abbas A. Tarhini, Lebanese American University; Michel Elkhoury, Lebanese American University; Evan Fakhoury, Lebanese American University
- Tagged Topics
- Diversity
- Tagged Divisions
- Community Engagement Division (COMMENG)
(VIP) Courses into University Curricula Michel Khourya, Georges Nasra, Abbas Tarhinib, Evan Fakhourya, Pierre Rahme*,a a School of Engineering, Lebanese American University, Lebanon b Adnan Kassar School of Business, Lebanese American University, Lebanon *Corresponding Author: pierre.rahme@lau.edu.lbAbstract: The integration of Vertically Integrated Projects (VIP) courses into university curricula representsa transformative approach to higher education, aimed at enhancing students’ academic experiences whilefostering interdisciplinary collaboration and long-term research engagement. VIP courses bridge the gapbetween traditional classroom
- Conference Session
- Lightning Talk - "Innovating for Impact: Community-Engaged Education, Technology, and Infrastructure for a Sustainable Future
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Tammy Mackenzie, The Aula Fellowship; Laxmaan Balaji; Kayli Heather Battel; Rosa Y. G. Paccotacya-Yanque; Animesh Paul, University of Georgia; Lilianny Virguez, University of Florida; Leslie Salgado, University of Calgary; Beyza Nur Guler, Virginia Tech Department of Engineering Education; Rubaina R Khan, University of Toronto; Natalie Perez; Sreyoshi Bhaduri, Private Corporation; Debarati Basu, Embry-Riddle Aeronautical University - Daytona Beach; Peer Herholz, Northwestern University
- Tagged Divisions
- Community Engagement Division (COMMENG)
, industries, and markets,” pp. 1025–1035, 2008. [3] B. C. Larsen, “A framework for understanding ai-induced field change: How ai tech- nologies are legitimized and institutionalized,” in Proceedings of the 2021 AAAI/ACM Conference on AI, Ethics, and Society, 2021, pp. 683–694. 10 work in progress: Exclusive Rhetoric in AI Conference Mission Statements [4] T. Mackenzie, S. Bhaduri, L. Salgado, A. Paul, P. Herholz, Z. Rosenthal, R. Khan, and D. Basu, “Reimagining ai conference mission statements to promote inclusion in the emerging institutional field of ai,” in 2024 IEEE Frontiers in Education Conference (FIE). IEEE, 2024, pp. 1–9. [5] A. Freire, L. Porcaro, and E. Gómez
- Conference Session
- Lightning Talk - "Innovating for Impact: Community-Engaged Education, Technology, and Infrastructure for a Sustainable Future
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Abigail Clark, Ohio Northern University; Rachel Louis Kajfez, The Ohio State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Community Engagement Division (COMMENG)
network (evaluation),” in American Society for Engineering Education Annual Conference & Exposition, 2018, doi: 10.18260/1-2--29783.[9] J. Christman, E. Dell, and R. Garrick, “Increasing girls’ interest in engineering by making it fun,” in American Society for Engineering Education Annual Conference & Exposition, 2010, pp. 15.720.1-15.720.12, doi: 10.18260/1-2--16118.[10] R. M. Hughes, B. Nzekwe, and K. J. Molyneaux, “The single sex debate for girls in science: A comparison between two Informal science programs on middle school students’ STEM identity formation,” Res. Sci. Educ., vol. 43, no. 5, pp. 1979–2007, 2013, doi: 10.1007/s11165-012-9345-7.[11] “LEGO STEM Toys.” [Online]. Available: https
- Conference Session
- Diversity, Inclusion, and Representation in STEM
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Daniel B Oerther P.E., Missouri University of Science and Technology
- Tagged Topics
- Diversity
- Tagged Divisions
- Community Engagement Division (COMMENG)
Paper ID #45979Engagement in Practice: Lessons Learned from Using COAST to Teach EnvironmentalModelingDr. Daniel B Oerther P.E., Missouri University of Science and Technology Professor Daniel B. Oerther, PhD, PE joined the faculty of the Missouri University of Science and Technology in 2010 as the John A. and Susan Mathes Chair of Civil Engineering after serving for ten years on the faculty of the University of Cincinnati where he was head of the Department of Civil and Environmental Engineering. Professor Oerther is internationally recognized for leadership of engineers, sanitarians, and nurses promoting the practice the
- Conference Session
- Lightning Talk - Empowering Students and Strengthening Community Relationships
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Shoshanah Cohen, Stanford University
- Tagged Divisions
- Community Engagement Division (COMMENG)
engineering analysis and design skills needs with consideration of public learned through the first three years of their undergraduate health, safety, and welfare, as well as education, in conjunction with (2) the engineering design global, cultural, social, environmental process taught in ME170A/B. Solutions must be tested and economic factors. against design requirements. Ability to function effectively on a Work as part of a team to design and develop an engineering team whose members together provide system. Students will leverage their technical expertise, while leadership, create a collaborative and relying on and collaborating with teammates with different inclusive environment, establish
- Conference Session
- Community and Industry Collaboration for Sustainable Development
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Susan J Ely, University of Southern Indiana; Matthew J. Ely, Indiana University-Bloomington; Milad Rezvani Rad, University of Southern Indiana
- Tagged Topics
- Diversity
- Tagged Divisions
- Community Engagement Division (COMMENG)
.2014.7062625[24] Stolk, J., Martello, R., Lobe, T., Taratutin, B., Chen, K. C., & Herter, R. (2012). Work inprogress: En route to lifelong learning? Academic motivations, goal orientations, and learningconceptions of entering first-year engineering students. 2012 Frontiers in Education ConferenceProceedings, 1–3. https://doi.org/10.1109/FIE.2012.6462215[25] Mamaril, N. A., Usher, E. L., Economy, D. R., & Kennedy, M. S. (2013). An examination ofstudents’ motivation in engineering service courses. 2013 IEEE Frontiers in EducationConference (FIE), 1825–1827. https://doi.org/10.1109/FIE.2013.6685152[26] Davis, S. O. (1975). A researcher’s-eye view: Women students, technical majors, andretention. IEEE Transactions on Education, 18(1), 25–29. IEEE
- Conference Session
- Engagement in Practice: Bridging Engineering Education and Community Impact through Collaborative Design and Construction
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Ronald W. Welch, The Citadel; Simon Thomas Ghanat P.E., The Citadel; William J. Davis P.E., The Citadel
- Tagged Topics
- Diversity
- Tagged Divisions
- Community Engagement Division (COMMENG)
. The practicum’s successdepends on the cooperation of two Habitat for Humanity sites, which reserve Wednesdayafternoons for the students. This flexibility allows the instructor to rotate between sites, ensuringstudents gain diverse experiences and adapt to construction schedules affected by weather.References[1] Hobson, Rosalyn S. "The changing face of classroom instructional methods: service learningand design in a robotics course." In Frontiers in Education Conference, 2000. 30th Annual, vol.2, pp. F3C-20. IEEE, 2000[2] Jacoby, B., and Assoc., Service Learning in Higher Education, Jossey-Bass, SF, CA, 1996.[3] Brandenberger, J.W., "Developmental Psychology and Service-Learning: A TheoreticalFramework," p. 68 in R. Bringle and D. Duffy
- Conference Session
- Community and Industry Collaboration for Sustainable Development
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Amanda R. Lowery, Vanderbilt University; Eric Spivey, Vanderbilt University
- Tagged Topics
- Diversity
- Tagged Divisions
- Community Engagement Division (COMMENG)
, 2015. https://doi.org/10.1002/jee.20107 [3] Anon. “TOM Communities”. tomglobal.org. Accessed Jan 15, 2025. [Online]. Available: https://tomglobal.org/communities [4] Anon. “Volunteer Chapters”. makersmakingchange.com. Accessed Jan 15, 2025. [Online]. Available: https://www.makersmakingchange.com/s/chapters [5] S. Logan, H. Feldner, K. Bogart, B. Goodwin, S. Ross, M. Catenaet al., "Toy-based technologies for children with disabilities simultaneously supporting self-directed mobility, participation, and function: a tech report", Frontiers in Robotics and AI, vol. 4, 2017. https://doi.org/10.3389/frobt.2017.00007 [6] Anon. “GoBabyGo!”. udel.edu. Accessed Apr 25, 2025. [Online]. Available: https://sites. udel.edu/gobabygo
- Conference Session
- Lightning Talk - "Innovating for Impact: Community-Engaged Education, Technology, and Infrastructure for a Sustainable Future
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Patrick J Sours, The Ohio State University; Monroe Weber-Shirk, Cornell University; William H Pennock, New Jersey Institute of Technology; Cherish C. Vance, The Ohio State University; Margaret Gottfried, The Ohio State University
- Tagged Divisions
- Community Engagement Division (COMMENG)
is passionate about developing engineers’ sociotechnical competency to prepare them to address complex global sustainability challengesDr. Monroe Weber-Shirk, Cornell UniversityMr. William H Pennock, New Jersey Institute of TechnologyCherish C. Vance, The Ohio State University Cherish C. Vance (she/her), a PhD candidate at Texas A&M, teaches in the Department of Food, Agricultural and Biological Engineering at The Ohio State University. She co-created the Engineering for Sustainable Development specialization and instructs several courses in that space; she also provides sociotechnical pedagogy insights through the ESD curriculum guidance, development, and deployment. Her research pursuits include sense of
- Conference Session
- STEM Education and Intercultural Competence
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Margaret Pinnell, University of Dayton; Leanne Petry, Central State University; Elizabeth Generas, Wright State University; Amy Anderson; Marjorie Langston Langston; Douglas Picard, Greene County Career Center; Camryn Lanise Justice, University of Dayton
- Tagged Topics
- Diversity
- Tagged Divisions
- Community Engagement Division (COMMENG)
classroom contexts for understandingnature and naturally occurring events in rural schools in Mexico. L1-Educational Studies inLanguage and Literature, 8(1), 43–68. https://doi.org/10.17239/L1ESLL-2008.08.01.06Bowen, B., Shume, T., & Kallmeyer, A. (2021). Impacts of a Research Experiences for TeachersProgram on Rural STEM Educators. Journal of STEM Education: Innovations and Research,22(4), 2541-2555.Campus Compact. (2017) GLOBALSL: Partnership for Global Learning and CooperativeDevelopment. Retrieved on 03 September 18 from https://compact.org/global-sl/isl4/.Carlana, M., La Ferrara, E., & Pinotti, P. (2022). Implicit stereotypes in teachers' trackrecommendations. AEA Papers and Proceedings, 112, 409-414.Cogent Infotech. (2024). Diversity
- Conference Session
- Engagement in Practice: Bridging Engineering Education and Community Impact through Collaborative Design and Construction
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Sally Njoki Kimani, Tumaini Innovation Center ; Mary Wambui Muigai BSc. (Information Technology) – Ongoing, Tumaini Innovation Center; Claudia Chebet Chemweno, Tumaini Innovation Center; Dhinesh Balaji Radhakrishnan, Purdue University at West Lafayette (PWL) (COE); Nrupaja Bhide, Purdue University at West Lafayette (PPI); Jennifer Deboer, Purdue University – West Lafayette (College of Engineering)
- Tagged Topics
- Diversity
- Tagged Divisions
- Community Engagement Division (COMMENG)
transition of the new teachers into the CoP. Getting funding for capacity building and professionaldevelopment support for the instructors, is a priority and continues to be one of the key challenges in our work,aimed at improving on both their engineering knowledge and skills hence improving the content delivery in class.References[1] D. A. Delaine et al., “A systematic literature review of reciprocity in engineeringservice‐learning/community engagement,” J. Eng. Educ., 2023, doi: 10.1002/jee.20561.[2] P. Lumb, “Strategic International Partnerships: Global North and Global South Discourses,” Comp. Int.Educ. Éducation Comparée Int., vol. 51, no. 2, pp. 110–126, 2023, doi: 10.5206/cie-eci.v51i2.15155.[3] B. I. Omodan, “Building reciprocal
- Conference Session
- STEM Education and Intercultural Competence
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Leanne Petry, Central State University; Kenya Crosson, University of Dayton; Margaret Pinnell, Air Force Institute of Technology; Melissa Karlin, St. Mary's University; Ramanitharan Kandiah, Central State University; Krishnakumar V. Nedunuri, Central State University; Kaitlin Hill, St. Mary's University; Corinne Mowrey, University of Dayton; Kellie Schneider, The Foodbank, Inc. (Dayton, OH); Elizabeth Generas, Wright State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Community Engagement Division (COMMENG)
learningopportunities. It discusses how participants were encouraged to explore their identity formationand its impact on STEM career development while fostering a sense of belonging and self-efficacy in their fields. Using a mixed methods evaluation and assessment approach, findingssuggest several implications: (a) an increase in participants' awareness and skills within STEMfields, potentially enhancing interest in these areas; (b) a greater understanding of social changepartnerships and their integration into higher education research; and (c) transformed practicesthat could prepare more students for STEM careers. Emphasizing educational research inengineering and community engagement, this paper discusses the critical importance ofpromoting access, respect
- Conference Session
- Diversity, Inclusion, and Representation in STEM
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Azizi Penn, Purdue Engineering Education; Tamara J Moore, Purdue University at West Lafayette (PWL) (COE); Kerrie A Douglas, Purdue University – West Lafayette (College of Engineering)
- Tagged Topics
- Diversity
- Tagged Divisions
- Community Engagement Division (COMMENG)
/community-voices-a-california- campus-compact-study-on-partnerships-final-report[8] D. E. Collins, A. T. Weinbaum, G. Ramón, and D. Vaughan, “Laying the Groundwork: The Constant Gardening of Community—University— School Partnerships for Postsecondary Access and Success,” Journal of Hispanic Higher Education, vol. 8, no. 4, pp. 394–417, Oct. 2009, doi: 10.1177/1538192709347848.[9] J. Tudge and S. Scrimsher, “Lev S. Vygotsky on Education: A Cultural-Historical, Interpersonal, and Individual Approach to Development,” in Educational Psychology: A Century of Contributions: A Project of Division 15 (educational Psychology) of the American Psychological Society, B. J. Zimmerman and D. H. Schunk, Eds., New York: Routledge, 2014, p
Community Developed Water Supply a Case Study of a Sustainable Model in Hampstead, St. Mary, Jamaica
- Conference Session
- Lightning Talk - Empowering Students and Strengthening Community Relationships
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Omar McFarlane Sweeney, University of Florida; Fazil T. Najafi, University of Florida
- Tagged Divisions
- Community Engagement Division (COMMENG)
Paper ID #47383Community Developed Water Supply a Case Study of a Sustainable Model inHampstead, St. Mary, JamaicaMr. Omar McFarlane Sweeney, University of Florida Omar McFarlane Sweeney is an engineering professional with over thirty years of experience specializing in Civil, Construction Engineering, and Project Management. Throughout his professional career, he has successfully executed several major Government-related infrastructure projects. He is a consultant lecturer in Civil Engineering at the Heriot- Watt University, Scotland and sits on the Engineering Faculty Advisory Boards of the University of the West
- Conference Session
- Lightning Talk - Empowering Students and Strengthening Community Relationships
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Sophia Vicente, Elizabethtown College; Malle R Schilling, Arizona State University; Hannah Root; Annick J Dewald, Greenway College; Rebecca Holcombe; Sara A. Atwood, Elizabethtown College
- Tagged Divisions
- Community Engagement Division (COMMENG)
Education, vol. 4, no. 2, pp. 201–221, Jan. 2024, doi: 10.21061/see.97.[4] National Academies of Sciences, Engineering, and Medicine, “K–12 STEM Education and Workforce Development in Rural Areas,” National Academies Press, Washington, DC, USA, 2024, https://doi.org/10.17226/28269.[5] F. D. Lucas, “Text - H.R.210 - 117th Congress (2021-2022): Rural STEM Education Research Act.” http://www.congress.gov/. (accessed Jul. 06, 2022).[6] S. Vicente, S.A. Atwood, H. Root, A.J. Dewald, R. Holcombe, & B. Read-Daily, “Transitioning from a Project-Based Learning to a Work-Integrated Learning Program: Insights from Year 2,” 2025 ASEE Annual Conference, Montreal, CA, June 2025.[7] S. Vicente, S.A. Atwood, R. Holcombe, & K
- Conference Session
- Engagement in Practice: Bridging Engineering Education and Community Impact through Collaborative Design and Construction
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Rachel H Sangree, The Johns Hopkins University
- Tagged Topics
- Diversity
- Tagged Divisions
- Community Engagement Division (COMMENG)
Paper ID #49407Engagement in Practice: A cornerstone design course fusing the engineeringdesign process with community engagement in context-based designProf. Rachel H Sangree, The Johns Hopkins University Rachel H. Sangree is an Associate Teaching Professor in the Department of Civil and Systems Engineering at Johns Hopkins University, where she teaches courses in civil and structural engineering and manages the part-time Master of Civil Engineering program through Johns Hopkins Engineering for Professionals program. ©American Society for Engineering Education, 2025 Engagement in
- Conference Session
- Community and Industry Collaboration for Sustainable Development
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Jasmine N Patel, Georgia Institute of Technology; Nathan W. Hartman, Purdue University at West Lafayette (PWL) (COE); Alisa Deck; Roxanne A. Moore Ph.D., Georgia Institute of Technology
- Tagged Divisions
- Community Engagement Division (COMMENG)
Paper ID #46831Engagement in Practice: Bridging the Gap between Industry, Universities,and K-12 OutreachJasmine N Patel, Georgia Institute of Technology Jasmine Patel is a Research Associate at Georgia Institute of Technology’s Center for Education Integrating Science, Mathematics, and Computing (CEISMC). She specializes in invention education and informal STEM learning within K-12 settings. Her work involves research into the implementation and effects of educational interventions. In her role, Jasmine collaborates with a diverse group of K-12 students, educators, and administrators to develop and execute research and
- Conference Session
- Diversity, Inclusion, and Representation in STEM
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Thomas Rossi, University of New Haven; Shivanjali Khare, University of New Haven; Angelina Casiano, University of New Haven
- Tagged Divisions
- Community Engagement Division (COMMENG)
. 11, no. 1, p. 2392420, 2024.[5] A. Nolte, E. P. P. Pe-Than, A.-a. O. Affia, C. Chaihirunkarn, A. Filippova, A. Kalyanasundaram, M. A. M. Angarita, E. Trainer, and J. D. Herbsleb, “How to organize a hackathon–a planning kit,” arXiv preprint arXiv:2008.08025, 2020.[6] K. Hinton, Hackathons. The Rosen Publishing Group, Inc, 2016.[7] C. Schulten and I.-A. Chounta, “How do we learn in and from hackathons? a systematic literature review,” Education and Information Technologies, pp. 1–32, 2024.[8] M. Przybyła-Kasperek, R. Doroz, A. Lisowska, G. Machnik, A. Nowakowski, K. Wr´obel, and B. Zielosko, “Exploring the educational efficacy and potential of 24-hour hackathon programming marathon–hackemotion,” International Journal of Research
- Conference Session
- Community Engagement Division (COMMENG) Poster Session
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- James Horatio Haller; Jimmy Peralta; Fatimah Musa; Doris J. Espiritu, City Colleges of Chicago
- Tagged Topics
- Diversity
- Tagged Divisions
- Community Engagement Division (COMMENG)
, and Abdelouahab Eskawi. In addition, we would like to acknowledge and thankJoe Margaret Claudio, Bridget O’Connell, and Dr. Russell Ceballos for their invaluable help andcontributions to this study.Approved by the CCC IRB protocol IRB2018007.References[1] J. Whittaker, B. McLennan, and J. Handmer, “A review of informal volunteerism in emergencies and disasters: Definition, opportunities and challenges,” Int. J. Disaster Risk Reduct., vol. 13, pp. 358–368, Sep. 2015, doi: 10.1016/j.ijdrr.2015.07.010.[2] C. A. Flanagan, T. Kim, J. Collura, and M. A. Kopish, “Community Service and Adolescents’ Social Capital,” J. Res. Adolesc., vol. 25, no. 2, pp. 295–309, Jun. 2015, doi: 10.1111/jora.12137.[3] A. Van Goethem, A. Van Hoof, B. Orobio
- Conference Session
- STEM Education and Intercultural Competence
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Andrey Nikolaev, Stevens Institute of Technology (School of Engineering and Science); Emily L Atieh, Stevens Institute of Technology; Jan Cannizzo, Stevens Institute of Technology
- Tagged Topics
- Diversity
- Tagged Divisions
- Community Engagement Division (COMMENG)
. Auckly, B. Klein, A. Serenevy, and T. Shubin, “Baa Hózhó math: Math circles for Navajo students and teachers,” Notices of the AMS, vol. 63, no. 7, pp. 784–789, 2016. Available: http://dx.doi.org/10.1090/noti1401[4] E. Kennedy and L. Smolinsky, “Math circles: A tool for promoting engagement among middle school minority males,” EURASIA Journal of Mathematics, Science and Technology Education, vol. 12, no. 4, 2016, pp. 717–732. Available: https://doi.org/10.12973/eurasia.2016.1223a[5] B. Wiegers, Y. Lai, and D. White, “Exploring the effects of four years of a math circle on middle school and high school students’ mathematical task value,” in Proceedings of the 115th Annual Convention of the School Science and Mathematics Association
- Conference Session
- STEM Education and Intercultural Competence
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Mihwa Park, Texas Tech University; Bernard Justus Wekullo, Texas Tech University
- Tagged Divisions
- Community Engagement Division (COMMENG)
directly to their lives. This experience effectively supports students’ aspirations to pursuecareers in STEM and architecture.References[1] J. Rendell, “Architectural research and disciplinarity”, arq: Architectural Research Quarterly, 8(2), 141-147, 2004.[2] B. Givoni, “Climate considerations in building and urban design”, John Wiley & Sons, 1998.[3] S. M. Nainggolan, O.C. Dewi and T. H. Panjaitan, “10 criteria of sustainable housing: A literature review”, Advances in Social Science, Education and Humanities Research, 475, 42-53, 2020.[4] K. Varma, K., M. Chaurasia, M., P. Shukla and T. Ahmed, “Green building architecture: A literature review on designing techniques”, International Journal of Scientific and
- Conference Session
- Lightning Talk - Empowering Students and Strengthening Community Relationships
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Jose Manuel Fuentes-Cid, Universidad Andres Bello, Santiago, Chile; Maria Elena Truyol, Universidad Andres Bello, Santiago, Chile
- Tagged Divisions
- Community Engagement Division (COMMENG)
Paper ID #46176[Traditional Research Paper] Integrating Service-Based Learning in EngineeringEducation: Enhancing Social and Professional Skills through CommunityProjectsProf. Jose Manuel Fuentes-Cid, Universidad Andres Bello, Santiago, Chile Jos´e Manuel Fuentes-Cid is the Academic Secretary of the Construction Engineering program at the School of Engineering, Universidad Andr´es Bello in Santiago, Chile. He holds a Bachelor’s degree in Construction Engineering, a Master’s in Project Management, and a Master’s in Higher Education Teaching. Jos´e Manuel has a strong background in academic management, teaching, and the
- Conference Session
- Community Engagement Division (COMMENG) Poster Session
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Emily Wonnacott-Stanley, Southern Illinois University Edwardsville
- Tagged Topics
- Diversity
- Tagged Divisions
- Community Engagement Division (COMMENG)
]. Available:https://www.lifescied.org/doi/pdf/10.1187/cbe.23-04-0059. [Accessed: 14-Jan-2025].S. S. Raza, A. M. Ibrahim, and C. M. Williams, "The Role of Informal Science Educationin Shaping Science Identity: A Case Study of an Out-of-School Astronomy Program,"arXiv preprint arXiv:2306.06014, Jun. 2023. [Online]. Available:https://arxiv.org/abs/2306.06014. [Accessed: 14-Jan-2025].R. Fry, B. Kennedy, and C. Funk, "STEM Jobs See Uneven Progress in IncreasingGender, Racial and Ethnic Diversity," Pew Research Center, Washington, DC, USA,Apr. 2021. [Online]. Available: https://www.pewresearch.org/science/wp-content/uploads/sites/16/2021/03/PS_2021.04.01_diversity-in-STEM_REPORT.pdf.[Accessed: 14-Jan-2025].
- Conference Session
- STEM Education and Intercultural Competence
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Cherish C. Vance, The Ohio State University; Patrick J Sours, The Ohio State University; xinquan Jiang, The Ohio State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Community Engagement Division (COMMENG)
a generation of engineers capable of engaging with the world’s most pressingchallenges. By centering cultural awareness and inclusion in educational practices, we can createa more equitable, innovative, and impactful engineering profession.[1] Glass, C. R., & Westmont, C. M., “Comparative effects of belongingness on the academicsuccess and cross-cultural interactions of domestic and international students,” InternationalJournal of Intercultural Relations, 38, 106-119, 2014.[2] Strayhorn, T. L., College students’ sense of belonging: A key to educational success for allstudents (2nd ed.). Routledge, 2019.[3] Hagerty, B. M., & Patusky, K. L., “Developing a measure of sense of belonging,” NursingResearch, 44(1), 9–13, 1995.[4] Johnson
- Conference Session
- Diversity, Inclusion, and Representation in STEM
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Alexander Grey, University of Connecticut; Adeline Smith, University of Connecticut; Alexandra Hain, University of Connecticut; Jada-Lynn De Laia Vercosa-Bennett, University of Connecticut; Stephany Santos, University of Connecticut; Valerie Maier-Speredelozzi, The University of Rhode Island
- Tagged Topics
- Diversity
- Tagged Divisions
- Community Engagement Division (COMMENG)
Government Accountability Office, Washington, D.C., GAO-23-106059, Jun.2023. Accessed: Sep. 04, 2023. [Online]. Available: https://www.gao.gov/assets/gao-23-106059.pdf[4] W. B. Jones, “The Magnitude of the Challenge: Volume, Complexity, Scale, Workforce,”University of Tennessee, Knoxville, 2023.[5] Grey et al., “Submerge, Learn, Succeed: Enhancing K-12 STEM Education ThroughExperiential Pedagogy in Naval Engineering,” in 2024 IEEE Frontiers in Education Conference(FIE), Washington, D.C.: Institute of Electrical and Electronics Engineers, Oct. 2024, doi:10.1109/FIE61694.2024.10893468.[6] G. Nugent, B. Barker, G. Welch, N. Grandgenett, C. Wu, and C. Nelson, “A Model ofFactors Contributing to STEM Learning and Career Orientation
- Conference Session
- Community and Industry Collaboration for Sustainable Development
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Carol L Considine, Old Dominion University; Mujde Erten-Unal, Old Dominion University; Dalya Ismael, Old Dominion University; Luka Alandra Hamel-Serenity, Hampton University; Farzaneh Soflaei, Hampton University
- Tagged Topics
- Diversity
- Tagged Divisions
- Community Engagement Division (COMMENG)
the U.S. East Coast highlighted in red (b) (Ismael et al., 2024).3.2 Environmental justiceSouthside Norfolk exemplifies the intersection of environmental injustice and systemic inequity,enduring disproportionate climate-related risks without sufficient investment in mitigation oradaptive infrastructure. Its low-lying geography, aging stormwater systems, and lack of robustflood protection leave it highly susceptible to recurrent flooding, a pattern consistent withnational trends where communities of color and low-income populations face disproportionateenvironmental burdens (Hauer et al., 2020; Tran & Lakshmi, 2024). These inequities are furtherexacerbated by limited community participation in decision-making processes, as floodmanagement
- Conference Session
- Diversity, Inclusion, and Representation in STEM
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Emma Sophie Stine, University of Colorado Boulder; Tiera Tanksley, University of Colorado Boulder; Amy Javernick-Will, University of Colorado Boulder
- Tagged Topics
- Diversity
- Tagged Divisions
- Community Engagement Division (COMMENG)
. 2, pp. 238–252, Feb. 2024, doi: 10.1080/09614524.2023.2273756.[5] S. G. J. N. Senanayake, “Indigenous knowledge as a key to sustainable development,” J. Agric. Sci., vol. 2, Jan. 2006, doi: 10.4038/jas.v2i1.8117.[6] E. A. Adams and M. B. Burgoyne, “Integrating Humanitarian Engineering Design Projects to Increase Retention of Underrepresented Minority Students and to Achieve Interpersonal Skill-Related Learning Outcomes,” presented at the 2017 ASEE Annual Conference & Exposition, Jun. 2017. Accessed: Jan. 06, 2021. [Online]. Available: https://peer.asee.org/integrating-humanitarian-engineering-design-projects-to-increase- retention-of-underrepresented-minority-students-and-to-achieve-interpersonal-skill
- Conference Session
- Lightning Talk - Empowering Students and Strengthening Community Relationships
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Juan C. Lucena, Colorado School of Mines
- Tagged Topics
- Diversity
- Tagged Divisions
- Community Engagement Division (COMMENG)
Paper ID #45539[Work in Progress] Decolonizing humanitarian engineering education to achievelocally led development: Methods and strategies for Colombia and beyond.Dr. Juan C. Lucena, Colorado School of Mines Juan Lucena is Professor and Director of Humanitarian Engineering Undergraduate Programs at the Colorado School of Mines (CSM). Juan obtained a Ph.D. in Science and Technology Studies (STS) from Virginia Tech and a MS in STS and BS in Mechanical and Aeronautical Engineering fro ©American Society for Engineering Education, 2025 [Work in Progress] Decolonizing humanitarian engineering education to achieve