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)

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Diversity

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Community Engagement Division (COMMENG)

University. Her research focuses on international education systems, individual and social development, technology use and STEM learning, and educational environments for ©American Society for Engineering Education, 2025(Engagement in practice): Collaborative Reflection on Evolution of an Engineering Community of PracticeAbstractCommunity-engaged practices must prioritize reciprocity [1] in university-community engagement, by centering thewants and needs of the community, as identified by the community themself. In this paper, we highlight thedevelopment and evolution of a Community of Practice, emphasizing the role of community members as experts inassessing their own community needs and developing solutions to

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

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Diversity

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Community Engagement Division (COMMENG)

surveys, end-of-semester interviews, and reflective essays, thisstudy provides a comprehensive assessment of the relationship between ICC and SOB. Thefindings will offer practical insights for faculty development programs and suggest pathways forembedding ICC training across engineering curricula.Moreover, the study contributes to the broader discourse on educational equity by highlightingthe role of culturally competent teaching in mitigating the systemic barriers faced byunderrepresented students. By fostering an inclusive and culturally aware classroomenvironment, ICC-trained professors can help bridge the gap between diverse studentpopulations and the traditionally homogenous engineering community. This research not onlyunderscores the

Conference Session

Community Engagement Division (COMMENG) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jessica Rush Leeker, University of Colorado Boulder; Marlene Sulema Palomar, University of Colorado Boulder; Lyndsay Rose Ruane, University of Colorado Boulder

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Diversity

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Community Engagement Division (COMMENG)

; Urban Design, CU Boulder d. Engineering Management Department, CU Boulder INTRODUCTION PROJECT DESCRIPTION 3 Action Research (AR): CONCLUSION Involves a systematic process of acting, observing, reflecting, and re- PALAR is a valuable framework for engineering

Conference Session

Community Engagement Division 3 - Engagement in Practice Lightning Round: Fostering Reciprocal Partnerships and Empowering Change

Collection

2023 ASEE Annual Conference & Exposition

Authors

Marissa H. Forbes, University of San Diego; Gordon D. Hoople, University of San Diego

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Community Engagement Division (COMMENG)

we hoped to develop in thestudents. However, the reflections also highlighted challenges and shortcomings of our currentmodel. For this work-in-progress paper, we share our salient findings from each theme, as wellas instructor observations and lessons-learned from this community project capstone model.IntroductionCapstone design is a critical culminating experience in the academic trajectory of allundergraduate engineering students. At the University of San Diego (USD) senior engineeringstudents across three disciplinary majors (electrical, integrated, and mechanical engineering)collaborate on transdisciplinary teams during their year-long capstone design course experience.Teams work on traditional industry-sponsored projects

Conference Session

Diversity, Inclusion, and Representation in STEM

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nina D Miville, University of Miami

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Diversity

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Community Engagement Division (COMMENG)

the civic engagement elements of the courseThe course has been taught twice and during each iteration the intentionality of civic engagementhas been revised. During the first iteration, students were introduced to civic engagement as partof the project; however, there was no reflection or assignment to assess how much learning incivic engagement was realized. During the second iteration, students were again introduced tocivic engagement and they were asked to reflect on their experiences and learning as it related tocivic engagement. Table 1 shows the course demographics of the engineering students and thegirl scout participants.Course DemographicsCourse Offering Spring 2023 Spring 2024# of students

Conference Session

Community Engagement and Humanitarian Engineering: Creating Inclusive Engineers

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Community Engagement Division (COMMENG)

community engagement programs for understanding the value propositionfor each stakeholder group. Such investigations can help researchers and practitioners betteroptimize programs to more closely meet their full potential.IntroductionLeading institutions in engineering education have been focusing on integrating experientiallearning into the undergraduate experience in recent years [1], which is a pedagogy that involveseducators purposefully engaging learners in direct experience and focused reflection [2]. Onesubset of the experiential learning approach is community-engaged learning, which is intended toincorporate the five elements of engagement, academic connection, reciprocal partnerships, mutuallearning, and reflection [3]. In engineering

Conference Session

Community Engagement and Humanitarian Engineering: Creating Inclusive Engineers

Collection

2024 ASEE Annual Conference & Exposition

Authors

Patrick John Sours, The Ohio State University; xinquan Jiang, The Ohio State University

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Diversity

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Community Engagement Division (COMMENG)

IDIsoftware. These scores correlate to produce reports detailing individual and/or group results thatprovide insight into characteristics within each phase. These results were then assessed usingMicrosoft Excel’s statistical toolset to analyze the changes across the IDC continuum of theoverall group, subgroups, and individuals. Changes (+/-) 7 on the IDI scoring are consideredstatistically significant.Qualitative Data CollectionQualitative data were collected from a modified Student Assessment of Learning Gains (SALG)Survey, developed using the SALG assessment tool [20] with reflection activities guided by [21],and course artifacts including student assignments, focus groups, individual interviews, classdiscussions, reflection activities, and related

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Roneisha Wynette Worthy, Kennesaw State University; Amy Borello Gruss, Kennesaw State University

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Diversity

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Community Engagement Division (COMMENG)

research team to acquire hands-on models that professional studentorganizations could use as a tool to increase engagement. This factor was also studied toascertain any insights into how the models enhanced the experiences of the event. Collegestudents wrote reflections after their interactions. This paper shares how community-engagedactivities not only change attitudes and outreach self-efficacy in all students but also might becritical in self-efficacy and motivation for minority women engineering students.I. IntroductionKennesaw State University (KSU) is thriving with nearly 43,000 students on two metro Atlanta,Georgia campuses. The adoption of strategies like providing incentives, such as scholarships andfinancial aid, for minority

Conference Session

Engagement in Practice Lightning Round: Engineering with and for Community Partners

Collection

2024 ASEE Annual Conference & Exposition

Authors

George A Hunt P.E., University of Nebraska, Lincoln; Elizabeth G. Jones, University of Nebraska, Lincoln

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Diversity

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Community Engagement Division (COMMENG)

reflected on why understanding redlining andother social justice issues are important to their future careers as civil engineers. This paper describeswhat was done in both classes and reflections from both students and instructors.IntroductionService-learning and community-based learning are proven pedagogical approaches used across multipledisciplines and educational levels to bridge teaching and community engagement (Billig, 2000; Kuh,2008). Over the course of decades, research demonstrates the benefits of service-learning (SL) to studentlearning (Warren, 2012), satisfaction (Drinkard & Tontodonato, 2019), engagement, and retention(Bringle, Hatcher & Muthiah, 2010). This paper describes how information on redlining wasincorporated into a

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ezequiel Aleman, Iowa State University of Science and Technology; Ethan Paul Ruchotzke; Michael Brown, Iowa State University of Science and Technology

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Community Engagement Division (COMMENG)

player choice determines the outcome of the game. Our learning outcomes focused on increasing student awareness and interest in computer sciencecareers, fostering moral and inter-personal development by providing students an opportunity to think aboutpurpose and their role in social change, and encouraging students to use games to explore place-basedchallenges in their own lives.Learning Outcomes and Conceptual Framework The conceptual framework links youth development and foundational learning outcomes incomputer science and computational thinking through the program activities. As all of our participants are‘middle school aged’, and we expect that they would be in the process of exploring potential identities,reflecting on

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

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Diversity

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Community Engagement Division (COMMENG)

internshipsare a primary vehicle for developing these skills, some students face scheduling challenges. Toaddress this, the Construction Engineering Program at The Citadel partners with Habitat forHumanity to offer a practicum that provides hands-on construction experience while fostering asense of service to the greater community. Many students are inspired to return on weekends,volunteering with their fraternity and building alongside future homeowners.BackgroundService-learning is a teaching strategy that integrates meaningful community service withinstruction and reflection, enriching the learning experience, teaching civic responsibility, andstrengthening communities [1-2]. Unlike volunteering, service learning includes a curriculum,and unlike

Conference Session

Engineering, Ethics, and Community Engagement

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tiffany Smith, NASA; Zachary T. G. Pirtle, NASA

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Diversity

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Community Engagement Division (COMMENG), Engineering Ethics Division (ETHICS)

studies,methodologies, and frameworks for thinking about how to teach engineers about the nature oftheir work1. The American Society for Engineering Education has a separate Engineering EthicsDivision that has also tackled broader topics on how engineers should consider the ethical andsocietal implications of what they do. Our research paper here seeks to build bridges to some ofthat engineering education and ethics research by reflecting on recent efforts that have beenperformed from within a government agency, the National Aeronautics and SpaceAdministration (NASA), to reflect on the implications on the work of engineers. This event wascalled the Artemis and Ethics workshop, and it focused on bringing in social science andhumanities scholars

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)

construction industry, where he has led innovative educational initiatives and community engagement projects. His research interests center on educational innovation, reflecting his commitment to enhancing learning experiences through the integration of technology. His leadership in aligning academic activities with community needs highlights his proactive approach to educational research and innovation.Prof. Maria Elena Truyol, Universidad Andres Bello, Santiago, Chile Mar´ıa Elena Truyol, Ph.D., is full professor and researcher of the Universidad Andr´es Bello (UNAB). She graduated as a physics teacher (for middle and high school), physics (M.Sc.), and a Ph.D. in Physics at Universidad Nacional de C´ordoba, Argentina. In

Conference Session

Empowering Students and Strengthening Community Relationships

Collection

2024 ASEE Annual Conference & Exposition

Authors

Angela R Bielefeldt, University of Colorado, Boulder; Lupita D Montoya, University of Colorado, Boulder; Andrea Ferro, Clarkson University

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Diversity

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Community Engagement Division (COMMENG)

their needs.BackgroundThere is a long history of engagement of academics with communities [1-4]. Historically someof this work was termed service-learning (SL) where the goal was for students to reapeducational benefits from credit-bearing activities through a process of reflecting on their work,while community partners also benefited from the collaboration. SL work often faced challengeswith equitable benefits and power sharing. SL in engineering is now often being framed underthe larger umbrella of community engagement (CE). CE is a broader idea that encompassescommunity partnerships in co-curricular activities (such as Engineers Without Borders studentchapters). CE work can also be focused on scholarship and research, termed CommunityEngaged

Conference Session

Community Engagement Division 3 - Engagement in Practice Lightning Round: Fostering Reciprocal Partnerships and Empowering Change

Collection

2023 ASEE Annual Conference & Exposition

Authors

Danielle N. Wagner, Purdue University, West Lafayette ; William C. Oakes, Purdue University, West Lafayette ; Ashish Dahiya, Indian Institute of Technology, Delhi, India

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Diversity

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Community Engagement Division (COMMENG)

plan to carry out study abroad opportunities, having community partners in eachlocation also allows for justification for travel for students in both the U.S. and India.Actionable changes for leveraging strengths - within or between teams, or in curricula:In addition to questioning short-term interactions and dynamics, and with the intent of challengingunjust systems toward “critical service learning,” [11] it may be helpful to establish social justiceand global relationship-based reflections [6], [7] toward systemic change. It is well establishedthat students cultivate empathy through partner interaction in service-learning projects, which isassessed by regular reflections [12]. Currently, students on the U.S. team are asked to reflect

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

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Diversity

Tagged Divisions

Community Engagement Division (COMMENG)

staff member, or supplies. At the end of the week, math circle leaders sharefeedback with math circle organizers.Current State of the Program and Community Engagement CourseOne of the key points of feedback the program received from the math circle leaders, from ourcommunity partners, and from our colleagues at large, is that the training we had been offering tomath circle leaders could be more substantial and systematic. To act on this feedback, weconverged on the idea to offer a credit-bearing course, wherein the enrolled students learn aboutmath circles, extracurricular mathematics, and teaching strategies; and then, for the majority ofthe course, lead math circles at a community partner site, all the while engaging in reflections ontheir

Conference Session

Empowering Students and Strengthening Community Relationships

Collection

2024 ASEE Annual Conference & Exposition

Authors

Samuel A Acuña, George Mason University; Nathalia Peixoto, George Mason University; Holly Matto, George Mason University; Siddhartha Sikdar, George Mason University

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Diversity

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Community Engagement Division (COMMENG)

approaches to • Student reflections community-engaged research • New programs and curricula • Disseminate community-engaged STEM • Research products graduate traineeship model. • Publications and conference presentations • Trainees publish papers with authors from • Collaborative grant proposals multiple disciplines; • Student placement statistics • New transdisciplinary collaborations. • Community of diversity recruitment • Trainees articulate and analyze the advocates

Conference Session

Community Engagement Division 1 - Empowering Students and Strengthening Community Relationships

Collection

2023 ASEE Annual Conference & Exposition

Authors

Khalid Oladeji Bello, University of Louisville; Faisal Aqlan, University of Louisville; Danielle Wood, University of Notre Dame; Jay B. Brockman, University of Notre Dame; Hazel Marie, Youngstown State University ; Kerry Meyers, University of Notre Dame; Daniel Lapsley, University of Notre Dame

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Diversity

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Community Engagement Division (COMMENG)

achievingcommunity engagement long-term goals. To use TOC, the long-term change needs to beidentified and the conditions necessary to achieve the change should be established. The TOCapproach has been used in a wide range of CBR projects, including those focused on healthpromotion and environmental sustainability. However, the difficulty of measuring intangibleoutcomes and the power dynamics between university and community partners can make theevaluation of community engagement challenging (Stoecker et al., 2010).An effective community-university partnership positively impacts students and CBR projectquality. Students involved in CBR engage in active learning. They engage in some activity thatforces them to reflect and think about what they are doing

Conference Session

Engineering, Ethics, and Community Engagement

Collection

2024 ASEE Annual Conference & Exposition

Authors

Emma Sophie Stine, University of Colorado Boulder; Amy Javernick-Will, University of Colorado Boulder

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Diversity

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Community Engagement Division (COMMENG)

countries.‬‭ his student underscores a motivation for a more equitable world due to the perceived harm‬T‭caused by their high-income country, particularly in terms of the environmental degradation that‬ ‭will affect low-resource communities.‬I‭ n summary, while the motivations varied among students, this study identified all students at‬ ‭one point expressing a motivation for social justice, often using vocabularies such as justice and‬ ‭equality. While this exploration was not exhaustive in capturing the entirety of students'‬ ‭experiences, we found that students reflected on a spectrum of emotions. These include a sense‬ ‭of solidarity with marginalized populations they once lived with, drawing inspiration from the‬ ‭resilience and

Conference Session

Community Engagement and Humanitarian Engineering: Creating Inclusive Engineers

Collection

2024 ASEE Annual Conference & Exposition

Authors

Adithya Jayakumar, The Ohio State University; Patrick John Sours, The Ohio State University; Kristen Conroy, The Ohio State University; Kadri Akinola Akanni Parris, The Ohio State University

Tagged Divisions

Community Engagement Division (COMMENG)

patronization, saviorism, and poverty voyeurism.The Ohio State University (OSU) has been offering engineering service-learning courses sincethe early 2000s, that have spanned mostly the international context. These early courses adopteda traditional approach to service-learning which often did not see the community as co-equalpartners and overlooked systemic inequalities. Reflecting on this period, the success of manyimplemented projects (from Honduras to Haiti) remains unclear. To rectify this and transitionengineering service learning to a critical paradigm, with the aim to deconstruct systems of powerand dismantle the inequalities they perpetuate, a collaborative effort among faculty members,also the authors of this paper, teaching local and

Conference Session

Community Engagement Division 5 - Nurturing Well-Being and Promoting Awareness

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gianina Morales, Universidad de Valparaíso, Chile; Mauricio Reyes Gallardo, Universidad de Valparaíso, Chile

Tagged Divisions

Community Engagement Division (COMMENG)

be defined as: A credit-bearing educational experience in which students participate in an organized service activity that meets identified community needs and reflects on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility [10, p. 222].Although primarily associated with disaster recovery, several examples show the potentialities ofservice learning methodology in disaster education [11]–[13].Guided by the service learning methodology, we designed a course in which students graduallymove from players to facilitators of the DIG. The course starts with the theoretical and empiricalaspects of

Conference Session

Community Engagement Division Poster Session - Exploring the Transformative Power of Service, Engagement, and Research

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kerry Meyers, University of Notre Dame; Danielle Wood, University of Notre Dame; Faisal Aqlan, University of Louisville; Daniel Lapsley, University of Notre Dame

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Diversity

Tagged Divisions

Community Engagement Division (COMMENG)

dispositional changes in STEM self-efficacy and identity.Students completed surveys and reflections at multiple points throughout their internship,including a retrospective pre/post survey capturing dispositional shifts during the experience.The results of the internship experience on student intern participants educational andprofessional plans at the 3 sites are evaluated in this paper. Results show significant gains onitems related to professional discernment (desire to work in a STEM field, use technical skills,on open ended problems for the betterment of society) for participants at all sites. Additionally,there are differences by gender.OverviewBeginning in 2015, the College of Engineering researchers and staff at UNIVERSITYdeveloped, piloted

Conference Session

Engagement in Practice Lightning Round: Engineering with and for Community Partners

Collection

2024 ASEE Annual Conference & Exposition

Authors

Katie Snyder, University of Michigan; Aditi Verma, University of Michigan

Tagged Divisions

Community Engagement Division (COMMENG)

students that designing‬‭with‬‭communities‬T‭is the only way to design. In other words, we did not present this approach as an "alternative"‬ ‭they might choose if they have time. Additional goals include the following four:‬ ‭1.‬ ‭Equip students with the necessary skills to engage respectfully and successfully with‬ ‭community members‬ ‭2.‬ ‭Reflect on and examine power, identity, and knowledge in the engineering design‬ ‭process.‬ ‭3.‬ ‭Learn basic principles of nuclear reactor design and related concepts, including nuclear‬ ‭fission and fusion.‬ ‭4.‬ ‭Practice designing with actual community members.‬‭ e built this course on a wide range of literature, drawing from

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)

seven teams, except for one group that included two mentees and one mentor. The summer camp curriculum was designed around the five stages of the DT process:Empathize, Define, Ideate, Prototype, and Test. The camp began with activities aimed at helpingparticipants empathize with community members, gaining insights into their experiences andchallenges. During reflection sessions with mentors, campers defined the problems they identified.Once problems were clearly defined, teams brainstormed solutions in the ideation phase. Based ontheir ideas, they created prototype architectural models. Through peer and expert feedback, teamsrefined and finalized their designs. Below, we provide a detailed description of the activitiesconducted on each

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)

with communitypartners and community engaged learning that allows engineering students to apply theirlearning while acknowledging and incorporating knowledge held by local community members[8].Table 2. Project Description, Goal, and Specifications Goal Design a bike station that is unique to our context and climate, reflecting the values and aesthetics of the local community, while meeting best practice for sustainability. Description The bike station is intended to serve as an access point for 6-8 electric-assist bikes that will be used in a trial that will determine user acceptability of the amenity. The trial is planned for the end of the 'bike season' Sep-Oct. 2025. The

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)

reflect assumptions that may narrow participation and reinforce disciplinary and institutional silos. This limits engagement from a broad range of contributors, including working professionals, educators, students, and people with systemic or per- sonal restrictions. By broadening participation and intentionally fostering cross-sector and interdisciplinary connections, AI conferences can help unlock more innovation. We advocate for clearer framing that supports the demystification of AI and a wider under- standing of its implications to society. This can increase fit-to-purpose for conference attendees and improve on the projects and collaborations that may arise from attending a conference that’s well suited to

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

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Diversity

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Community Engagement Division (COMMENG)

promote social equity andcommunity transformation. The program emphasizes ethical and reflective engagement with thesocio-cultural and environmental aspects of scientific research. Through immersiveundergraduate research experiences, the program aims to foster personal growth and culturalawareness among students as they co-create socially impactful solutions in partnership withcommunities.Program DescriptionThe collaborative STEM Research for Social Change REU program welcomed its inauguralcohort of eight undergraduates in the summer of 2024. Over a three-year period, including thesummers of 2025 and 2026, the program will engage a total of 28 undergraduates in a 10-weektransformative research experience. The experience is thematically focused on

Conference Session

Engineering Empowered Communities: Place-Based Community Engaged Learning

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cindy Hua, Southern Methodist University; Jessie Marshall Zarazaga, Southern Methodist University

Tagged Divisions

Community Engagement Division (COMMENG)

]. Withintersectional challenges, it is essential to rethink how science, technology, engineering, andmath (STEM) education connects with the community and how the community is integrated intothe classroom. Traditional pedagogical methods for STEM education focus on developingstudents’ science knowledge and technical skills, reflecting the historical foundations of STEMand STEM education in the United States [4].Published in 2005 [5] was a U.S. congressional-requested report that raised employerconsciousness on the call to educate scientists, engineers, and mathematicians to maintain thenation’s global position as a leader in research and technological innovation. Even now, federalSTEM education initiatives state that their primary goal is to develop the STEM

Conference Session

Community Engagement Division 5 - Nurturing Well-Being and Promoting Awareness

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jacquelyn Kay Nagel, James Madison University; Jenna P. Carpenter, Campbell University

Tagged Divisions

Community Engagement Division (COMMENG)

the department showing care for the wellness of its students even if theydid not attend the events. A linear trend emerged across the academic year amongst thestudents with the senior cohort engaging the most (likely because the organizer was aninstructor of senior design) and the first-year cohort engaging the least. The year of WellnessWednesday events impacted 28% of the engineering student population and 41% of theengineering faculty and staff population. These percentages correlate to a student, faculty, orstaff member attending at least one Wellness Wednesday event. Repeat attendance of senior,junior, and sophomore students and faculty occurred but is not reflected in these percentages.When polled between semesters about the wellness

Conference Session

Community Engagement Division 4 - Cultivating Engineering Excellence through Mentorship and Humanitarian Engineering

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kirsten Heikkinen Dodson, Lipscomb University; Amelia Elizabeth Cook, Lipscomb University; Lewis Ngwenya, Lipscomb University; Hannah Grace Duke, Lipscomb University

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Diversity

Tagged Divisions

Community Engagement Division (COMMENG)

engineering as a professional wayof being [9] whereas Huff et al. discusses the importance of identity development in early careerengineers [10]. Initial findings from the open-ended questions from the questionnaire fromthematic analysis of the responses are analyzed fully in [2].Though not necessarily foundational to this work, the authors find inspiration from three otherstudies with similar objectives. First, Cech discusses an idea that beliefs of professional work canimpact intra-profession activities in the workplace [11]. Cech reflects that the engineeringideology of technical/social dualism may have a role in the gender wage gap in the field. Inrelation to this study, could involvement in HEPs cause students to reconsider their