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

Camille Velarde, University of New Mexico; Vanessa Svihla, University of New Mexico; Estike Kokovay Gutierrez

Tagged Topics

Diversity

Tagged Divisions

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

. Acciaioli, "Improving the success of “bottom-up” development work by acknowledging the dynamics among stakeholders: a case study from an Engineers Without Borders water supply project in Tenganan, Indonesia," Water Science and Technology, vol. 59, no. 2, pp. 279-287, 2009.[5] A. Wittig, "Implementing Problem Based Learning through Engineers without Borders Student Projects," Advances in Engineering Education, vol. 3, no. 4, p. n4, 2013.[6] A. R. Bielefeldt, M. M. Dewoolkar, K. M. Caves, B. W. Berdanier, and K. G. Paterson, "Diverse models for incorporating service projects into engineering capstone design courses," International Journal of Engineering Education, vol. 27, no. 6, p. 1206, 2011.[7] D. Akbar

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

Juan C. Lucena, Colorado School of Mines

Tagged Divisions

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

ProblemDefinition-HCPD; 2) rapidly construct and test concepts to foster a strong feedback loopbetween students and NGO partners in the course Projects for People-PfP; and 3) developdesign solutions that can be implemented by NGOs in the communities where they workthrough the Engineering for Community Development Capstone Design course.5.1.1 Human-Centred Problem Definition (HCPD)HCPD equips students with the knowledge, skills and attitudes to identify, define, and beginsolving real problems, for real people, within the socio-technical ambiguity that surrounds allengineering problems. By the end of the course, students are able to recognize designproblems around them, determine whether they are worth solving, and employ design tools tocreate multiple

Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Reed Marshall ; Daylen James McGhee, United States Military Academy; Lixrine Epie Ngeme, United States Military Academy; Joseph Carl Price ; Aaron T. Hill Jr., United States Military Academy; Brad C. McCoy, United States Military Academy; Kevin P. Arnett P.E., United States Military Academy

Tagged Divisions

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

professional engineer in Virginia and a Project Management Professional. Aaron’s primary areas of research are engineering education, the behavior of steel structures, and blast. Aaron mentors students by serving as an advisor for capstone projects and through service as an Officer Representative for Women’s Volleyball and Men’s Basketball. His passion for teaching and developing tomorrow’s leaders resulted in his selection in 2009 for the American Society of Civil Engineers New Fac- ulty Excellence in Teaching Award and the 2013 Outstanding Young Alumni Award for the Department of Civil and Environmental Engineering at Virginia Tech.Lt. Col. Brad C. McCoy, United States Military Academy Brad C. McCoy is a Lieutenant