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Academia can engage with communities in a variety of ways, including an education focus (such as service-learning) or geared toward research (community engaged research, CER). These different forms of community engagement (CE) share many elements in common, while other attributes differ. This paper first compares and contrasts educationally-focused CE with CER. We then present a rubric that was developed to evaluate CER in environmental engineering, indicating what aspects are appropriate for community engaged education. The CER rubric proposes nine evaluation categories: centering on communities, capacity building, action-oriented outcome, shared leadership, shared funding, shared data, equitable valuing of CER scholarship, culturally specific assessment, and culturally specific communication and dissemination. For illustrative purposes the rubric is applied to two case studies. In the educationally-focused CE case study, a senior capstone design course in environmental engineering worked on a project defined by a community partner. The rubric did a good job revealing where improvements in the project could have been realized while also revealing that the non-profit facilitator was instrumental in engaging the community. In the second case study, a community sub-contracted an academic partner to explore residential indoor air quality. The project was at a higher level of the rubric for most criteria compared to the educationally-focused case study. Use of the rubric at the start of any project will open important conversations, thereby contributing to both the community and academic partners more fully meeting their needs. 

The Strategic Partnership for Alignment of Community Engagement in STEM (SPACES) is a collaborative research effort under the National Science Foundation’s ADVANCE program. The overarching goal of SPACES is to build an inclusive academic culture to address intersectional gender-race-ethnicity inequities in Environmental Engineering (EnvE) via the application of evidence-based strategies for systemic change. The two main thrusts of the project are to address systemic problems that cause: (1) underrepresented minority women faculty (URMWF) experiences of isolation in and/or departures from STEM academia and (2) the devaluation of research conducted by URMWF, especially community-engaged research (CER). SPACES is a collaborative effort of faculty and administrators from 11 universities with four leading professional societies. SPACES is adapting evidence-based practices to support women’s intersectional identities and catalyze an attitudinal change among individuals and institutional leaders. This process involves the pursuit of 12 objectives crossing the micro, meso, and macro levels and is being operationalized through 11 activities. An overview of the motivations for this project and activities to date are provided in the paper. 

Abstract The significance of respiratory droplet transmission in spreading respiratory diseases such as COVID-19 has been identified by researchers. Although one cough or sneeze generates a large number of respiratory droplets, they are usually infrequent. In comparison, speaking and singing generate fewer droplets, but occur much more often, highlighting their potential as a vector for airborne transmission. However, the flow dynamics of speech and the transmission of speech droplets have not been fully investigated. To shed light on this topic, two-dimensional geometries of a vocal tract for a labiodental fricative [f] were generated based on real-time MRI of a subject during pronouncing [f]. In these models, two different curvatures were considered for the tip tongue shape and the lower lip to highlight the effects of the articulator geometries on transmission dynamics. The commercial ANSYS-Fluent CFD software was used to solve the complex expiratory speech airflow trajectories. Simultaneously, the discrete phase model of the software was used to track submicron and large size respiratory droplets exhaled during [f] utterance. The simulations were performed for high, normal, and low lung pressures to explore the influence of loud, normal, and soft utterances, respectively, on the airflow dynamics. The presented results demonstrate the variability of the airflow and droplet propagation as a function of the vocal tract geometrical characteristics and loudness.