Community-Engaged Learning in First-Year Engineering
- Conference
- Location
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East Lansing, Michigan
- Publication Date
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July 31, 2022
- Start Date
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July 31, 2022
- End Date
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August 2, 2022
- Conference Session
- Tagged Topic
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Workshops
- Page Count
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6
- DOI
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10.18260/1-2--42221
- Permanent URL
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https://peer.asee.org/42221
- Download Count
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396
Paper Authors
William C. Oakes
Purdue University at West Lafayette (COE)
orcid.org/0000-0002-6183-045X
William (Bill) Oakes is a 150th Anniversary Professor, 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 has been active in ASEE serving in the FPD, CIP and ERM. He is the past chair of the IN/IL section. He is a fellow of the Teaching Academy and listed in the Book of Great Teachers at Purdue University. He was the first engineering faculty member to receive the national Campus Compact Thomas Ehrlich Faculty Award for Service-Learning. He was a co-recipient of the National Academy of Engineering’s Bernard Gordon Prize for Innovation in Engineering and Technology Education and the recipient of the National Society of Professional Engineers’ Educational Excellence Award and the ASEE Chester Carlson Award. He is a fellow of the American Society for Engineering Education and the National Society of Professional Engineers.
Abstract
Community-engaged learning or service learning has grown pedagogy in higher education and within engineering and related fields. The pedagogy integrates academic learning with service activities and partnerships with local or global communities. It provides a learning environment that is very well-matched with ABET across programatic outcomes as students can learn strong technical skills while developing teamwork, communication and leaderships skills. The community and human context provides rich learning experiences for contemporary social, global and ethical issues. . Evidence suggests that community-engaged learning also has the potential to increase participation among underrepresented populations within engineering, technology and computing. Evidence also shows that participants increase motivation to stay in engineering offering exciting opportunties for first-year programs. There are however many challenges integrating real community engagement into the classroom including meeting learning outcomes and partner needs. This interactive workshop will provide an introduction to community engaged leanring and use a recently developed model to explore approaches that seek to balance value to students and communities as well as resources that are needed from each. Resources, partnerships, benefits and potential barriers will be discussed to provide strategies for successful implementation at the participants’ own institutions. The presenter is experienced in the field and has conducted more than 100 faculty workshops on the subject area.
Oakes, W. C. (2022, July), Community-Engaged Learning in First-Year Engineering Paper presented at 2022 First-Year Engineering Experience, East Lansing, Michigan. 10.18260/1-2--42221
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