Conference Session

Models of community engagement practices

Collection

2014 ASEE Annual Conference & Exposition

Authors

Aimee S. Navickis-Brasch, University of Idaho, Moscow; Anne Liu Kern, University of Idaho, CDA; Fritz Fiedler, University of Idaho, Moscow; Jillian Rae Cadwell, University of Idaho; Laura Laumatia, Coeur d'Alene Tribe; Kathy C. Haynie, Haynie Research and Evaluation; Christine Meyer, Coeur d’Alene Tribe Department of Education

Tagged Divisions

Community Engagement Division

assessment and preliminary creek restoration design that relied on structural solutions (such as riprap). The tribe decided against this quick-fix approach, instead choosing to rely on the beaver as a resident ecological engineer. For STEM education researchers working with tribal communities, it is essential that the curriculum be grounded in tribal culture and values. The community's desire is that their youth be prepared to stand in two worlds: one in one in which tribal values are fully honored and on in which they apply the best practices of western STEM knowledge.ConclusionEngaging tribal communities in education is critical to validate theoretical research, whichrecommends culturally relevant STEM experiences to inspire student

Conference Session

Impact of Community Engagement on Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Chris Swan, Tufts University; Kurt Paterson P.E., James Madison University; Timothy Henry Hellickson, Tufts Center for Engineering Education and Outreach

Tagged Divisions

Community Engagement Division

hadgraduated and did not provide post-graduation contact information. Finally, the paper providesrecommendations for future longitudinal studies. Page 24.501.32.0 MotivationFor the purposes of this work, community engagement (CE) is taken as an amalgamation ofvarious pedagogical methods, including service learning, community-service, and project-basedlearning, among others. The distinguishing aspect of CE in engineering education is theintentional design of the effort to incorporate service as a means to meet academic learningobjectives. Previous work has shown that CE has the potential for student development on thecognitive 16, 17, 43, 49, social

Conference Session

Models of community engagement practices

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tiago R. Forin, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

acknowledgingthe value of journaling, there exists an opportunity to examine what can be done to increasethe effectiveness of this reflective practice as a tool for student development and assessment.Construction of Reflective Prompts Using Boud’s stages of experiential learning, the researcher intended to construct thereflective prompts to target those three stages. Journals can be given a structure to reflect howthey are progressing. A collection of reflective prompts for a GDT student would at first get atideas that are concerned about what expectations they have about their involvement, then thebulk of the journal would be concerned about the progress and obstacles being faced as thestudents delve into their design and finally the journal would

Conference Session

Socio-cultural Elements of Learning through Service

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jon A. Leydens, Colorado School of Mines; Juan C. Lucena, Colorado School of Mines; Dean Nieusma, Rensselaer Polytechnic Institute

Tagged Divisions

Community Engagement Division

Paper ID #10351What is Design for Social Justice?Dr. Jon A. Leydens, Colorado School of Mines Jon A. Leydens is an associate professor in the Division of Liberal Arts and International Studies at the Colorado School of Mines, USA, where he has been since 1997. Research and teaching interests include communication, social justice, and engineering education. Dr. Leydens is a co-author of Engineering and Sustainable Community Development (2010). He recently served as guest editor for an engineering communication special issue in Engineering Studies and won the James F. Lufkin Award for the best con- ference paper—on the

Conference Session

Socio-cultural Elements of Learning through Service

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christopher Papadopoulos, University of Puerto Rico, Mayaguez Campus; William Joseph Frey, Univ. Puerto Rico - Mayaguez; Marcel J. Castro-Sitiriche, Department of Electrical and Computer Engineering, University of Puerto Rico-Mayagüez; Joann M. Rodriguez, University of Puerto Rico, Mayaguez Campus; Jeffrey Santiago, University of Puerto Rico, Mayaguez Campus; Tyrone Medina, University of Puerto Rico at Mayaguez; Ricardo Maldonado; Cristina Rivera-Vélez, GREAT IDEA; Davis Chacon-Hurtado, University of Connecticut; Pablo Jose Acevedo, UPRM

Tagged Divisions

Community Engagement Division

and related concepts are essential guidelines in engineering practice that will enable the achievement of the ultimate goal of any engineering project, which is to enhance social welfare. I believe that professionals must: first, be aware of the high impact role they play in society and second, learn to derive professional satisfaction from practicing Appropriate Technology. During the development of my thesis, the assimilation of these concepts was not easy because I had not been exposed to this in my previous experience with as an engineer with a more “traditional” role. But now, my experience with the project helped me to choose a research area for my upcoming Ph.D. studies and it is definitely influencing my

Conference Session

Impact of Community Engagement on Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Laura M. Patterson, University of British Columbia

Tagged Divisions

Community Engagement Division

team proposal project was offered again in2013.There are multiple considerations for this type of project in terms of logistics and sustainability,especially for yearly participation of 220 students in this project. This paper will discuss thestrategies involved in adapting a community service learning project originally designed for 60students to a larger scale project for 220 students while maintaining the academic robustness ofthe proposal assignment and the good will of the partnering community organizations.1.0 IntroductionEngineering is a profession that holds high respect within the community. The design,communication, research, audience analysis, and business skills that engineers build and developthroughout their careers are

Conference Session

Impact of Community Engagement on Communities

Collection

2014 ASEE Annual Conference & Exposition

Authors

Julia D Thompson, Purdue University, West Lafayette; Brent K Jesiek, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

framework for this study, as well as backgroundinformation about the EPICS program and data collection and analysis procedures.Theoretical FrameworkThe guiding principle of the present research is based on a truth- and reality-oriented theory ofempirical research. Patton (2002, p.91) describes this theory as “there [being] a real world withverifiable patterns that can be observed and predicted – that reality exists and truth is worthstriving for.”14 This framework impacts the research questions, design and analysis. Given thenotion that the “truth” is worth striving for, the question implies that there are truths out there,and through systematic research they can be uncovered. The research question for this studyassumes that by asking the

Conference Session

Models of community engagement practices

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jeffrey Scott Bates, University of Utah; Karen J. Krapcho, University of Utah; Crystal Orantes, University of Utah

Tagged Divisions

Community Engagement Division

and social development,and deeper engagement5-6. The ambassador program at the University of Utah has been built upon best practices andthe success of similar programs at other large research universities. Various schools have alreadyfound success in recruiting students through K-12 mentor programs run by engineering studentsand faculty7-15. Furthermore, the program builds a community of engineering students. It hasbeen shown that when students feel that they are part of a community they are more likely to beretained16-21.The Ambassador Program Created by the College of Engineering The Ambassador Program was designed to give engineering students an opportunity toget involved with the College of Engineering. It was originally

Conference Session

Models of community engagement practices

Collection

2014 ASEE Annual Conference & Exposition

Authors

Bill B. Elmore, Mississippi State University

Tagged Divisions

Community Engagement Division

contribute substantively to their value of the need for life-longlearning, and using their engineering education for making adifference in the lives of others. By approaching K-12 students withopportunities to creatively understand and apply engineering design, we believe their potential Page 24.769.8for preparing, preservering and performing as future engineers is greatly enhanced.Assessment rubrics are being designed to quantitatively assess the impact on students in a pre-and post- assessment approach. These instruments will be used in our spring and summer 2014outreach activities with planned

Conference Session

Impact of Community Engagement on Communities

Collection

2014 ASEE Annual Conference & Exposition

Authors

Carlos German Montoya Rodriguez, Ohio State University; Mariantonieta Gutierrez Soto, The Ohio State University; Roger Dzwonczyk, The Ohio State University; John A Merrill, Ohio State University; Howard L. Greene, Ohio State University; Miriam Cater, Ohio State University

Tagged Divisions

Community Engagement Division

(CoE), Engineering Education Innovation Center (EEIC)at The Ohio State University has conducted an engineering service-learning program inHonduras. The program consists of three components: preparation, implementation, andevaluation. These components are aimed to introduce and teach students the concepts ofhumanitarian engineering through a practical, real-world, hands-on experience. During the firststage, the students assess needs in collaboration with in-country partners, and then research,design, develop, prototype, test and document their chosen projects. In the second stage, thestudents implement and execute these projects. Finally, the students evaluate their designs anddocument their results as well as make recommendations for future

Conference Session

Models of community engagement practices

Collection

2014 ASEE Annual Conference & Exposition

Authors

Linda Vanasupa, California Polytechnic State University; Lizabeth T. Schlemer, California Polytechnic State University

Tagged Divisions

Community Engagement Division

materials science and engineering from Stanford University (1991 and 1987) and her B.S. degree in metallurgical engineering from the Michigan Technological University (1985).Dr. Lizabeth T Schlemer P.E., California Polytechnic State University Page 24.1037.1 c American Society for Engineering Education, 2014 Relational versus transactional community engagement: An experience of the benefits and costsAbstractLearning through community engagement (CE) is widely considered a high-impact practice withthe potential benefit of accelerated cognitive development, deeper

Conference Session

Socio-cultural Elements of Learning through Service

Collection

2014 ASEE Annual Conference & Exposition

Authors

Carla B. Zoltowski, Purdue University, West Lafayette; Antonette T. Cummings P.E., Purdue University; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

number of community engagement efforts increase, it is important to understand theimpact of these experiences to inform best practices and to ensure that the efforts are positivelybenefitting all of the stakeholders. Although our program, EPICS, is well-established and hasintentionally focused on long-term partnerships, research suggests that immersive experiencescan help develop more comprehensive ways of understanding of the community partners. Thispast summer, our service-learning design program offered a local immersive design experienceto a group of 13 students from a variety of majors in a camp for children with disabilities. Thispaper describes the immersive experience and examines its impact on student learning throughanalyses of the