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

being fulfilled. Service learning allows engineering to be donewith a community that serves as a customer, while creative and original design solutions can be Page 24.188.4developed by students to meet the community’s needs. Projects can be chosen as a group effortor as a senior capstone design project.Since 2005, the College of Engineering (CoE), Engineering, Education Innovation Center (EEIC)at The Ohio State University has conducted an engineering service-learning program in Honduras.The program is designed to introduce and teach students the concepts of humanitarianengineering through a practical, real-world, hands-on, service-learning

Conference Session

Impact of Community Engagement on Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Matthew T. Siniawski, Loyola Marymount University; Victoria Louise Graf; Shawna Leigh Draxton, WISH Charter

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Community Engagement Division

Paper ID #8657Student Perceptions of Design Projects That Involve Developing Assistive De-vices for Elementary School Children with DisabilitiesDr. Matthew T. Siniawski, Loyola Marymount University Dr. Matthew T. Siniawski is an Associate Professor of Mechanical Engineering at Loyola Marymount University in Los Angeles, CA. He teaches the senior capstone design project courses and has recently begun mentoring students on the design of assistive devices for children with disabilities. One of his research interests lies in understanding how these Learning Through Service projects impact participating engineering students

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

of Success and Failure in Engineering with Implications for Increased Retention, Journal of Engineering Education, pp. 263-274. 8. Besterfield-Sacre, M., Moreno, M., Shuman, L. J., & Atman, C.J. (2001). Gender and ethnicity differences in freshmen engineering student attitudes: A cross-institutional study. Journal of Engineering Education, 90(4), 477. 9. Bielefeldt, A.R. (2007a). Environmental engineering service learning projects for developing communities, National Capstone Design Course Conference Proceedings, Paper 12183, June 10-12, University of Colorado – Boulder, CO. 10. Bielefeldt, A.R. (2007b). Engineering for the Developing World Course Gives Students International

Conference Session

Socio-cultural Elements of Learning through Service

Collection

2014 ASEE Annual Conference & Exposition

Authors

Bowa George Tucker, University of Massachusetts, Lowell; David O. Kazmer, University of Massachusetts, Lowell; Chris Swan, Tufts University; Angela R. Bielefeldt, University of Colorado, Boulder; Kurt Paterson P.E., James Madison University; Olga Pierrakos, James Madison University; Greg Rulifson P.E., University of Colorado, Boulder; Linda Barrington, University of Massachusetts, Lowell

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Community Engagement Division

service-learning capstone is torture for them. They are not interested in health projects. Some change regarding this would be good. Students should be allowed to choose other projects with other professors, and do things according to ABET.”This faculty was opposed service-learning and felt it should not be mandatory for students.Rather it should be optional and students should be given the choice to work on projects thatinterest them.No Longer Teaching the Course: All of the faculty members stated they no longer teach thecourse in which they had implemented S-L. For example, one faculty states: “I was asked to incorporate it [service-learning]. I don’t teach that course anymore.”Another faculty states: “The main

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

. Incertain departments, such as the School of Electrical and Computer Engineering, students canalso elect to take EPICS for capstone design if they are working on a project related to thatengineering discipline (e.g., electrical engineering students designing a robotic arm). Page 24.916.6Currently, there are around 30 teams in EPICS, each having a different theme. Within each teamthere might also be multiple projects, and each project is assigned one project partner from theorganization. Sometimes a single individual is the primary point of contact for all projects, whilein other instances there are multiple contacts. Students work on the projects

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

from the criticaland sometimes-subtle dimensions of social justice.5 Design cases that involve, for example,“design for the other 90%”6 or designing for people with disabilities redirect attention toquestions of design for social justice. This paper identifies and briefly describes four forms ofdesign: design for technology, HCD for users, HDC for communities, and design for socialjustice. The paper explores how social justice has been enacted—or neglected—in specificdesign contexts within engineering education, and how it can be further integrated in each ofthese forms of design education.This paper is part of a broader project to integrate social justice across three components ofengineering curricula—engineering design, engineering sciences