Conference Session

Lessons Learned through Community Engagement of Engineering Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

Malinda S. Zarske, University of Colorado, Boulder; Derek T Reamon, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder; Daniel W. Knight, University of Colorado, Boulder

Tagged Divisions

Community Engagement Division

, recruitment, and retention in K-12 and undergraduate engineering.Prof. Derek T Reamon, University of Colorado, BoulderDr. Angela R. Bielefeldt, University of Colorado, Boulder Angela Bielefeldt, Ph.D., P.E., is an Associate Professor at the University of Colorado, Boulder (CU) in the Department of Civil, Environmental, & Architectural Engineering. She has been at CU since 1996. During that time, she has taught Introduction to Civil Engineering to first-year students numerous times. She also teaches the senior capstone design course for environmental engineering, and this course has included service-learning projects for local or international communities since 2000. Bielefeldt has been researching teaching innovations

Conference Session

Lessons Learned through Community Engagement of Engineering Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lynne A. Slivovsky, California Polytechnic State University; James M. Widmann, California Polytechnic State University; Brian P. Self, California Polytechnic State University; J. Kevin Taylor, California Polytechnic State University; David W. Hey, California Polytechnic State University

Tagged Divisions

Community Engagement Division

two multidisciplinary service-learning programs: the Access by Design project that has capstone students design devices for people with dis- abilities to participate in adapted physical activity, and Organic Twittering that merges social media with sustainability.Dr. James M. Widmann, California Polytechnic State University Jim Widmann is a professor of mechanical engineering at California Polytechnic State University, San Luis Obispo. He received his Ph.D. in 1994 from Stanford University. Currently, he is a visiting Fulbright scholar at Kathmandu University in Nepal. He teaches mechanics and design courses. He conducts research in the areas of machine design, fluid power control, and engineering

Conference Session

Relevance of and Models for Community Engagement in Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Susan McCahan, University of Toronto; Holly K. Ault, Worcester Polytechnic Institute; Edmund Tsang, Western Michigan University; Mark R. Henderson, Arizona State University, Polytechnic; Spencer P. Magleby, Brigham Young University; Annie Soisson, Tufts University

Tagged Divisions

Community Engagement Division

goals.Courses or experiences in quadrant 3 could best be described as traditional technical engineeringcourses. There are few or no social or cultural learning goals. The service may provide somecontext for the technical learning, but there are no planned learning outcomes in thesocial/cultural domain.Most engineering service learning programs would then be situated in quadrant 4. At a freshmanlevel the learning goals on both axes may be modest. However, in a capstone type project or amulti-year project we would expect substantial learning to take place in both dimensions. Ideallythe program would be planned to have deliverables, learning outcomes, reflection andcommunity engagement that supports substantial learning in dimensions 11 and 12

Conference Session

Stakeholder Perspectives on Community Engagement in Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder; Kurt Paterson P.E., Michigan Technological University; Chris Swan, Tufts University; John J. Duffy, University of Massachusetts Lowell; Olga Pierrakos, James Madison University; Nathan E. Canney, University of Colorado Boulder

Tagged Divisions

Community Engagement Division

practices, benefits, andchallenges of engaging in Learning Through Service (LTS) activities, with a focus on theengineering faculty perspective. LTS in engineering typically takes two forms: (1) course-basedservice-learning (SL) projects for real communities or individuals (such as assistive technologydevices), and (2) service projects conducted via extracurricular activities such as EngineersWithout Borders (EWB). Studying both of these distinct but related activities was of interestsince extracurricular service activities such as EWB projects have sometimes moved intoengineering courses such as capstone design. The group of engineering faculty and LTSresearchers first described what excited them about LTS. Then the group shared ideas on

Conference Session

Relevance of and Models for Community Engagement in Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lindsey Anne Nelson, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

conference. Polak18 argued the peopleliving in marginalized communities have resources to purchase various products, but themarket lacks products that meet the unique needs of people living in poverty. In his lecture,Polak challenged engineers to broaden their conceptions of design. This lecture catalyzedframing the freshman capstone project in a poverty alleviation context. As the professorspiloted this innovative course,13, 19-21 they discovered a need to use design personas andcommunity profiles rather than statistical income measures of poverty.This paper introduces theoretical frameworks of wellbeing while explaining the programevolution at Ohio Northern in order to support engineering educators developing communityengagement programs. The

Conference Session

Stakeholder Perspectives on Community Engagement in Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Nathan E. Canney, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Community Engagement Division

1.CVEN 4899 Civil Engineering Senior Design Project (Sr. Design)The CVEN 4899 course is the required 4-credit capstone design course for all civil engineeringmajors. The course is only offered in fall semester. The course provides a simulated real worlddesign and construction planning experience with multiple constraints including budget,schedule, technical, regulatory, and societal. Teams of 4 to six students encompass the multiple Page 25.558.6civil engineering sub-disciplines. In fall 2011 multiple student teams competed on two separatedesign projects; the municipal client selected the winning team on each project at the end of

Conference Session

Global Community Engagement in Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Joseph East, Michigan Technological University; Genevieve Gierke, Michigan Technological University; Mary Raber, Michigan Technological University

Tagged Divisions

Community Engagement Division

during this summer, teaching the skillsthey have learned to others. The final year is Figure 1. Curriculum breakdown forspent working on capstone projects reflecting on a typical engineering student. Thethe coursework and international experience and percentage of class types taken for a Page 25.887.3continuing the advancement of the program. bachelor’s of science degree is shown. Figure 2. Distribution of general education

Conference Session

Community Engagement in Engineering Education: Program Models

Collection

2012 ASEE Annual Conference & Exposition

Authors

Carrie-Ann Miller LCSW, State University of New York, Stony Brook

Tagged Divisions

Community Engagement Division

student mentors in developing STEM Tech Clubs. The clubs will service girls from underserved school districts. Each club will use service-learning to exam and come up with a design for an environmental issue. The designs will be built using the engineering design model and presented at a capstone event. She served on the Connect To Tech Advisory Board as a member on this network of school personnel, industry leaders, and community members, whose goal is to further the education of students on Long Island in STEM areas. She has been a Long Island Regional Service Learning Network, Advisory Board member. Members provide curriculum and technical assistance to school districts that are interested in developing a service