Conference Session

Global Community Engagement in Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kristine Louise Guzak, Michigan Technological University; Kurt Paterson P.E., Michigan Technological University; Alexandra Archer, Michigan Technological University

Tagged Divisions

Community Engagement Division

essays by experimentalvariable (gender, class, experience). See Appendix A for the list of all codes(motivations) and Appendix B for the raw pie charts depicting all codes within thegroupings. While the top reason is idealistically focused (“helping others”), the rest arepragmatically focused professional and personal drivers.The top five reasons students participate in these programs are shown in Table 2 andinclude: helping others, personal goal, a desire to work abroad, a career goal, a desire tosolve problems and to gain hands on experience. A common statement was the desire tomake a difference and to use engineering to accomplish that goal for their community

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

is responsible for its overall coordination and development. Her responsibilities include corporate sponsor- ship development, interdisciplinary program evaluation and assessment, and workshop/course instruction in the areas of teaming and leadership. She is also actively involved in coordination, curriculum devel- opment, assessment, and instruction in the Pavlis Global Leadership program. She received her B.S. in mechanical engineering from the University of Michigan and an M.B.A. from Wayne State University and is currently working on her Ph.D. at Michigan Technological University. Before joining MTU, she held various engineering and management positions during a 15 year career in the automotive industry

Conference Session

Relevance of and Models for Community Engagement in Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Karinna M. Vernaza, Gannon University; Theresa M. Vitolo, Gannon University; Barry J. Brinkman, Gannon University; Scott Steinbrink, Gannon University

Tagged Divisions

Community Engagement Division

undergraduateeducation, and (3) to foster professional development for careers or graduate education. Thesegoals are realized through the students’ shared interactions within the SEECS seminar.Students awarded SEECS scholarships are required to attend a seminar where specificdevelopment and learning outcomes are realized in a team-based, project-based approach. Thechallenging and engaging aspect of the SEECS program is this zero-credit seminar. The SEECSseminar is structured around three components: engineering design, professional development,and personal development.While the two development facets are valued, the engineering design component is the pivotalexperience connecting and building not only engineering competency but also personalconfidence

Conference Session

Lessons Learned through Community Engagement of Engineering Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

John J. Duffy, University of Massachusetts, Lowell; Linda Barrington, University of Massachusetts, Lowell; Emmanuelle Reynaud, University of Massachusetts, Lowell; Manuel A. Heredia, University of Massachusetts, Lowell

Tagged Divisions

Community Engagement Division

enhances the positive effects 17. Page 25.1473.2Astin et al. found with longitudinal data of 22,000 students that service-learning had significantpositive effects on 11 outcome measures: academic performance (GPA, writing skills, criticalthinking skills), values (commitment to activism and to promoting racial understanding), self-efficacy, leadership (leadership activities, self-rated leadership ability, interpersonal skills), choiceof a service career, and plans to participate in service after college. In all measures except self-efficacy, leadership, and interpersonal skills service-learning was found to be significantly moreeffective than

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

situations you mayencounter in your career” and “define sustainability, describe its importance to engineering, andidentify aspects of sustainability in civil engineering projects.” Because sustainability includesthe social pillar, this learning unit includes discussion of the impacts of engineering in a societalcontext. There are homework assignments associated with both the ethics and sustainabilitylearning goals. Both of these assignments included case studies. For their semester term papers,students are required to discuss non-technical and societal issues associated with a civilengineering project (i.e. the Minneapolis bridge collapse, the Three Gorges Dam). In-class thepredominant teaching style is lecture-based. Students taking this course in

Conference Session

Community Engagement in Engineering Education: Program Models

Collection

2012 ASEE Annual Conference & Exposition

Authors

Shoba Krishnan, Santa Clara University; Tonya Lynn Nilsson P.E., Santa Clara University

Tagged Divisions

Community Engagement Division

Pital and I have decided that I want to make a difference. I feel that with everything I’ve been given, I need to give back to my community. Yes, El Pital is my community.Student perceptions of the effect of the service learning experience.Student reflections provide a valuable insight on the impact of community projects on studentlearning and student perception of their chosen career path. Below are highlights from studentcomments.The effect on student learning:As with any real world project, the EWB project provided the students with a chance to applytheir new skills. As one student noted: There are many benefits for the travel team from this experience. As students, we get to see real world applications for the

Conference Session

Global Community Engagement in Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Aditya Johri, Virginia Tech; Akshay Sharma, Virginia Tech

Tagged Divisions

Community Engagement Division

AC 2012-3941: LEARNING FROM WORKING ON OTHERS’ PROBLEMS:CASE STUDY OF AN INTERDISCIPLINARY PROJECT-BASED GLOBALSERVICE-LEARNING PROGRAMDr. Aditya Johri, Virginia Tech Aditya Johri is an Assistant Professor in the Department of Engineering Education at Virginia Tech. He studies the use of information and communication technologies (ICT) for learning and knowledge sharing, with a focus on cognition in informal environments. Sites of research include distributed work among globally dispersed workers and social development in emerging economies. His research is supported by several grants including a NSF Early Career Award.Prof. Akshay Sharma, Virginia Tech

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).10,14,15 Specifically, Duffy (2009) found that consistently over 60% ofstudents surveyed from year to year at the University of Massachusetts Lowell indicated thatengagement in service-learning helped them stay in engineering; females were significantly morelikely to agree with this sentiment.14First-year students’ belief in the usefulness of engineering has been positively correlated to theirplans on choosing a career in engineering.16 It is conceivable that first-year project-based courseswhich offer an opportunity to immerse students in hands-on engineering design for a specific ortheoretical client demonstrate the social value and relevance of the trade in a concrete way.Anecdotally, showing students the broader impacts of

Conference Session

Community Engagement in Engineering Education: Program Models

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jennifer Light, Lewis-Clark College

Tagged Divisions

Community Engagement Division

, challenges, and conflicting information; increased self-efficacyand confidence; a new passion and motivation for engineering as a career choice;6,7 Along withgaining similar benefits, instructors also develop critical positive student-faculty interactions.8 Page 25.288.8Research indicates college students typically experience gains in learning and leadershipdevelopment6 as well as an increase in self-esteem when they engage in volunteer experiences.9Additionally, service-learning increases students’ metacognition and ability to be moreinnovative and resourceful with open-ended problems.10 Service-learning is especially valuableto engineering

Conference Session

Community Engagement in Engineering Education: Program Models

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kelsey B. Hatzell, Pennsylvania State University; Marta C. Hatzell, Pennsylvania State University; Min Young Pack, Pennsylvania State University; Johanna Gretchen Hatzell, Pennsylvania State University, University Park; Samir Narendra Patel, Pennsylvania State University; Tara Lynn Sulewski, Pennsylvania State University, University Park; Amy L. Freeman, Pennsylvania State University, University Park; Khanjan Mehta, Pennsylvania State University

Tagged Divisions

Community Engagement Division

several ventures.Dr. Amy L. Freeman, Pennsylvania State University, University Park Amy L. Freeman is the Assistant Dean of Engineering Diversity at the Pennsylvania State University serving as an advocate for underrepresented students and women in engineering. She received her bach- elor’s of science degree in construction management from Washington State University and a master’s of science degree in architectural engineering at Penn State. Contributing to her career path in engineering education, she also holds a Ph.D. in workforce education from Penn State with a dissertation focusing on underrepresented graduates in technical fields. She is currently serving as a Past President and ex- ecutive board member of the

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

faculty on the staff of the host institution. They areexposed to cutting edge research that is taking place in their community. Throughour industry partnerships and the WISE SISTER Mentors the girls in our programlearn about the variety of STEM opportunities for women.The TechPREP program ends with a showcase of the student‟s projects andcelebration of their accomplishment with their families, school administrators,industry friends and teachers. Early and consistent access to mentors and programsgets them and keeps them on a pathway to STEM education and careers. Ourretention rate for Cohort 1 was 90% for all three years and Cohort 2 was 90% forthe first two years. They program is beginning its fourth year. All TechPREPstudents were given a pre

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

engineering to society,altruism, and a pro bono mindset. Case study examples can be provided of successful facultythat integrated LTS into their career. To partner with the community, time and energy must beinvested in relationship building. An intermediary may help assist this process. It is important tomaintain community engagement, and for university students, staff, and faculty to recognize andvalue the indigenous knowledge in the community. Resource requirements were also mentioned;there may be low start-up requirements but an endowment can help sustain an LTS program.The program should also consider advocacy and marketing of its activities and benefits