Conference Session

Lessons Learned through Community Engagement of Engineering Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

Michael Robert Foster, George Fox University; Gary E. Spivey, George Fox University

Tagged Divisions

Community Engagement Division

. Page 25.1058.12References[1] Coyle, E. J., Jamieson, L. H., & Oakes, W. C. (2006). EPICS: Engineering Projects in Community Service.International Journal of Engineering Education, 21(1).[2] Coyle, E. J., Jamieson, L. H., & Oakes, W. C. (2006). Integrating Engineering Education in Community Service:Themes for the Future of Engineering Education. Journal of Engineering Education, Jan 2006.[3] https://engineering.purdue.edu/EPICS/Resources/Forms/design_process_docs.html.[4] Carberry, A. R., Lee, H., & Ohland, M. W. (2011). Measuring Engineering Design Self-Efficacy. Journal ofEngineering Education, 99(1), 71-79.[5] Carberry, A. R., & Swan, C. W. (2011). Developing an Instrument to Measure the Impact of Service onTechnical and

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

skills, first-year engineering project-based learning (PBL) courses have reported increased gains inknowledge across genders and effectiveness in improving students’ self efficacy and confidencein using the engineering design process.1–4Related research suggests that incorporating service-learning into existing engineering curriculaincreases student learning. In a service context, the needs of the community define the design Page 25.1157.2tasks and provide students with a sense responsibility for being members of a larger community.5Often combined with project-based learning in engineering to form project-based service-learning (PBSL), studies

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

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

participation showed significant positive effects on all 11 outcome measures: academicperformance (GPA, writing skills, critical thinking skills), values (commitment to activism andto promoting racial understanding), self-efficacy, leadership (leadership activities, self-ratedleadership ability, interpersonal skills), choice of a service career, and plans to participate inservice after college. The study further found that performing service as part of a course (servicelearning) significantly adds to the benefits associated with community service for all outcomesexcept interpersonal skills, self efficacy and leadership and benefits associated with course-basedservice were strongest for the academic outcomes, especially writing skills. Overall

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

) abroad, which could provide further insight as to why graduatestudents scored lower than undergraduates.D. Skills-Intercultural CompetencyAn overall frequency report of the percent change between the pre- and post-developmental Intercultural Development Inventory (IDI) scores was generated to betterunderstand the distribution of scores amongst the graduate (pre n=23, post n=19) andundergraduate (pre n=26, post n=20) student groups. Actual and perceived competenciesare reported, only the former are used herein. The hope of measuring the IDI pre- andpost- fieldwork would be to see some improvement to show that the students engaged inthese programs are gaining a better understanding of how to work with someone who hasa different worldview