Conference Session

Student Preparation for, and Outcomes from, Community Engagement Efforts

Collection

2016 ASEE Annual Conference & Exposition

Authors

Devika Patel, Stanford University

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Diversity

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Community Engagement Division

. Hariharan, B. (2011). Innovating Capability for (Deweyan) Continuity of Inquiry in the Face of (Zimbardoean)Discontinuity Within the Context of Engineering Education Research: Fostering Collaborations with UnderservedCommunities in the Developing Regions of the World. Department of Mechanical Engineering Stanford University.5. Riley, D. (2008). Chapter 4. Toward a More Socially Just Engineering. In Engineering and social justice (p. 111).San Rafael, Calif.: Morgan & Claypool.6. Cumming-Potvin, W., Currie, J., (2013), Towards New Literacies and Social Justice for Engineering Education,International Journal of Engineering, Social Justice, and Peace, 2(1), 21-37.7. Streiner, S., Cunningham, S., Huang, S., Levonisova, S., Matherly, C., Besterfield

Conference Session

Interactive Session - Community Engagement Implementation for K-12 Settings

Collection

2016 ASEE Annual Conference & Exposition

Authors

Molly Y Mollica, The Ohio State University; Rachel Louis Kajfez, The Ohio State University; Elizabeth Riter, The Ohio State University; Meg West, The Ohio State University; Peter Vuyk, The Ohio State University

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Diversity

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Community Engagement Division

overwhelmingly enjoy this experience and that it effectively displays the direct, positiveimpact engineering can have on people. Future work includes developing the program to servemore engineering students, providing workshops for parents and families of children with specialneeds, and beginning partnerships to extend toy adaptation to other cities and universities.Additionally, we will continue to expand our data collection to evaluate the program morecompletely and its impact on our students and the community.AcknowledgementThis work is currently supported by the Battelle Engineering, Technology, and Human Affairs(BETHA) Endowment. Any opinions, findings, and conclusions or recommendations expressedin this material are those of the author(s) and do

Conference Session

Diversity in Community Engagement Implementation II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jennifer L Sullivan, Rice University; David Daniels, DREAM - Achievement Through Mentorship; Imani O. Butler, Rice University; Brent C Houchens, Rice University

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Diversity

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Community Engagement Division

, asmeasured by the External Application concept. Surprisingly, the concept of Emotional Gain,including categories such as personal fulfillment, self-confidence, and satisfaction associatedwith mentoring rarely appeared in responses.Introduction Research has explored motivations associated with volunteerism in a broad sense forapproximately 40 years (Esmond & Dunlop 2004). The late-1980’s and early 1990’s showed alarge endorsement of student volunteerism and community service from American colleges anduniversities. The U.S. government encouraged universities to embrace the service-learning linkto enhancement of the educational experience as part of the National Community Service Act of1990. The academic and social benefits of student

Conference Session

Diversity in Community Engagement Implementation II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ziyu Long, Colorado State University; Sean Eddington, Purdue University; Jessica Pauly; Linda Hughes-Kirchubel, Purdue University; Klod Kokini, Purdue University, West Lafayette; Patrice Marie Buzzanell, Purdue University, West Lafayette

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Diversity

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Community Engagement Division

design was adopted in this project because of its ability to extendthe breadth and range of inquiry by using different methods, to clarify results from one methodwith the results from the other method(s), and to seek elaboration enhancement, convergence,and corroboration of results of different methods (Greene, Caracelli, & Graham, 1989). Weelaborate on our two-phase design as follows. In the first phase, the research team designed a survey based on existing scales andpractical insights from experienced NFLC facilitators and university administrators. The surveywas conducted with faculty members (n=49, with 29 participated in the NFLC) who were hiredsince 2004 with special attention to faculty who started after 2011 (the initiation of

Conference Session

Diversity in Community Engagement Implementation I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alison B. Hoxie, University of Minnesota Duluth; Mary U Christiansen, University of Minnesota Duluth

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Diversity

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Community Engagement Division

thermal system.Bibliography[1] Blumenfeld, P., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivatingproject-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26, 369–398.[2] Krajcik, Joseph S., and Phyllis Blumenfeld. "Chapter 19: Project-Based Learning." The Cambridge Handbook ofThe Learning Sciences. Ed. Keith R. Sawyer. Cambridge: U, 2006. N. pag. Print.[3] Dewey, J. (1959). Dewey on education. New York: Teachers College Press.[4] Mcgibbon, Carolyn, and Jean-Paul Van Belle. "Integrating Environmental Sustainability Issues into theCurriculum through Problem-based and Project-based Learning: A Case Study at the University of CapeTown." Current Opinion in Environmental

Conference Session

Diversity in Community Engagement Implementation II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jennifer Queen Retherford, University of Tennessee, Knoxville; Kelly Summerford Ellenburg, The University of Tennessee, Knoxville

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Diversity

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Community Engagement Division

campus through initiatives such as the ”S” course designation and showcasing of best practices. Mrs. Ellenburg’s work on campus-level initiatives at UT has included service on the 2015 SACS Qual- ity Enhancement Plan writing team, the 2014 Carnegie Community Engagement writing team, the 2010 UT Community Engagement Task Force writing team, and coordinating author for the 2010 whitepaper ”Student Ownership, and the College Experience.” Last year she received the Chancellor’s Award for Environmental Leadership for her leadership of sustainability-focused service-learning and the SCI. Mrs. Ellenburg serves on the Board of Directors for the Educational Partnerships for Innovation in Communi- ties Network (EPIC-N), the

Conference Session

Student Preparation for, and Outcomes from, Community Engagement Efforts

Collection

2016 ASEE Annual Conference & Exposition

Authors

Carolyn Parker, The Johns Hopkins University; Michael L Falk, Johns Hopkins University

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Diversity

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Community Engagement Division

and community with science learning: Real world problems and school-community partnerships as contextual scaffolds. Journal of Research in Science Teaching, 38(8), 878- 98. Retrieved from http://www.wiley.com/WileyCDA/WileyTitle/productCd- TEA.htmlRoth, W., & Lee, S. (2004). Science education as/for participation in the community. Science Education, 88(2), 263–291. doi:10.1002/sce.10113Sheldon, S.B. (2003). Linking school–family–community partnerships in urban elementary schools to student achievement on state tests. The Urban Review 35(2), 149-165. doi:10.1023/A:1023713829693Sheldon, S.B., & Epstein, J.L. (2005). Involvement counts: Family and community partnerships and

Conference Session

Diversity in Community Engagement Implementation II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jeremy Smith, Australian National University; Jennifer Patricia Turner, Engineers Without Borders Australia ; Nick John Brown, Engineers Without Borders Australia; Joli Price, Engineers Without Borders Australia

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Diversity

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Community Engagement Division

Entrepreneurship, 222–239.2 Dzombak, R., and Mehta, K. (2014). Scholarly Advances in Humanitarian Engineering and SocialEntrepreneurship: A Typology of Research Publications. International Journal for Service Learning inEngineering, Humanitarian Engineering and Social Entrepreneurship, 98–116.3 Passino, K. M. (2009). Educating the Humanitarian Engineer. Science and Engineering Ethics, 15(4), 577–600.4 Hill, S., and Miles, E. (2012). What do Students understand by the term ‘Humanitarian Engineering’?Innovation, Practice and Research in Engineering Education, September 2012.5 UC Engineering (n.d.) Diploma in Global Humanitarian Engineering,http://www.engf.canterbury.ac.nz/humanitarian/ last accessed January 1, 20166 Bielefeldt, A., Paterson, K., and Swan, C

Conference Session

Diversity in Community Engagement Implementation I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ranjeet Agarwala, East Carolina University; William Juhling McClung, Pitt County Robotics; Tijjani Mohammed, East Carolina University; David M. White, East Carolina University; Merwan B Mehta, East Carolina University; Jimmy Bill Linn, East Carolina University; Tamer Omar, East Carolina University

Tagged Divisions

Community Engagement Division

or satisfiedwith the STEM modules delivered by the CET. The participants expressed the need tobreakdown the 3D modeling modules into smaller sub modules and start with simple models.Since this is a work in progress paper, and the authors are limited to four pages, the readers areencouraged to contact the authors for detailed survey instruments, assessment results, andparticipant comments. Figure 3. Overall satisfaction with different modules for Students (S), Teachers (T), and those who did not identify themselves (NI).Conclusions and Next StepsAMIA participants were exposed to a large number of concepts in mechanics, electronics,controls, programming, 3D modeling, 3D printing, and computer aided machining. The

Conference Session

Diversity in Community Engagement Implementation I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Keilin Jahnke, University of Illinois, Urbana-Champaign; Ann-Perry Witmer P.E., University of Illinois; Matthew Tan, University of Illinois at Urbana-Champaign; Grace Frances Witmer, University of Illinois, Urbana-Champaign

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Diversity

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Community Engagement Division

knowledgeinto new frameworks.Flexibility in topic, discussion, structure and partners is key to providing a meaningful classroomexperience for students, while also teaching engineers to remain nimble, contextual and criticalin thought as they evaluate solutions to a design problem.Incorporation of multiple professional and peer viewpoints, in the form of professional advisorsand alumni mentors, gives students diverse perspectives as well as comfortable resources toconsult outside of the classroom, and demonstrates that many approaches can exist in tackling adesign challenge.Bibliography 1. Atman, C. J.; Adams, R. S.; Cardella, M. E.; Turns, J.; Mosborg, S.; Saleem, J. Engineering Design Processes: A Comparison of Students and Expert

Conference Session

Student Preparation for, and Outcomes from, Community Engagement Efforts

Collection

2016 ASEE Annual Conference & Exposition

Authors

Dan Budny P.E., University of Pittsburgh; Sina Arjmand, University of Pittsburgh; David V.P. Sanchez, University of Pittsburgh

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Diversity

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Community Engagement Division