Conference Session

Community Engagement Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cristiano Cordeiro Cruz, Aeronautics Technological Institute

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Diversity

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Community Engagement Division

Assessing Grassroots Engineering Applications in BrazilIn Brazil, service learning or community service is an integral part of every university’sfundamental duties, along with teaching and researching. The type of learning or service to beprovided, however, depends on the hermeneutics applied, which can either lead to groupempowerment and socio-technical change or to mere paternalism.In the early 2000s, during the two terms of Lula as president of Brazil, many community service/service-learning teams were established and institutionalized, linked to engineering courses andfaculty members. From the conjugation of social technology and solidarity economy movements,some of these teams developed a form of engineering practice that is now called

Conference Session

Engagement in Practice: Engaging the Community through Educational Outreach

Collection

2018 ASEE Annual Conference & Exposition

Authors

Holly Larson Lesko, Department of Engineering Education, Virginia Tech; Jacob R. Grohs, Virginia Tech; Holly M. Matusovich, Virginia Tech; Gary R. Kirk, School of Public & International Affairs, Virginia Tech; Cheryl Carrico P.E., Virginia Tech; Veronica van Montfrans; Andrew L. Gillen, Virginia Tech; Tawni Paradise, Virginia Tech Department of Engineering Education; Sarah Anne Blackowski, Virginia Tech; Liesl M Baum, Virginia Tech

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Diversity

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Community Engagement Division

program in June and a program manager hired as soon as possible thereafter, the summit was not feasible in advance of the first school year. To meet similar goals, the project team hosted half-day workshops in each district with interested teachers and administrators tolearn about the VT PEERS program and how the in-class engagement could support the sciencelearning objectives and schedules unique to each school. These workshops served multiplepurposes. First, it offered teachers an introduction to the research component of the project.Second, sample curriculum guides were shared with teachers and school administrators in orderto prompt discussion about how the day-to-day of the project might unfold. Following review ofthese guides, the

Conference Session

The D/M/A of CE

Collection

2013 ASEE Annual Conference & Exposition

Authors

Linda Barrington, University of Massachusetts, Lowell; Emmanuelle Reynaud, University of Massachusetts, Lowell; Ella Willard-Schmoe, University of Massachusetts Lowell

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Community Engagement Division

in Engineering Service-LearningAbstractAttracting and retaining women in engineering is critical in the USA today. While women arecoming to college in overrepresented numbers, they are not represented equally to men inengineering majors. Though a university can only have limited impact on the attrition of womenin the engineering workforce, we can (and must!) work to improve recruitment and retention andto graduate women with adequate preparation for an engineering career. An increasing numberof engineering programs are integrating service-learning (S-L) into their curricula.For the past eight years of one S-L program, students in a college of engineering have beenwidely surveyed at the beginning of their studies and at the end of each

Conference Session

Engagement in Practice: Creating a Robust Infrastructure for Community Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

William C. Oakes, Purdue University, West Lafayette (College of Engineering); Andrew Pierce, Purdue University-Main Campus, West Lafayette (College of Engineering); Nusaybah Abu-Mulaweh, Purdue University

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Community Engagement Division

grow to over 1100 students from an average of 45 majors per year.IntroductionCommunity-engaged learning came to engineering slower than many other disciplines [1] buthas seen increasing examples and scholarship in engagement [2, 3]. Evidence of the increasingacceptance includes the creation of the ASEE Community Engagement Division. While thereare many examples of success, most are driven by individual faculty or small groups and thereare few examples of large scale implementation of engagement. For community engagement toachieve its potential, models that can be replicated or adapted and integrated into the fabric of theinstitutions must be developed. There is still skepticism about service-learning as noted in the2014 ASEE report [4]. It

Conference Session

Community Engagement Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ella Willard-Schmoe, University of Massachusetts Lowell; John J. Duffy, University of Massachusetts Lowell; Emmanuelle Reynaud, University of Massachusetts, Lowell; Linda Barrington, University of Massachusetts, Lowell

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Community Engagement Division

tensions of service learning in higher education: A philosophical perspective. The Journal of Higher Education, 72(2, Special Issue: The Social Role of Higher Education), 148-171. 7. Bringle, R., & Hatcher, J. (1995). A service-learning curriculum for faculty. Michigan Journal of Community Service Learning, 2(1), 112-122. 8. deKoven, A., & Trumbull, D. J. (2002). Science graduate students doing science outreach: Participation effects and perceived barriers to participation. Electronic Journal of Science Education, 7(1). 9. Banzaert, A., Duffy, J., & Wallace, D. (2006). Integration of service-learning into engineering core at U Mass Lowell and MIT. American Society of Engineering

Conference Session

Community Engagement Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rob Rouse, Southern Methodist University; Juan Torralba, University of Miami; Kathryn Krummeck; DiMitri Higginbotham, Good Shepherd Episcopal School

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Diversity

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Community Engagement Division

school makerspace often have a difficulttime integrating the makerspace into their day-to-day instruction in a sensible and impactful way.In addition, we have observed that when K-12 educators who use school makerspaces havequestions about best practices, or when they need guidance developing their own maker-basedactivities, they have relatively few helpful resources to consult. These issues appear to be due, inpart, to the fact that there is no universally-agreed-upon cannon of makerspace best practices andlimited high-quality makerspace standards-aligned curricula.In an effort to support K-12 educators integrating makerspaces and maker-based activities intotheir instruction, we created The SMU Maker Education Project. The SMU Maker

Conference Session

Engagement in Practice: Creating a Robust Infrastructure for Community Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Raghu Pucha, Georgia Institute of Technology; Carol J Thurman, Georgia Institute of Technology; Ruth Yow, Georgia Institute of Technology; Connor Rylan Meeds; Jennifer Hirsch, Georgia Institute of Technology

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Community Engagement Division

aims to develop an efficient method to transform student projects into applicable case studies for eventual real-world application. Outside of the normal engineering curriculum, Connor is an exceptionally moti- vated entrepreneur in the start-up circle. Bringing up two self-made businesses and working his off-hours at a web-design agency start-up, Connor has high ambitions to bring new ideas into the world. .Dr. Jennifer Hirsch, Georgia Institute of Technology Dr. Jennifer Hirsch is an applied anthropologist specializing in sustainability, cultural diversity, collab- orative governance, community development, networks, and experiential education. She is recognized nationally for fostering grassroots participation in

Conference Session

Engagement in Practice: Engaging the Community through Educational Outreach

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mariam Manuel, University of Houston; Ricky P. Greer, University of Houston; Jerrod A Henderson, University of Houston (CoE & CoT); Virginia Snodgrass Rangel Rangel, University of Houston

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Diversity

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Community Engagement Division

. Additionally, Mariam has taught both on-level and AP Physics I (formerly known as Pre-AP Physics) and played an integral role in writing the district physics curriculum consisting of rigorous labs, activities, and projects. Mariam fills the role of Alumni Representative on the UTeach STEM Educators Association (USEA) Board and was also elected Secretary-Treasurer. She is also currently pursuing a Ph.D. in STEM education at Texas Tech University.Mr. Ricky P. Greer, University of Houston Ricky Greer graduated from Tuskegee University with a bachelor’s in History. He went on to work at the University of Illinois at Urbana-Champaign as a community outreach specialist & unit operations laboratory manager, and through his

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

Conference Session

Perspectives on Service Learning: Challenges, Successes, and Opportunities

Collection

2019 ASEE Annual Conference & Exposition

Authors

David C. Che, Mount Vernon Nazarene University; Steve Feazel, Vision Word

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Community Engagement Division

semester of 2017, a local inventor (2nd author of this paper) needed some CADmodeling support. We adapted our curriculum and made it a priority to help meet this need. Wewere rewarded for it - students loved these service projects. The S-L project served as a link fromengineering theory to everyday objects people can touch and see. Along the process they learnedwhat they needed to learn - the CAD tools. It was a win-win situation. In the following sections,we will document these activities and share some ABET outcome assessment results.The Wrap Rack ProjectOur university’s motto is "To Seek to Learn is to Seek to Serve."1 Service-Learning (S-L) haslong been recognized as an effective way of achieving multiple student learning outcomes

Conference Session

Community Engagement Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mary Andrade, University of Louisville; Michael Scott Keibler, University of Louisville; Josh Rivard

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Diversity

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Community Engagement Division

Paper ID #30677High Altitude Water Shortage Issues in Peru.Mrs. Mary Andrade, University of Louisville Mary Andrade is the Director of the Career Development and Cooperative Education office at the Uni- versity of Louisville - J.B. Speed School of Engineering. In this role she oversees the mandatory co-op program for more than 1000 students each year. She is an active member of the Cooperative and Experi- ential Education Division of ASEE.Mr. Michael Scott Keibler, University of LouisvilleJosh Rivard c American Society for Engineering Education, 2020 Engagement in Practice: Relationship Based

Conference Session

Community Engagement Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sarah Marie Brown, Northeastern University; Mario Alan Hulett, Honda of America Manufacturing, Inc.

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Community Engagement Division

Paper ID #7758Variety of Community Partnerships in Related ProgramsMiss Sarah Marie Brown, Northeastern University Sarah Brown is a Ph.D. student in Electrical Engineering at Northeastern University, Draper Laboratory Fellow and a National Science Foundation Graduate Research Fellow. She completed her B.S. in Elec- trical Engineering at Northeastern University in May 2011. In addition to her studies, Sarah has been an active member of the National Society of Black Engineers, having previously served as a chapter leader at Northeastern’s Black Engineering Student Society and as the National Technical Outreach Community

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

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Community Engagement Division

each semesterhave a required course in which S-L projects are mostly required but in some cases optional. Lastacademic year (2010-2011) 1267 students were engaged in service-learning projects in theengineering college. The total enrollment for the college was 1600 the same year. An estimated49,500 hours were contributed to the community. One way to illustrate the number of courseswith S-L integrated into the curriculum is depicted in Figure 1. Each column represents anacademic year under its department. Within each column, dots with deeper shading indicate thatthe S-L was required for everyone in the course that semester. Lighter shading indicates that theS-L was a choice, or elective, opted by only some of the students in the course, usually

Conference Session

Community Engagement in Engineering Education Projects

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sudhir Kaul, Western Carolina University; Guanghsu A. Chang, Western Carolina University; Paul M. Yanik, Western Carolina University; Chip W. Ferguson, Western Carolina University

Tagged Divisions

Community Engagement Division

. Theserelationships allow the formation of a robust support group that is particularly crucial in the firstyear of an engineering program since most of the retention issues are known to emerge duringthis time.3,10The student cohort component of the mentorship model is further strengthened by integrating aproject in the PBL courses for the freshmen and sophomore students with junior and seniorstudents respectively for four to six weeks of the semester. This component is incorporated toenhance student engagement while preparing the freshmen and sophomore students for the open-ended, challenging courses in the junior and senior years. It may be noted that the sequence ofPBL courses is a required component of the curriculum for all students. Since the group

Conference Session

Community Engagement Division Technical Session 4

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ralph Rivera, University of Florida; Christina Gardner-McCune, University of Florida; Darryl Bryant McCune II, University of Florida

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Community Engagement Division

classroom impacts.2 Background2.1 REC & VEX Starting in 2010, the Robotics Education & Competition (REC) Foundation, anorganization that is responsible for organizing the VEX Robotics Competition (VRC), startedexploring ways to incorporate their robotics hardware and competitions into 5th - 12th gradeclassrooms [3]. VRC is an international competition that allows students to learn aboutengineering design and programming to build remote controlled and autonomous robots tocompete for challenges that change yearly. Through REC’s recently partnership with two schooldistricts, one being Alachua, the VEX Robotics Curriculum and hardware are now beingintegrated into classrooms through district-wide robotics initiatives to promote STEM

Conference Session

Community Engagement in Diverse Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Brandon S. Field, University of Southern Indiana; Adam Giles Tennant; David J. Ellert PE, University of Southern Indiana

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

students an opportunity to see estimating as a dynamic career path was to integrate fieldconditions into their understanding of estimating which was challenging to coordinate butworked out well. Again, a small but measurable increase was observed in course and studentevaluation for the course between this most recent year and the same course the previous year, asshown in Table 2, giving support to this method of engagement for student perceptions andsatisfaction. Table 2: Course Evaluation and Student Evaluation for CE301 Construction Estimating Pre and Post Minka House Project Material Incorporation Course Evlauation Student Evaluation

Conference Session

Community Engagement Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Bowa George Tucker, UMass Lowell; David O Kazmer, University of Massachusetts, Lowell; Olga Pierrakos, James Madison University; Chris Swan, Tufts University; Angela R Bielefeldt, University of Colorado, Boulder; Kurt Paterson P.E., Michigan Technological University; Annie Soisson, Tufts University

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Community Engagement Division

partnership programs. His expertise includes assessment in teaching and learning outcomes in k-12 and in higher education, diversity, leadership, community outreach, and curriculum development.Prof. David O Kazmer, University of Massachusetts, LowellDr. Olga Pierrakos, James Madison University Dr. Olga Pierrakos is an associate professor and founding faculty member of the James Madison Univer- sity Department of Engineering, which graduated its inaugural class in May 2012. At JMU, Dr. Pierrakos is the director of the Center for Innovation in Engineering Education (CIEE) and director of the Advanced Thermal Fluids Laboratory. Her interests in engineering education research center around recruitment and retention, engineer

Conference Session

Experiences in Engineering Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mary Cardenas, Harvey Mudd College

Tagged Divisions

Community Engagement Division

continuing the work with Harvey Mudd College to furtherdevelop the designs and explore implementation in the Rosemont Preserve. Page 23.27.13Bibliographic Information 1.) Seifer, SD., Service-learning: community-campus partnerships for health professions education, Academic Medicine, 73(3), pp. 273-277, Mar 1998. 2.) S.B. Cashman and S.D. Seifer, “Service-Learning: An Integral Part of Undergraduate Public Health,” American Journal of Preventive Medicine, 35(3), pp. 273-278, 1 September 2008. 3.) R. Tolleson Knee, “Can Service Learning Enhance Student Understanding of Social Work Research?”, Journal of Teaching in Social

Conference Session

Community Engagement Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jay H. Arehart, University of Colorado Boulder; Kathryn Langenfeld, University of Michigan; Brenton Kreiger

Tagged Divisions

Community Engagement Division

judgment and design principles within the scope of governing building codes and regulations to design an engineering system (i.e., footbridge). 2. Pursue an engineering project from conceptual design to physical completion, implementing comprehensive project management skills in a team setting. 3. Collaborate effectively with external stakeholders (i.e., partnering NGOs, local municipalities, partnering communities, alumni, other EIA university programs, or sister academic institutions abroad). 4. Integrate traditional knowledge and stakeholder perspectives to create engineering designs that are sustainable, community-driven, and that ultimately empower long-term development. 5. Understand the importance

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

Paper ID #10138Engineering Pathways Study: Lessons Learned in Its Development and Im-plementationDr. Chris Swan, Tufts University Chris Swan is the Associate Dean of Undergraduate Curriculum Development in the School of Engineer- ing and an associate professor in the Civil and Environmental Engineering department at Tufts University. He has additional appointments in the Department of Education, Jonathan M. Tisch College of Citizen- ship and Public Service and Center for Engineering Education and Outreach at Tufts. He has been an active member of the American Society for Engineering Education, having served at various

Conference Session

Engagement in Practice: Engaging the Community through Educational Outreach

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joan B. Schuman, Missouri University of Science & Technology; Katie Shannon, Missouri S&T

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

Paper ID #23209Engagement in Practice: Developing a Sustainable K-12 Outreach STEMProgramDr. Joan B. Schuman, Missouri University of Science & Technology Dr. Joan Schuman is an Associate Teaching Professor in the Engineering Management and Systems Engineering Department at Missouri S&T. She earned her Bachelor of Science degree in Mechanical Engineering from University of Arkansas and completed her Ph.D. in Polymer Science and Engineering from the University of Southern Mississippi. Schuman is a Project Management Professional (PMP) certified through the Project Management Institute. She worked for several years

Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bob Schaffer, Mission College

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division, Equity, Culture & Social Justice in Education, Liberal Education/Engineering & Society

Core Curriculum cultivates social justice, civic life, perspective, andcivic engagement. It involves community-based learning with a social justice emphasis. Studentsare required to (i) engage in 16 hours of community-based learning experiences and (ii) performcritical reflection and evaluation of their experiences. A primary goal of the ELSJ requirement is“to foster a disciplined sensibility toward power and privilege, an understanding of the causes ofhuman suffering, and a sense of personal and civic responsibility for cultural change.”The specific learning objectives of an ELSJ class are as follows:• Recognize the benefits of life-long responsible citizenship and civic engagement in personal and professional activities (Civic Life

Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Paul A. Leidig P.E., Purdue University at West Lafayette; William C. Oakes, Purdue University at West Lafayette

Tagged Divisions

Community Engagement Division, Equity, Culture & Social Justice in Education, Liberal Education/Engineering & Society

thedevelopment of the projects. The second program is the IDEAS Learning Community thatengages about 25 first-year students yearly in a one-semester partnership with an outreachprogram from Indianapolis, Indiana which is about an hour from campus. The central classcombines career exploration and integration into the university with discussions and experiencesaround diversity. The engagement with the outreach program provides a context and activitiesthat enhance the learning goals and provides experiences to bring the class together. Thedeliverables are activities for K12 students both at the outreach center and for an annual visit tocampus.EPICS ResultsEPICS is large and complex, with many stakeholders. We first examined the three commonstakeholders of

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

for those suffering from cerebral palsy. A recent exerciseallowed clients to participate in a geocaching activity which integrated retention of presentedmaterials with recall of known facts about their home area.9One of the ways adults with disabilities are supported through the Barber Institute is byproviding vocational training and work-site opportunities. Clients proceed through an initialassessment, hard and soft skills training, individualized and specific site-training, and exposureto labor incentives. Once clients are prepared and qualified, they may move into supportedemployment services.While in supported employment, a client is guided and supported by an employment specialist, ajob coach. Clients (1) may become direct hires, (2) may

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

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Community Engagement Division

specificobjectives and skills that must be attained for engineering students. While nearly all of thecriteria could be achieved in the classroom, service learning programs more effectively addressthe following criteria5: • An ability to function on multi-disciplinary teams; • An understanding of professional and ethical responsibility; • An ability to communicate effectively; • A broader educational goal in which they understand the impact of engineering solutions in a global, economic, environmental and societal context; • An increase in knowledge of contemporary issues.International service learning is rapidly becoming a popular credit-bearing study abroad optionfor engineering students (6-8). This learning experience integrates a multi-faceted, real

Conference Session

Community Engagement Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kellie Schneider, University of Dayton

Tagged Divisions

Community Engagement Division

Paper ID #19577Engagement in Practice: Community Engaged Scholarship to Address LocalFood InsecurityDr. Kellie Schneider, University of Dayton Kellie Schneider is an Assistant Professor in the Department of Engineering Management, Systems, & Technology at the University of Dayton. Prior to joining the faculty at UD, she was an instructor in the Freshman Engineering Program at the University of Arkansas. She received her Ph.D., M.S. and B.S. all in industrial engineering from the University of Arkansas. She has a variety of research interests including quality & reliability, engineering education, and community-based

Conference Session

Community Engagement Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Malinda S Zarske, University of Colorado, Boulder; Dana E Schnee, University of Colorado, Boulder; Angela R Bielefeldt, University of Colorado, Boulder; Derek T Reamon, University of Colorado, Boulder

Tagged Divisions

Community Engagement Division

Page 23.1213.1 c American Society for Engineering Education, 2013 The Impacts of Real Clients in Project-Based Service-Learning CoursesIntroductionClient-based service-learning is increasingly prevalent in engineering education and is shown toimprove valuable technical and professional skills when properly executed. True service-learningpartners students and community clients to provide services that meet an authentic need in orderto achieve desired student learning outcomes. Using this definition, the mutually beneficial anddirect interaction between the students and the client to solve a real problem is indispensable fora service-learning experience. Conversely

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

AC 2012-3887: ENGINEERING STUDENTS’ VIEWS OF THE ROLE OFENGINEERING IN SOCIETYNathan E. Canney, University of Colorado, Boulder Nathan Canney received bachelor’s degrees from Seattle University in civil engineering and applied math- ematics. After graduation, he worked for Magnusson Klemencic Associates in Seattle, Wash., as a struc- tural engineer on high-rise residential buildings. Canney returned to school at Stanford University for a master’s degree and is currently pursuing a doctoral degree at the University of Colorado, Boulder, in civil engineering, with an engineering education research focus.Dr. Angela R. Bielefeldt, University of Colorado, Boulder Angela Bielefeldt has been a professor in the Department

Conference Session

Models and Practices of Community Engagement for Engineering Faculty

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tamara Ball, UCSC Baskin School of Engineering; Michael S. Isaacson, University of California, Santa Cruz

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

course at UCSC wherein interdisciplinary teams of students work in an layered apprenticeship model with community mentors to design and implement sustainable solutions to water, energy, waste, transportation and social challenges using ”green technology”. Dr. Ball has worked as a research fellow with two NSF Centers for Learning and Teaching and most recently on several NSF projects that focus the integration of engineering and social science to support the advancement of experiential learning for sustainability in higher education.Dr. Michael S. Isaacson, University of California, Santa Cruz Michael Isaacson is the Narinder Singh Kapany Professor emeritus, professor of electrical engineering, Director of the Center

Conference Session

Community Engagement Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Margaret Pinnell, University of Dayton; Kellie Schneider, University of Dayton; Leanne Petry, Central State University; M. Suzanne Franco, Wright State University; Malcolm W. Daniels, University of Dayton; Amy Anderson, University of Dayton; Marjorie Langston, Hamilton Township High School ; Megan Shepherd; Madeline Mock

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Diversity

Tagged Divisions

Community Engagement Division

competence constitute prerequisiteconditions. The US Department of Education has made broader global skills for students apriority [23]. It charges colleges, schools, and departments of education to provide new learningopportunities and course work to successfully develop these skills in teachers. Similarly,Walters, Garii and Walters (2009) argue for international travel as integral to teacher preparation,encouraging a sense of “otherness” and an appreciation for the role of human difference,addressing misconceptions and stereotypes, and challenging teachers’ understanding of their“professional self” [22].The link to Community Engaged Learning (CEL) as an effective pedagogy for promotingintercultural competence development is well established