Conference Session

Community Engagement in Engineering Education Projects

Collection

2015 ASEE Annual Conference & Exposition

Authors

Howard L. Greene, Ohio State University; Paul E. Post, Ohio State University; Lisa Abrams, Ohio State University

Tagged Divisions

Community Engagement Division

communicate the essence of engineering to high school (and perhapsmiddle school) students and encourage them in these pathways. The Office of K-12 Outreach inthe College of Engineering at OSU frequently gets requests for engineering faculty to speak toK-12 groups and at STEM engagements on engineering careers. However, while valuable,faculty perspectives tend to be representative of experiences in, and of academia, which is asmall sector of practicing engineers. In addition, because of the requirement of advanceddegrees to be a university professor, most engineering faculty are considerably removed in agefrom K-12 students. For these reasons, faculty are, at best, incomplete engineering careerambassadors.Central to career ambassadorship is

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

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

Spanish.Mrs. Marjorie Langston Langston, Hamilton Township High SchoolMegan ShepherdMadeline Mock American c Society for Engineering Education, 2020 Engagement in Practice: Involving Teachers in International Community Engaged Learning Projects to Enhance Their Understanding of Engineering and Intercultural AwarenessAbstract The University of Dayton and Central State University are engaged in a newcollaborative NSF Research Experience for Teachers project that has an emphasis oninternational engineering research focused on human-centered design and appropriate technologyfor developing countries. This three year project will engage 36 G6-12 in-service and pre

Conference Session

Thinking Globally, Acting Locally: The Role of Engineering Education towards Attaining UN Sustainable Development Goals

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tripp Shealy, Virginia Tech; Allison Godwin, Purdue University, West Lafayette; Haley Margaret Gardner

Tagged Divisions

Civil Engineering, Community Engagement Division, Liberal Education/Engineering & Society, Minorities in Engineering

climate change effects their motivations and agency to solve complex global problems for a sustainability in their career.Dr. Allison Godwin, Purdue University, West Lafayette Allison Godwin, Ph.D. is an Assistant Professor of Engineering Education at Purdue University. Her research focuses what factors influence diverse students to choose engineering and stay in engineering through their careers and how different experiences within the practice and culture of engineering foster or hinder belongingness and identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science Education. She is the recipient of a 2014 American Society for Engineering

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

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

volunteerism have been recognized forroughly three decades (Astin 1985), which has led an increasing number of higher educationinstitutions to establish numerous community service and service learning offices on theircampuses (Hall 2005; Ellis 1978; Enos 2002). To increase participation in volunteer activities many universities have adopted mandatoryapproaches such as including community service hours in graduation requirements. However,research has shown mandatory volunteer work impedes long-term and impactful servicelearning; instead, voluntary approaches to increase community service for college campuses aremore effective at creating an enriching service learning experience (Stukas et al. 1999). While avoluntary participation model may

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

service alone 18,19. This longitudinal study is ongoing. Astin is quoted ascommenting: “The research is very impressive. Service-learning comes as close as anything I’veever seen to being a panacea for higher education. It has a powerful effect on students and apowerful effect on the teacher.” (Alexander Astin, Director, HERI, UCLA, remarks April 21,2004, at Emory University).MethodologyThe basic research question here is what impact this service-learning approach has on studentattitudes and their resulting performance. The “treatment” is: over the last seven years, anaverage of 30 engineering courses incorporated S-L to various degrees ranging from 5 to 100% ofcourse learning objectives and grades. On average about two-thirds of the students

Conference Session

Experiences in Engineering Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Marybeth Lima, Louisiana State University

Tagged Divisions

Community Engagement Division

encourage the engineering profession to see all “ways of knowing” (especially those that are community-based and/or non-technical) as valued and integral parts of the community-based design process?  What are best practices in terms of teaching our students and ourselves the critical importance of contextual listening?  How do we use our engineering skills to tackle complex societal problems?Conclusion: lessons learned as a community-engaged faculty memberWhen I first ventured into service-learning, I had outcomes for my students in mind. I waslooking at the research compiled by Eyler and Giles (1999) which showed that service-learningresulted in deeper understanding of course content and an increased ability to apply

Conference Session

Socio-cultural Elements of Learning through Service

Collection

2014 ASEE Annual Conference & Exposition

Authors

Carla B. Zoltowski, Purdue University, West Lafayette; Antonette T. Cummings P.E., Purdue University; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

number of community engagement efforts increase, it is important to understand theimpact of these experiences to inform best practices and to ensure that the efforts are positivelybenefitting all of the stakeholders. Although our program, EPICS, is well-established and hasintentionally focused on long-term partnerships, research suggests that immersive experiencescan help develop more comprehensive ways of understanding of the community partners. Thispast summer, our service-learning design program offered a local immersive design experienceto a group of 13 students from a variety of majors in a camp for children with disabilities. Thispaper describes the immersive experience and examines its impact on student learning throughanalyses of the

Conference Session

Assessment of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Antonette T. Cummings P.E., Purdue University; James Huff, Purdue University; William C. Oakes, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

engineering tools necessary for engineering practice. Theprofessional outcomes include (d) an ability to function on multidisciplinary teams (f) anunderstanding of professional and ethical responsibility (g) an ability to communicate effectively(h) the broad education necessary to understand the impact of engineering solutions in a global,economic, environmental, and societal context (i) a recognition of the need for, and an ability toengage in life-long learning (j) a knowledge of contemporary issues.In traditional coursework, assignments can be designed to elicit artifacts that can demonstratemastery of desired outcomes. Project-based service-learning experiences, however, often do notfollow prescribed timelines and the scaffolding around 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

application. To provide empirical support forour ideas and implementation, we present both quantitative and qualitative assessment datacollected from students using focus groups and survey. The goal of the assessment was tounderstand student motivation and to document students’ experiences working as a part ofinterdisciplinary teams.IntroductionEngineers are often motivated by the desire to have a real world impact through their work. Thisdesire is present not only among practicing engineers but also among engineering students andfaculty. Over the past couple of decades, engineering faculty members across institutions haveleveraged this motivation to design courses and experiences for students where they can make apositive impact in the life of

Conference Session

Assessment of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Community Engagement Division

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 identity, engineering design instruction and methodology, learning through ser- vice, problem based learning methodologies, assessment of student learning, as well as complex problem solving. Her other research interests lie in cardiovascular fluid mechanics, sustainability, and K-12 en- gineering outreach. Dr. Pierrakos is a 2009 NSF CAREER Awardee. Dr. Pierrakos holds a B.S. in Engineering Science

Conference Session

Community Engagement Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cristiano Cordeiro Cruz, Aeronautics Technological Institute

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

GroupsWhen asked about the main impacts of their grassroots engineering practices, all the threeextension centers described in this work (Soltec, ITCP/Unicamp, Pegadas, and Alter-Nativas)agree that students’ formation is (much) better served than the supported groups themselves. Thisusually does not mean that there was no impact or change on the assisted groups’ reality. Instead,it seems to indicate that what might last longer to these groups or their members are not the(socio-)technical solutions co-constructed, but things like the abilities they developed throughoutthe supporting process.Actually, it is not unusual for a GE team to support an enterprise, either a waste pickercooperative, a company recovered by workers or a Landless Rural Worker