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

. The ideas shared were transcribed, andthen turned into the image below which reflects the frequency that different words were used(using www.wordle.net). Most of the faculty commented about the positive impacts of LTS onstudents – their learning, motivation, passion, excitement, leadership, and change to be betterengineers. Twenty-one of the 28 people shared an idea that included student impacts. Facultywere also excited about the potential for positive impacts on communities; 9 of the 28 ideasincluded this element at their core. From these initial comments it appeared that student-centered benefits were most prominent as a motivator for faculty members

Conference Session

Models of community engagement practices

Collection

2014 ASEE Annual Conference & Exposition

Authors

Andrea Mazzurco, Purdue University; Brent K. Jesiek, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

may also travel abroad todeliver a designed product or solution.3 The projects undertaken by engineering students in thesecourses and programs are highly influenced by the context in which they are situated. Further,the success or failure of these projects relies in part on whether or not engineers substitute thetypical technical rationality approach to problem solving for one in which they continuouslyconduct a “reflective conversation with the situation” (p. 76).4However, engineering students and educators often lack the training and the support to approachthe sociocultural aspects of their design work5, and many projects fail, doing more harm thangood to partnering communities. Engineers Without Borders (EWB) Canada is one of the

Conference Session

Socio-cultural Dimensions of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Andrea Mazzurco, Purdue University; James Huff, Harding University; Brent K Jesiek, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

better able to identify cultural aspects as relevant factors when solving a given design task? 2. How did students reflect upon the re-evaluation of their proposed solutions as compared to their initial approach?MethodsResearch Context and InterventionData for this paper were collected from a skill session titled “Partnering with DevelopingCountries.” This three hour learning module was open to any student enrolled in the EPICSprogram at Purdue University. The skill session was developed by the first author, incollaboration with the second author and three EPICS teaching assistants, in part to fulfill a Page 23.1017.4requirement of a

Conference Session

Community Engagement Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Juan C. Lucena, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

in Fig 1), ECD projectshave been motivated by faculty and students desire to help, personal and career goals, desires tostudy and work abroad, and desires to solve problems and to gain hands on experience onimpactful work [1][2]. Since then, some scholars have called our attention to how the focus ofwell-intentioned ECD projects on technological fixes and deliverables tend to leave out criticalreflections of engineers’ motivations to be in these projects, and of the processes required tobuild trust and determine communities’ priorities and desires [3][4]. Unfortunately, these calls tocritical reflection in the ECD space are often overshadowed by the continued emergence ofmilestones and challenges (e.g., UN Sustainable Development Goals, NAE

Conference Session

Community Engagement in Diverse Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jo-Ann Panzardi PE, Cabrillo College; Terra D. Morris, The RP Group; Xitlali Galmez-Marquez, Cabrillo College; Patricia E. Sanders; Eva Schiorring, StemEval; Kurt Degregorio, Cabrillo College

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

students.The EA Program consists of a four phased model: (i) application process; (ii) preparation fallsemester 2-unit ENGR 98A Global Engineering course building team spirit, studyingGuatemala’s culture, politics and economy; learning about travel and worksite health; andconducting preliminary design for the abroad project; (iii) two-week engineering service-learning1-unit ENGR 98B Engineering abroad course in Guatemala during the winter session workingalongside community members in designing and building community-directed projects; (iv)reflection spring semester weekly meetings delivering presentations and papers on theexperience to the Cabrillo College community, local engineering organizations, and at ASEE andSociety of Professional Engineers

Conference Session

Community Engagement in Engineering Education Projects

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Thomas Pitcher, The University of Texas, El Paso; Pedro Arturo Espinoza, University of Texas, El Paso; Hugo Gomez, University of Texas, El Paso; Herminia Hemmitt, University of Texas, El Paso; Oscar Antonio Perez, University of Texas, El Paso; Hector Erick Lugo Nevarez, University of Texas, El Paso; Randy Hazael Anaya, University of Texas, El Paso; Peter Golding, University of Texas, El Paso

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

learning/project-based learning experience. Thus, thedecision was made to focus assessment on utilizing a combination of attitudinal as well asreflective student pieces. In fact, many aspects of Problem Based Learning (PBL) are inherent inthis type of project. “While each PBL instructional environment is unique, and therefore merits itsown unique assessment strategy, several alternative assessment techniques seem particularlyappropriate for the PBL learning environment.” 2 Page 26.1758.4 The common assessment pieces of service-based learning and PBL (Problem Based Learning)are specifically structured around the personal reflection pieces

Conference Session

Community Engagement Division Technical Session 4

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nirmala Prakash, Florida Atlantic University; Rachel Tobillo, Charles E. Schmidt College of Medicine at Florida Atlantic University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

-making difficulties as foundational support (1996). In regards to theassessment tool itself, some items on the CDS have multiple descriptors and statements within asingle item, which can affect their relatability and the accuracy of students’ responses. Forexample, Item 7 states, “Until now, I haven’t given much thought to choosing a career. I feel lostwhen I think about it because I haven’t had many experiences in making decisions on my ownand I don’t have enough information to make a career decision right now”. Students maystrongly agree with the first part but disagree with the statement in its entirety, which wouldmake it difficult to gauge how closely the statement reflects his or her feelings. Slaney agreesthat the multi-component nature

Conference Session

Community Engagement Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cynthia Helen Carlson P.E., Ph.D., Merrimack College; Anne Pfitzner Gatling, Merrimack College; Katherine Marie Donell

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

met an engineer, and - communication skills are crucial to practicing engineering.For the past several years, all first-year students majoring in civil and mechanical engineering,approximately 90 students per year, have been required to participate in these afterschoolprograms as “Engineer for a Day.” One engineering major from the class accompanies severalstudents from other majors to an after-school program to assist running a STEM activity. Theimportance of communication in engineering, and of practicing the communication of complexengineering topics to a general audience, is emphasized throughout the course. The engineeringstudents complete a reflection upon return to campus, discuss the experience in class, and use theskills

Conference Session

Holistic Assessment and Teaching in Service-learning Environments

Collection

2018 ASEE Annual Conference & Exposition

Authors

Todd France, Ohio Northern University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

with a CNC router (each of which includes a sensory pad related to the animal’stexture) and 3D printed plates and rotating shapes. Figure 4 included a number of ADL featuresthat required users to buckle, open, tie, insert, button, zip, and latch. Figures 3 and 4: Example therapy boards from Fall 2017Research MethodologyData for this investigation was collected from students’ self-assessments, written reflections, andpost-course interviews (audio recorded and transcribed). These interviews were semi-structuredin nature, following a general outline of questions related to the project’s learning outcomes,format, instructor’s role, and social responsibility; the students were encouraged to provide inputon any topics they found

Conference Session

Assessment of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nathan E Canney P.E., University of Colorado Boulder; Tess Bowling, University of Colorado at Boulder; Angela R Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Community Engagement Division

of service as amotivating factor for students to choose engineering and how perspectives differ alongdisciplinary lines are examined. The ways in which students talk about these topics, includingthe examples they use to highlight their views, shows directly and indirectly what studentsbelieve the role of the engineer in society is and is reflective of the view of the profession thatthey have formed through their college experiences. This paper examines different perspectivesof engineering students.MethodsThe data for this study were obtained in 25 interviews conducted with engineering students at alarge public university. The interviews lasted 30-60 minutes and were non-incentivized.Students’ names were solicited from professors in Civil

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

during this summer, teaching the skillsthey have learned to others. The final year is Figure 1. Curriculum breakdown forspent working on capstone projects reflecting on a typical engineering student. Thethe coursework and international experience and percentage of class types taken for a Page 25.887.3continuing the advancement of the program. bachelor’s of science degree is shown. Figure 2. Distribution of general education

Conference Session

Experiences in Engineering Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mary Cardenas, Harvey Mudd College

Tagged Divisions

Community Engagement Division

such as teachers, family members, and members of theoutside community. There are many reasons to engage in community-centered instruction: toexpose students to real-world ethics and government policy; to practice communication withpeople outside their own academic and social community; to promote student reflection on howtheir work affects their community and how community affects their work; to provide a benefitto the community (a design of a useful device, information gathering and analysis); to engender asense of professional responsibility; to provide a cultural context for their work, and additionalfocus on social issues. Experiential clinical and service-learning programs involving localcommunities have been performed in the health

Conference Session

Impact of Community Engagement on Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Matthew T. Siniawski, Loyola Marymount University; Victoria Louise Graf; Shawna Leigh Draxton, WISH Charter

Tagged Divisions

Community Engagement Division

. Experiences can involve course-basedservice learning, as well as both co-curricular and extracurricular service experiences. According Page 24.1119.2to the National Service-Learning Clearinghouse, “service-learning is a teaching and learningstrategy that integrates meaningful community service with instruction and reflection to enrichthe learning experience, teach civic responsibility, and strengthen communities.”1 Althoughservice-learning programs are quite diverse in their approach, there are certain commoncharacteristics among them. According to Eyler and Giles, service-learning experiences: • Have a positive effect on student personal

Conference Session

Models and Practices of Community Engagement for Engineering Faculty

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeffrey Paul Walters, University of Colorado, Boulder; Kaitlin Litchfield, University of Colorado, Boulder

Tagged Divisions

Community Engagement Division

she was not sure that the influence was positive, telling the teamthat on her last visit to Llacamate she noted that now that the community had electricity, whichwas made available in part by the team’s assistance erecting solar panels, many communitymembers were preferring to watch television rather than play their daily games of soccer. Thosestudents who had not travelled on the latest trip were shocked in disbelief. As the discussioncontinued, the students reflected on their indirect influence on the community and wondered as ateam how they could avoid that kind of “damage,” as they called it. Throughout the session, thestudents became aware in instances like this one of their team’s role in the project. One student’scomment summarized the

Conference Session

Community Engagement Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Yanjun Yan, Western Carolina University; Mary Anna LaFratta, School of Art and Design, Western Carolina University; Lane Graves Perry III, Western Carolina University; Hugh Jack P. Eng. P.E., Western Carolina University

Tagged Divisions

Community Engagement Division

, Tampa, Jun. 2019.[2] Rupnow, R., Davis, K., Johnson, R., Kirchner, E., Sharma, J., Talukdar, S.R. “Service experiences of undergraduate engineers,” International Journal of Research on Service-Learning and Community Engagement, 6(1), Article 14, 2018.[3] J. Sonnenberg-Klein, Randal T. Abler, Edward J. Coyle, and Ha Hang Ai, “Multidisciplinary Vertically Integrated Teams: Social Network Analysis of Peer Evaluations for Vertically Integrated Projects (VIP) Program Teams,” 2017 ASEE Annual Conference & Exposition, Columbus, Jun. 2017.[4] Lane Perry, Lee Stoner, Max Schleser, Krystina R. Stoner, Daniel Wadsworth, Rachel Page, and Michael A. Tarrant. “Digital media as a reflective tool: creating

Conference Session

Impact of Community Engagement on Communities

Collection

2014 ASEE Annual Conference & Exposition

Authors

Julia D Thompson, Purdue University, West Lafayette; Brent K Jesiek, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

the positive impact of the students’ presence in the community,such as having college students mentor younger community members, thereby providingcommunity members with positive role models and revealing college as a more tangible option.Bell and Carlson also discussed increasing organizational capacity by leveraging studentcapabilities not otherwise available in the organization, such as web design skills.Additionally, all of the studies mentioned that students brought new ways of looking at situationsthat were beneficial to the organization. For example, Sandy and Holland coded students’different views under “organizational and personal development,” since their views brought asense of self-reflection to the partners, allowing them to learn

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

William C. Oakes, Purdue University at West Lafayette ; Paul A. Leidig P.E., Purdue University at West Lafayette; Nusaybah Abu-Mulaweh, Purdue University at West Lafayette ; Andrew Pierce, Purdue University at West Lafayette; Jorge Martinez

Tagged Divisions

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

student leaders through the process we hope willhelp prepare them for future challenges when they are in leadership positions on larger scales.References[1] Coyle, Edward J., Jamieson, Leah H., Oakes, William C, “EPICS: Engineering Projects in CommunityService”, International Journal of Engineering Education Vol. 21, No. 1, Feb. 2005, pp. 139-150.[2] Zoltowski, C. B., and Oakes, W.C., “Learning by Doing: Reflections of the EPICS Program”, Special Issue:University Engineering Programs That Impact Communities: Critical Analyses and Reflection, InternationalJournal for Service-Learning in Engineering, 2014, pp. 1-32.[3] Oakes, William, Andrew Pierce, Nusaybah Abu-Mulaweh, “Engagement in Practice: ScalingCommunity-based Design Experiences

Conference Session

Community Engagement Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ben Ralph Bernard, North Dakota State University; Jeremy Straub, North Dakota State University; Pranay Kumar Marella, Mississippi State University

Tagged Divisions

Community Engagement Division

process that begins with concrete experience to reflective observation, then toabstract conceptualization to active experimentation [8]. More simply, the learner experiences,reflects on the experience, learns from the experience, and finally has the opportunity to directlytest the new skills and/or knowledge firsthand. The summer camp activity model provides manyopportunities for facilitated experiential education activities in an informal and fun environmentwith a peer group which shares the experience together.Project-based learning is a model that organizes learning around complex tasks based onchallenging problems or questions that directly involve learners in problem-solving, decision-making, investigation, and design and culminating in

Conference Session

Community Engagement Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jay B. Brockman, University of Notre Dame; Maria Krug, University of Notre Dame; Alicia Czarnecki, Bowman Creek Educational Ecosystem; Ryan M Nell, Bowman Creek Educational Ecosystem; Gary Allen Gilot P.E., University of Notre Dame; Victoria E Goodrich, University of Notre Dame

Tagged Divisions

Community Engagement Division

project was the Arduino workshops, whichshowed a quick increase in technical skills by the participants, as only 3 out of 30 participantshad prior knowledge of the technology. Building and testing their own Arduino projects alsogave interns experience with hands on maker skills.By collecting written reflections from interns throughout the summer, BCe2 identified progressin key goals of increased positive perceptions of South Bend through shifts in student perception,especially from students who are native South Bend residents. A significant example was anincreased sense of ownership and personal connection to the people that were impacted by theirwork, with a notable shift from referring to “those people” in “the neighborhood” to “ourneighborhood

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

settingclear community engagement and learning goals with students as well as incorporating criticalreflection into the projects to generate and deepen learning [6]. With community-engagedscholarship, it is imperative for project goals to balance the needs of the community partnerswhile providing meaningful experiences for students. Additionally, the students must engage incritical reflection that includes articulating linkages between course concepts and communityengagement, addressing power and privilege, analyzing one’s role as a justice minded citizen,and examining new perspectives and changed views. A very valuable resource in formalizingthis type of engagement and reflection is the Community Engaged Learning PartnershipAgreement form provided by

Conference Session

Community Engagement Division Technical Session 5

Collection

2017 ASEE Annual Conference & Exposition

Authors

Derek Breid, Saint Vincent College; Lawrence Machia, Saint Vincent College

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

, anddid not allow students a chance to feel they were working on something “real”.The 2016 implementation modified the course in several ways. The list of topics covered wasaltered to reflect those topics most directly relevant to the evaporator. Most notably, transientconduction, analogous mass transfer, and computational methods were dropped, and boiling wasadded. Other topics were expanded (convection) or de-emphasized compared to the 2015 course.Initially, it was anticipated that the format of the course would move away from lecture and moretowards directed analysis of the evaporator. However the course ended up enrolling a singlestudent*, who expressed a strong preference for lecture-style class meetings. Out of respect forthis preference

Conference Session

Community Engagement Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Adetoun Yeaman, Virginia Polytechnic Institute and State University ; Diana Bairaktarova, Virginia Polytechnic Institute and State University; Kenneth Reid, Virginia Polytechnic Institute and State University

Tagged Divisions

Community Engagement Division

understanding of empathy has also been pursued in the fields ofengineering and technology for purposes relating to the ability of robotic technologies to imitatehuman abilities [8]–[10]. In our study, we focus on the aspect of empathy research concernedwith the ability of people to consider how their decisions affect others.Service learning (S-L) is a well-studied approach to teaching and learning [11]–[16]. It is one ofseveral pedagogies for engaging students in learning. In this study, by service learning we meana learning environment where students are taking a course for credit, serving a community aspart of the course and reflecting on their experience also as a component of the course [12], [17].S-L has been identified as a helpful pedagogy for

Conference Session

Community Engagement Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jennifer Q Retherford, University of Tennessee, Knoxville; J. A. M. Boulet, University of Tennessee, Knoxville; Chris Wetteland, University of Tennessee, Knoxville

Tagged Divisions

Community Engagement Division

-disciplinaryengineering services, the challenges to a COE-wide capstone experience reside in coordinationacross curriculum design. To address these two goals, the faculty team identified a flexiblemanagement approach to align the existing curriculum needs for each department’s capstonecourse. In addition to curriculum awareness, student needs were addressed by involving facultymentors from each discipline.Brief Literature ReviewImplementation of the pilot project at University of Tennessee, Knoxville (UTK) reflects findingsfrom previous research on COE-wide capstone programs. Capstone experiences are one of themost comprehensive opportunities to assess student learning in an undergraduate engineeringcurriculum. Skills across all major assessment criteria for

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

2014 called Repos (an acronym for Oswaldo Sevá Grassroots Engineering Network).Repos’ intended proposals are: to technically support social movements across the country;provide formative experiences for those interested in GE practices; and reflect on Brazilianengineering syllabuses so as to be able to lobby for an engineering education compatible with theformation of grassroots engineers, and assist universities and/or governments in theimplementation of such formation processes [3], [13].From within Repos, it has been consolidated an understanding – or definition – of whatgrassroots engineering is. That is, “a practice that, through university extension, develops socialtechnology along with solidarity enterprises, based on participatory

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

evenanswering such questions at an HA event. The behavior that is being encouraged in HA is earlycareer ambassadorship, not the promotion of attendance at a particular university or career at aparticular employer. That being said, effective ambassadors reflect well on their institutions andemployers and there is likely some marketing or recruiting benefit to these institutions in theactivity. Page 26.611.4The HA program was piloted in 2013-14 with 28 participating schools (resulting in 24 visits) andrepeated in 2014-15 with 38 participating schools (21 visits completed at the time of thiswriting). The second year implementation was accompanied by one

Conference Session

Community Engagement Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nathan E Canney P.E., University of Colorado Boulder; Kaitlin Litchfield, University of Colorado, Boulder; Molly Victoria Shea, University of Colorado

Tagged Divisions

Community Engagement Division

- develop their identities as engineers, through greater understanding of actual practices of engineering and enculturation into these practices 11, 12.In this study, we explored the challenges students face as they worked to formulate and solve ill-defined problems in and with community members. The three emergent themes that arediscussed in this paper reflect the advantages of “project based” engineering noted in theliterature and align with the practices of development in engineering. We explored thesechallenges as students moved across contexts to make sense of a wider range of practices integralto becoming an engineer 6, 13. Page

Conference Session

Socio-cultural Dimensions of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Brent K Jesiek, Purdue University, West Lafayette; Anne Elizabeth Dare, Purdue University; Julia D Thompson, Purdue University, West Lafayette; Tiago R Forin, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

of listening to community members, and for instructionalpurposes offers numerous case studies and poses many reflection and discussion questions.Mihelcic et al.’s Field Guide to Environmental Engineering for Development Workers: Water,Sanitation, and Indoor Air similarly emphasizes community participation.9 Yet it is somewhatmore specifically scoped as an environmental engineering field guide, with extensive technicaldiscussion of appropriate technologies for water supply and treatment, latrine building,sanitation, etc. The design firm IDEO, on the other hand, has developed a Human CenteredDesign Toolkit, which is organized around processes, methods, and tools that can be used toidentify problems and design solutions for communities in need

Conference Session

Assessment of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Community Engagement Division

asfollows: “ „Service-learning is a credit-bearing, educational experience in which students participate in an organized service activity that meets identified community needs and reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility.‟ Robert Bringle and Julie Hatcher, “A Service Learning Curriculum for Faculty.” The Michigan Journal of Community Service Learning. Fall 1995. 112-122.”The design component of the SEECS seminar has focused on projects which apply STEMlearning to support service-learning and community-based need. However, the assessment

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

measures ANOVA was used to determine anywithin-subject and between-groups effect by service, resulting in no significant (p<0.05) within-or between-groups interactions. Students in all three groups had similar changes in attitudes andperceptions over the course of the semester, reflecting the overall course patterns.Are female students differentially impacted by service-based projects?In an effort to understand the impacts of instructional practices in service-learning on femalestudents, we also analyzed our data set with respect to gender. Specifically, we compare thedifferences in self-reported technical and professional skills by female students between the threetreatment groups. Descriptive statistics were generated using a paired-samples t

Conference Session

Community Engagement Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Patrick Sours, Ohio State University; Michael J. Hagenberger, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

Capstone course sequence was created to meet the increasing student demand for projectswith a humanitarian engineering context and to develop the global competencies required for studentsto successfully complete these projects. The demand was created due to the number of OSU studentspursing a Humanitarian Engineering Minor and/or the Global Option distinction. Students in theseprograms are required to participate in a capstone design experience that involves a global orhumanitarian focus.This paper will: 1. outline the Global Capstone course sequence development process, 2. describe the structure and learning outcomes of the Global Capstone course, 3. reflect on the challenges associated with managing a program focused on complex real