learning outside of the classroom.Parents, guardians and church members will be trained by college student and faculty volunteersto lead STEM courses within the EPICC STEMulation Zones.References[1] Henderson, Anne T., “The Evidence Continues to Grow: Parent Involvement ImprovesStudent Achievement. An Annotated Bibliography.”, National Committee for Citizens inEducation Special Report, 1987.[2] Jeynes, William H., "A meta-analysis: The effects of parental involvement on minoritychildren’s academic achievement." Education and urban society 35.2: 202-218, 2003.[3] Walker, Joan MT, Susan S. Shenker, and Kathleen V. Hoover-Dempsey, "Why do parentsbecome involved in their children's education? Implications for school counselors." ProfessionalSchool
willingness of the student interviewees to participate and for theiropenness and honesty with the researchers about their views and beliefs.Bibliography1. NAE, Educating the Engineer of 2020: Adapting Engineering Education to the New Century, Washington DC: The National Academies Press, 2005.2. ABET, "Criteria for Accrediting Engineering Programs Effective for Evaluation During the 2009-2010 Accredidation Cycle," ABET Engineering Accreditation Commission, 2008.3. ASCE, "Civil Engineering Body of Knowledge for the 21st Century: Preparing the Civil Engineer for the Future, 2nd Edition," ASCE, 2008.4. AAEE, "Environmental Engineering Body of Knowledge," American Academy of Environmental Engineers, 2009.5. R. S. Weiss, Learning from Strangers
the community, and 3) enabling students to practice autonomy and personalresponsibility in directing their own learning.Servant-Leadership is a leadership paradigm established by Robert Greenleaf in the 1970’s thatemphasizes power sharing in decision making processes. It also encourages leaders to servethose they manage by gently guiding and propelling them toward high achievement andaccomplishment while promoting their growth and self-efficacy. Servant-Leadership advocates ahierarchical structure different from the classical top-down management pyramid often seen inindustry and academia. In industry, management rests at the top of the structure supported byworkers, and in academia, teachers are authority figures with control over content
addition, the authors are very thankful for the help from theinstructor and students participating in the English 202C and EDSGN 100 classes. Finally, theauthors would like to thank the Penn State Office of Engineering Diversity for providing supportfor travel. Page 25.1019.12References[1] B. Amadei, R. Sandekian, and E. Thomas, "A Model for Sustainable Humanitarian Engineering Projects," Sustainability, vol. 1, pp. 1087-1105, 2009.[2] K. Mehta, S. Zappe, T. Colledge, Y. Zhao, "eplum Model of Student Engagement: Expanding Non-travel Based Global Awareness, Multi-disciplinary Teamwork and Entrepreneurial Mindset Development
behind theschoolhouse at the compound. The weather station provides data year-round and can be stored onthe staff’s computer to be emailed to The Ohio State University or other service teams for futuredevelopment of wind energy. If a 1 kW wind turbine can be successfully constructed andconnected to the electric grid and the average wind speed can reach 5 m/s, this type of turbinecould produce around 1,000 kWh annually. This would equate to $280 in yearly savings, andpossibly allow MdL to have access to some power even when the main power is down. Multiplewind turbines could greatly increase these savings, provided that the first prototype is successful.Future teams can use recorded data to find accurate savings
brought to bear.BIBLIOGRAPHYCrawford, M. (1991). Can Architects Be Socially Responsible? In Ghirardo, D (Ed.), Out of Site:A Social Criticism of Architecture (pp. 27-45). Seattle, WA: Bay Press.Cuff, D. 1998. Architecture: The Story of Practice. Boston, Massachusetts: MIT Press.Davis, Mike. (2006). Planet of Slums. New York, NY: Verso.Ettlinger, L. 1977. “The Emergence of the Italian Architect in the Fifteenth Century” In Kostoff,S (Ed.), The Architect (pp. 96-123). London, England: Oxford University Press.Frampton, K. 1991. “Architecture: A Critique of Contemporary Production” In Ghirardo, D(Ed.), Out of Site: A Social Criticism of Architecture (pp. 17-26). Seattle, WA: Bay Press.Foucault, Michel. (2002). Space, Knowledge, Power, Interview with
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
Paper ID #11208Development of the Whole Student through an Engineering Abroad ServiceLearning Program: Rainwater Catchment/Filtration System in GuatemalaJo-Ann Panzardi PE, Cabrillo College Jo-Ann Panzardi is a Professor and Chair of the Engineering Department at Cabrillo College, Aptos, California since August 1995. She is also the Program Director of a USDE Title III STEM grant and Project Investigator of a NSF EAGER grant and NSF S-STEM grant. She received her BS in Civil Engineering from Polytechnic Institute of New York and her MSCE in Geotechnical Engineering from University of Maryland. She is a registered civil
that they wanted to avoid keepinga design notebook, which is a requirement for the EPICS class. After discussions with the currentstudent leaders, it was determined that the actual differential of work between EWB-USA andEPICS is not that significant and the benefits of the additional accountability of being graded forcredit motivated the change in policy to limit the number of audits.The EPICS curricular and assessment processes aligned very well with the EWB-USA structureand philosophy. Both EPICS and EWB-USA promote and rely on strong student leaders. TheEPICS structure did not reduce the student leadership and it allowed the inclusion of theprofessional mentors. The relationship between the professional mentor(s) and the faculty
, "Model of Integrating Humanitarian Development into Engineering Education," Journal of Professional Issues in Engineering Education and Practice, April 2010.7 M. J. Prince and R. M. Felder, "Inductive teaching and learning methods: Definitions, comparisons, and research bases," Journal of Engineering Education, vol. 95, no. 2, pp. 123-138, 2006.8 M. Borrego and J. Bernhard, "The emergence of engineering research as an internationally connected field of inquiry," Journal of Engineering Education, vol. 100, no. 1, pp. 14-47, 2011.9 J. S. Brown, A. Collins and P. Duguid, "Situated cognition and the culture of learning," Educational Researcher, vol. 18, no. 1, pp. 32-41, 1989
: Linking Engineering and Society. National Academy of Engineering. 36(2):38-446. Paterson, K., C. O’Holleran, and C. Leslie (2010). Faculty Impressions of Service Learning in Engineering Education. Proceedings of the American Society for Engineering Education Annual Conference. Louisville, KY. AC2010-2033, 8 pp.7. Silliman, S., R.Mohtar, K.G. Paterson, and W. Ball (2010). Engineering Academic Programs for Hydrophilanthropy: Commonalities and Challenges. Journal of Contemporary Water Research and Education. 145:5-29. (I)8. Bielefeldt, A.R., K.G. Paterson, and C.W. Swan (2010). Measuring the Value Added from Service Learning in Project-Based Engineering Education. International Journal of Engineering Education. In Special Issue on
EPICSEPICS is an engineering-centered, multidisciplinary, service-learning program at PurdueUniversity that has received national recognition. Students enrolled in the EPICS courses learndesign while they develop projects for local or global community partners. In the 2011-2012academic year, over 500 students from more than 70 majors within the College of Engineeringand across the university have participated in EPICS. This program is structured with student-leddivisions, each with 8-20 students, a faculty or industry mentor, and a graduate teaching assistant(TA). Each division has one or more not-for-profit agency/ies (such as a museum, governmentservice, charity, etc.) as a community partner(s). The students work with their communitypartner(s) to
Science Foundation, National Center for Science and Engineering Statistics. 2017. Women, Minorities, and Persons with Disabilities in Science and Engineering: 2017. Special Report NSF 17-310. Arlington, VA. [2] Blanchard S, Judy J, Muller C, Crawford RH, Petrosino AJ, White CK, Lin FA, Wood KL. “Beyond Blackboards: Engaging Underserved Middle School Students in Engineering”, J Precoll Eng Educ Res. 2015;5(1):2 [3] Thomas SW., Campbell SW., Subramanyam MD., Ellerbrock CR., “Contemporary STEM Issues: Engineering Training of Pre-Service Teachers for Middle School STEM Curriculum Development (Evaluation)”, 2019 ASEE Annual Conference & Exposition. [4] De
. Talesnick, B. Amadei, and T. Tal, “Integrating Sustainable Development into a Service-Learning Engineering Course,” J. Prof. Issues Eng. Educ. Pract., vol. 140, no. 1, p. 05013001, Jan. 2014, doi: 10.1061/(ASCE)EI.1943-5541.0000169.[6] D. Bourn and I. Neal, “The Global Engineer: Incorporating global skills within UK higher education of engineers,” Engineers Against Poverty/Development Education Research Centre, 2008.[7] A. A. Stukas, E. G. Clary, and M. Snyder, “Service Learning: Who Benefits and Why,” Social Policy Report, vol. 13, no. 4, pp. 1–23, Dec. 1999, doi: 10.1002/j.2379- 3988.1999.tb00039.x.[8] J.-L. Bertrand-Krajewski, S. Barraud, and B. Chocat, “Need for improved methodologies and measurements for sustainable
college students,” Journal of Higher Education, vol. 75, pp. 249- 284, May/June 2004.[2] E. Warburton, R. Bugarin, and A. Nunez, “Bridging the gap: Academic preparation and post- secondary success of first-generation students,” Washington, D.C.: U.S. Department of Education, National Center for Educational Statistics. NCES Report 2001-153, 2001.[3] S. Spencer, C. Steele, and D. Quinn, “Stereotype threat and women's math performance,” Journal of Experimental Social Psychology, vol. 35, no. 1, pp. 4-28, Jan. 1999.[4] N. Fitzallen and R. Natalie, “Outcomes for Engineering Students Delivering a STEM Education and Outreach Programme,” European Journal of Engineering Education, vol. 42, no. 6, pp. 632–643, Nov. 2017.[5] R. Tillinghast
://cybersecurityventures.com/only-3-percent-of-u-s-bachelors- degree-grads-have-cybersecurity-related-skills/. [Accessed: 18-Dec-2019].[7] “What is EE.” [Online]. Available: https://www.aee.org/what-is-ee. [Accessed: 01-May- 2020].[8] D. Efstratia, “Experiential Education through Project Based Learning,” Procedia - Soc. Behav. Sci., vol. 152, pp. 1256–1260, 2014.[9] J. W. Thomas, “A REVIEW OF RESEARCH ON PROJECT-BASED LEARNING The Autodesk Foundation 111 McInnis Parkway San Rafael, California 94903 (415) 507-6336 Fax (415) 507-6339 http://www.autodesk.com/foundation,” 2000.[10] “GenCyber - FAQ.” [Online]. Available: https://www.gen-cyber.com/faq/. [Accessed: 03- Feb-2020].[11] T. ; Abegaz and K. Antonia, “Planning and
Design Engineering Division and Lockheed Martin.Bibliography[1] C. Corbett and C. Hill, "Solving the equation: the variables for women’s success in engineering and computing," The American Association of University Women, Washington, D.C.2015.[2] U.S. Census Bureau. (2014, February 5, 2017). American Community Survey 1-year Estimates: Tables B24125 and B24126. Available: http://www.factfinder.census.gov[3] R. H. Tai, C. Q. Liu, A. V. Maltese, and X. Fan, "Planning early for careers in science," Science, vol. 312, 2006.[4] C. S. Hulleman and J. M. Harackiewicz, "Promoting interest and performance in high school science classes," Science, vol. 326, pp. 1410-1412, 2009.[5] A. Krishnamurthi, M. Ballard, and G. G. Noam, "Examining
agriculture, and community engagement.Disseminating Results & Planning Next Steps – As the project(s) progress, the research team willuse various medium to disseminate results to a wide audience. Thus, we will target not only peerreviewed publications, but other, more publicly accessible avenues such as social media,newsletters, community meetings, etc.3. Assessment of Learning and EngagementThe majority of efforts to date have been focused on developing partnerships, expandingcollaborations, and executing projects. This early work, focused on improving operations, waseasily quantifiable as most project results could be measured in dollars or time. For thisscholarship program to become truly “community-engaged”, more effort should focus on
the organization’s growth as it sought n ew funding sources and s ustainability . These factors were frequent topics of discussion, as many of the subprojects involved researching them to create selfsustaining solutions in the community. Viewed from an organizational level, this idea of mission creep could be viewed as improvisation of the entire organization in response to shifting funding sources, or conditions for achieving their goals. Apparent abandonment of core goals can appear in any organization as shortterm shifts are made in order to accommodate new expectations from funders
constraints (e.g. space limit, regulations, etc.) 4. DESIGN REQUIREMENTS: • List the design requirements you have identified for this project, based on what you learned doing the background information phase. Prioritize by which requirements are a must-have versus those which would be nice to have. • Each requirement must be complete, unambiguous, consistent, verifiable, and independent of the specific design. • Separate requirements into categories based on form, function, performance, reliability, maintenance, etc. • For each requirement, list the user need(s) which are satisfied if this requirement is met. Note that this document is not an essay – it should be short, to
new partners or projects eachyear and it adds significant value to the community partners as they know we will work withthem until a project is delivered and then support that project in use. In the 2017-18 academicyear, EPICS recognized four partners for their work and three of them started with the programin the 1990’s showing the longevity of the partnership model.Support StructureDedicated staff support has been put in place to assist the faculty involved and allow the programto engage more students and community partners. The program is designed to make it easier forfaculty to be engaged. Engagement courses typically require significantly more time thantraditional courses with the model that the faculty manage all aspects of the course
Paper ID #22142Engagement in Practice: Academic Service in a Sophomore-level MechanicalEngineering Measurements LabDr. Ines Basalo, University of Miami Dr. Basalo is an Assistant Professor in Practice in Mechanical and Aerospace Engineering at the Uni- versity of Miami. Prior to joining the University of Miami in 2014, she worked as an adjunct professor at Columbia University and the Cooper Union in New York City. She received her PhD from Columbia University in 2006, where her research focused on the mechanical and frictional properties of articular cartilage. Dr. Basalo ’s teaching experience includes Thermodynamics
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legal representative of the recipient of the human-powered vehicle. • Formalize partnership relationships: Faculty course coordinator performs project management tasks for course project; recipient becomes known as the user; the recipient(s)’ legal representative becomes known as the client; and the first partner is the partner coordinator. • Vet all users and clients through their engagement in the Overcoming Barriers program run by the partner coordinator through the academic year. Users and clients are chosen by prior commitment in the Overcoming Barriers program, and agreement to at least one year of forthcoming commitment during the design-build process of the human-powered vehicle
Education and Outreach Programme.” European Journal of Engineering Education,vol. 42, no. 6, Jan. 2017, pp. 632–643.[3] Spencer, S. J., Steele, C. M., & Quinn, D. M. (1999). Stereotype threat and women's mathperformance. Journal of Experimental Social Psychology, 35, 4-28.
, Technology, and Research Trust. The authors are gratefulfor this support.References [1] P. J. W. Norris, Fran H., Sandro Galea, Matthew J. friedman, “Methods for Disaster Mental Health Research,” p. 326, 2006. [2] F. H. Norris, S. P. Stevens, B. Pfefferbaum, K. F. Wyche, and R. L. Pfefferbaum, “Community resilience as a metaphor, theory, set of capacities, and strategy for disaster readiness,” Am. J. Community Psychol., vol. 41, no. 1–2, pp. 127–150, 2008. [3] M. Siambabala Bernard, “The concept of resilience revisited,” Disasters, vol. 30, no. 4, pp. 434– 450, 2006. [4] D. A. McEntire
. 2007. Toward Cost-Effective Solar Energy Use. Science 315(5813): 798-801. DOI: 10.1126/science.1137014.[8] Gleick, P.H., et al. The World’s Water 2006-2007: Biennial Report on Freshwater Resources.Chicago: Island Press.[9] Hillie, T., et al. 2006. Nanotechnology, Water, and Development.Dillon, CO: MeridianInstitute.[10] United Nations Development Programme. 2006. Human Development Report 2006: BeyondScarcity: Power, Poverty and the Global Water Crisis. New York: Palgrave Macmillan.[11] American Society of Civil Engineers. 2005. Report Card for America’s Infrastructure.http://www.asce.org/reportcard/2005/ page.cfm?id=203.[12] Zielinski, S. 2006. New Mobility: The Next Generation of Sustainable UrbanTransportation. The Bridge 36(Winter): 33-38
;.McCabe, J. T., Leslie, P. W., & DeLuca, L. (2010). Adopting Cultivation to Remain Pastoralists:The Diversification of Maasai Livelihoods in Northern Tanzania. Human Ecology, 38(3), 321–334.https://doi.org/10.1007/s10745-010-9312-8Greene, H., Eldridge, K. and Sours, P. (2019). Engagement in Practice: The Vocabulary ofCommunity Development as an Indicator of a Participatory Mindset. ASEE Annual ConferenceProceedings, American Society for Engineering Education. Paper No. AC 2019-26610. 7 p. (Peerreviewed)Browning, S. A. (1997). Understanding Non-Western Cultures: A Strategic IntelligencePerspective.: https://doi.org/10.21236/ADA326929Community participation in development: nine plagues and twelve commandments,Community Development Journal
quality of partnerships weenter into. Our goal is to develop more sustained encounters. We also plan to focus on measuringthe effectiveness of the partnerships we enter into by collecting feedback from the educators andstudents who we work with and by assessing how eductors’ attitudes, beliefs, and knowledgechange in response to partnership. Our goal is to improve our methods for supporting educatorsand to share our results with a wider audience. Finally, we plan to create opportunities forundergraduate engineering students to join the project. Our goal is to form a dedicated group ofstudent workers and volunteers to design maker activities and operate the MakerTruck.References1. K. Peppler, and S. Bender, “Maker movement spreads innovation one