Conference Session

Community Engagement Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Johnson, Playful Learning Lab; Elise Rodich, University of St. Thomas; Hannah French; Annmarie Thomas, University of St. Thomas

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

location and expectations of the library. One partner suggestedstudents in the future should create a design proposal and meet with them part way through forhelp, guidance, and improvements before they were finalized. One partner commented that theydidn’t think the students’ designs “reflect[ed] all the effort they seemed to put into it! If I'd seenthe drawing earlier on, I think I could have helped them push their ideas a little further.”In addition to surveying the partners to see if they would be willing to participate in the projectagain, they were asked if they would recommend partnering with this course’s project to othergroups or organizations similar to theirs. Three of the four partners said “yes,” and the fourthpartner said “maybe” and

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

that the insidetemperature was suitable for a puppy (less than 32 C) when the outside structure is “out in thesun” (exposed to a heat lamp) for 30 minutes. Several different types of building materials wereavailable for purchase for the students, including items such as cardboard, foil, foam core board,and other items. If students have completed a science section covering colors and their propertiesof absorbing or reflecting light (as have these middle schoolers), the project should reinforce thatsubject matter. A discussion on the concept of the flow of heat energy was also conducted priorto the project start. After the students tested their dog houses, they were given a chance to makedesign revisions based on their results. Students

Conference Session

Engagement In Practice: Integrating Community Engagement into Engineering Curricula

Collection

2018 ASEE Annual Conference & Exposition

Authors

Maria C. Sanchez, University of Maryland College Park; Dylan Anthony Hazelwood, University of Maryland, College Park; Dave K. Anand, University of Maryland, College Park

Tagged Divisions

Community Engagement Division

of presentations and team interactions, self-assessment of participation activities and direct feedback from students. Student knowledge oftopics presented during the semester was assessed by traditional methods: a midterm, announcedquizzes (in a group setting), a final exam and a scholarly paper. Students were also asked to submitlecture critiques twice during the semester. All students had the opportunity to assess their peers’presentations. Their input was factored into the final grade that each group received for theirpreliminary presentation. Participation was assessed by requesting the students to submit aparticipation log and engage in self-reflection of their contributions to class discussions twiceduring the semester (at the same

Conference Session

Engagement In Practice: Integrating Community Engagement into Engineering Curricula

Collection

2018 ASEE Annual Conference & Exposition

Authors

Theresa Anne Migler-VonDollen, California Polytechnic State University, San Luis Obispo; Lizabeth T Schlemer, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

course express an intention to continue computer science education at a local community college. We found that many students enjoyed creating programs and were proud of their success in creating these programs. Based on written reflections. Many of our undergraduate student assistants state that they learned a tremendous amount from this experience. We also observe improved teaching and communication skills.1 Program OverviewOur four-week introductory computer programming course follows a university-style schedule:two ninety minute lecture periods per week along with a separate weekly two hour lab session.Lecturers from California Polytechnic State University, San Luis Obispo (Cal Poly), serve both ascourse designers

Conference Session

Engagement in Practice: Creating a Robust Infrastructure for Community Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Gregory E. Triplett, Virginia Commonwealth University; Jenilee Stanley-Shanks, Virginia Commonwealth University; Lori A. Floyd-Miller, Virginia Commonwealth University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

of Institutions of HigherEducation [1]. As the 4th largest academic unit on VCU’s campus, the School of Engineering iscomprised of 2,000 students with demographics that reflect the diverse community in which itserves. The development of collaborations such as public-private partnerships and projects withlocal communities has been VCU Engineering’s essential ingredient for talent development, notonly because of well-established relationships with the business community, but also becausethese community partnerships give way to a continuum of college-bound students that translatesinto a sustainable diverse STEM pipeline. The desire to expand the number of public-privatepartnerships within the local community, however, presents both

Conference Session

Humanitarian Engineering, Social Entrepreneurship and Communitarian Innovation in the Global South

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hernán Gustavo Cortés-Mora, Universidad Nacional de Colombia; Jose Ismael Pena Reyes Pena Reyes, Universidad Nacional de Colombia; Jairo Andrés Peña, Universidad Nacional de Colombia - PEAMA Sumapaz; Nicolás Gaitán-Albarracín, Universidad Nacional de Colombia - GITIDC; Joana Carolina Chaves Vargas

Tagged Divisions

Community Engagement Division

interdependence.From the previous reflection, the following potential list of social leaders is determined to beinterviewed:DirectMr. Pedro Rincon, president of the Nazareth Community Action Board. He is the person wholooks after the facilities of the University.Mr. Heriberto Bernal, main merchant of the region. He coordinates the entire food service ofthe students.Mrs. Clarita Murcia, cook and merchant of the region. Prepare food for students.Mrs. Aurora, housewife, cook and merchant of the region. Prepare food for students.Mrs. Olga, housewife and cook of the region. Prepare food for students.Ms. Esperanza, inhabitant and tenant of the region. Rent rooms for some of the students andteachers.IndirectOwners of the other houses that students rentTeachers of

Conference Session

Engaging Community through STEM partnerships

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nathalia Ospina-Uribe, University of Puerto Rico, Mayaguez Campus ; Pamela Cristina Silva Díaz; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Christopher Papadopoulos, University of Puerto Rico, Mayaguez Campus

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

modules, one of which is on DIY Solutions. Other topics includebioconstruction, rain water harvesting, and off-grid electricity, and reflections using ideas fromthe Philosophy of Technology.As of the writing of this article, three 3-hour class periods have been devoted toward training thestudents on the materials and techniques necessary to build the basic DIY solutions and also onhow to deliver workshops “train-the-trainers” [12]. This includes training to lead brainstormingactivities, conduct mental health exercises, perform surveys, and promote balanced gender rolesand language. The students are divided into four groups of six, and each group has theresponsibility to identify a community that it interested in the activity and organize a

Conference Session

Student Preparation for, and Outcomes from, Community Engagement Efforts

Collection

2016 ASEE Annual Conference & Exposition

Authors

Devika Patel, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

understood of the role of international engineers, and inparticular, engineering students, in the research and design behind such products. In looking atthese gaps in academic literature, this paper will employ the use of autoethnography, the processof using one’s own experience and narrative to formulate and piece together the context of theirexperience in a reflective and analytical manner.11, 12. This methodology will prove important inunderstanding the context of the taboo issue the engineering student will confront. To assesspreparedness for working with taboo subjects, the metrics of global preparedness and globalcompetency will be examined and tested through the use of an autoethnographic study designedto examine the experience. These

Conference Session

Community Engagement Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Yashu Kang, Chung Yuan Christian University; Yao-Jen Chang, Chung Yuan Christian University; Shaou-Gang Miaou, Chung-Yuan Christian University; Chen Li-Yu, Chung Yuan Christian University; Yao-Sheng Chang, Department of Tourism and Leisure Management, Chung Chou University of Science and Technology

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

Student C. The findings suggested the community-basedparticipatory research project positively influenced the ECE students’ motivation inprofessional development, skill levels of problem solving, and interpersonalcommunication.Lessons LearnedThe engineering students identified some of the problems faced by children with ASDwho attended a special education school, worked out solutions to implement change,and reflected on the process. The service learning project improved the quality ofprofessional development for several reasons. First, action engagement improved thestudents’ domain knowledge of local work practice through personal involvement.Additionally, personal involvement by the students enhanced their emotionalunderstanding of some

Conference Session

Perspectives on Service Learning: Challenges, Successes, and Opportunities

Collection

2019 ASEE Annual Conference & Exposition

Authors

Shannon M. Kellam; Guthrie J. Boleneus, Eastern Washington University; Jacob Stewart; Donald C. Richter P.E., Eastern Washington University; B. Matthew Michaelis, Eastern Washington University; Robert E. Gerlick, Eastern Washington University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

individuals should spend time bettering their community. So, when the opportunity presented itself to assist youth, I could not refuse. However, before diving in, I reflected on my availability and the perceived requirements this project would entail. As important as this project is, it deserves a fair bit of time, energy, and attention. The fact that I am a part of this paper, reveals my decision. This begs the question: If I were to go back, would I still agree to take on this project? The answer to that question is yes. However, there are things I wish I would have known before starting the project, some of which are specific to this project, and others that have been learning lessons I can take onto

Conference Session

Community Engagement Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Melissa Morris, Embry-Riddle Aeronautical University - Worldwide

Tagged Divisions

Community Engagement Division

and Y. Zhao, “Design project based modules to promote engineering learning and retention,” The Technology Interface International Journal, Vol 11(1), 2010. 4. K. Ricks, J. Richardson, H. Stern, R. Taylor, R. Taylor, “An engineering learning community to promote retention and graduation of at-risk engineering students,” American Journal of Engineering Education, Vol 4(2), 2014.5. B. W-L. Packard, “Mentoring and retention in college science: Reflections on the sophomore year,” Journal of College Student Retention, Vol 6(3), pp. 289-300, 2004.6. L. Schreiner, “Linking student satisfaction and retention,” Noel-Levitz, pp. 1-16, 2009.7. J. Wolfe, Team Writing: a guide to working in groups, Bedford/St. Martin’s, 2010.8. J. G

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

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

, teachers, and parents.Second, it is important to elicit educator feedback and make changes based on that feedback.Through cycles of design, reflection, and feedback, we co-designed and vetted a sizablecollection of unique curricular materials which we hope will serve as a resource for teachers atLunar Prep for years to come. The chief drawback of engaging in this sustained encounter wasthe huge time commitment required of both parties. Collaborative activities included visits,biweekly meetings, curriculum development, and professional development. Investing less timein these activities would have undoubtedly decreased the success of the partnership.Conclusion and Next StepsIn the future, we plan to grow both the number of partnerships and the

Conference Session

Experiences in Engineering Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Edmund Tsang, Western Michigan University; Darrell G. Harden II, Michigan Department of Transportation; Danielle Elise Larson- Jaramillo, Western Michigan University

Tagged Divisions

Community Engagement Division

#0969287. Findings, conclusions,opinions, or recommendations expressed in this paper are those of the authors and do notnecessary reflect the views of NSF.References1. Tsang, E., and Halderson, C. (2008). “Create Learning Communities to Enhance Success for Students with Diverse Academic Preparation Background,” Proceedings of Frontiers In Education Conference, October 22-25, 2008, Saratoga Springs, NY, Session S1D.2. ABET, http://abet.org3. http://www.wmich.edu/cce/b_civil.php4. http://safety.fhwa.dot.gov/saferoutes/5. McCahan, S., Ault, S., Tsang, E., Henderson, M, Magleby, S., and Soisson, S., 2012. “A Multi-dimensional Model for the Representation of Learning through Service Activities in Engineering,” Proceedings of the

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.

Tagged Divisions

Community Engagement Division

service were reported with anadditional 1,400 hours each of A Walk For Education and traditional community serviceactivities. Of the recorded TORCH activities, 48 percent were hosted by chapters located in eastcoast urban environments. This distribution is reflective of the distribution of members overallbut is biased by stronger communication between regional leadership and chapters in areaswhere all chapters are located geographically closer to each other.In addition to the programmatic objectives, a set of research interests were also established.Research areas of interest center on motivations for STEM careers and the impact on the collegestudents volunteering in this capacity. Some data has been collected from the membersparticipating in the

Conference Session

Community Engagement Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nathalie Al Kakoun, Swansea University; Frederic Boy, Swansea University; Patricia Xavier, Swansea University

Tagged Divisions

Community Engagement Division

-Centred Designing Task composed of two sections: The first was for thestudents to compare the structural development of either district, and reflect and make theconnection of how many of the human needs (of the Matrix of Human Needs of Satisfiers)are already considered in each plan, and therefore see how that is reflected in the quality-of-life reports of the residents of either district.The second section was to design a Human-Centred Design for the people of Shatila, with thepurpose and intention of positively impacting their quality of life in both the short and longrun. They were encouraged to include as many of the human needs (of the Matrix of BasicHuman Needs and Satisfiers) that the people of Shatila ought to have currently missing

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

careers to solvesocietal challenges that mitigate and prepare for climate change and its global implications forsustainability. Attached below is the survey instrument developed and currently undergoing validatingand reliability testing.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.1635534. Any opinions, findings, and conclusions or recommendations expressed in this material arethose of the author(s) and do not necessarily reflect the views of the National Science Foundation.ReferencesABET. (2013). Criteria for accrediting engineering programs, 2014 - 2015. Retrieved from http://www.abet.org/eac-criteria-2014-2015/Allenby, B., Murphy, C., Allen, D., & Davidson, C. (2009

Conference Session

Student Preparation for, and Outcomes from, Community Engagement Efforts

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

needs. Firstly,the benefit is for the community that is served by students, and secondly, students areencouraged to connect and reflect how their education connects to their professional career.Through this experience students feel better about their actions and understand the need andtherefore the impact engineers have on a community. This encourages them to learn more abouttheir chosen profession, and feel more confident about their achievements.Also, students have a chance to practice and apply what they learn in class in a real project wherethey are exposed to the results of their design. The positive side of the service learning is in theend, the students are giving back to the communities and society the knowledge they gained inthe

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

Understanding functions rank asthe strongest influencers on Head Mentors’ motivation for volunteering. The differencesbetween Values and the Understanding are statistically significant compared to each other, andare also statistically different when either function is compared to all of the others. Asinfluencers these are followed by Enhancement, Social, Career, and Protective, although theonly statistically significant difference among these four functions is between Enhancement andProtective. It is important to emphasize that the ANOVA results reflect trends in the relative impact ofthe functions on the average respondent: specifically, that the Values score for the averageDREAM Head Mentor was greater than their scores in the other functions

Conference Session

Models and Practices of Community Engagement for Engineering Faculty

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

questions are critical to understand if theavailability of LTS opportunities to engineering students are to continue to grow and flourish. Page 26.1078.16AcknowledgmentsThis material is based upon work supported by the National Science Foundation under DUEGrant Nos. 1022927, 1022883, 1022738, 1023022, and 1022831. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the author(s) and do notnecessarily reflect the views of the National Science Foundation.References1. Pew Research Center. 2010. Millennials: A Portrait of Generation Next. http://www.pewresearch.org/millennials/ Accessed 1/23/2015.2

Conference Session

Diversity in Community Engagement Implementation II

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

, year-longprocess of learning, reflection, and support by colleagues. Another important difference is that faculty learning community emphasized onrelationship development and community building among faculty. As noted by prior research onsocialization, successful relationships cultivated through organizational connections furtherembed and empower individuals to participate, identify, and engage more deeply with theirorganization (Kramer & Miller, 2014, see also Illiesa, Dimotakisc & Spitzmullera, 2013). FLCsdesigned specifically for new faculty, as in the case of this study, provide coaching andleadership opportunities for individuals who are already experiencing organizational change andtransition. It is therefore conceivable

Conference Session

Community Engagement Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Peter Golding, University of Texas at El Paso; Helen Elizabeth Geller, University of Texas at El Paso and El Paso Community College; Diane Elisa Golding, University of Texas at El Paso; Ana Karen Jimenez Enciso, University of Texas at El Paso; Kwame Opuni, University of Houston-Downtown (Retired); Anand Raj, University of Texas at El Paso; Mike Thomas Pitcher, University of Texas at El Paso; Carla Ann Judith Navar, University of Texas at El Paso; Paul E. Hotchkin, El Paso Community College

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

mentors to create a network of support; iii) reflect on the past to learnmore about oneself and others; and iv) develop new ideas through critical thinking and questioning to becomestronger each day. In effect, EduGuide seeks to develop one’s mind-set, confidence, knowledge, skills,resilience/grit, and self-control, to enhance one’s personal development, understanding of the college culture andwhat it takes to succeed in college.The EduGuide program is used by each STEMGROW student intern throughout the summer and evaluated on theeffectiveness of both the program itself and of the mentors that act as coaches through the online platform. In thismanner, each intern can get coaching and mentoring from all the graduate, undergraduate and faculty

Conference Session

Student Preparation for, and Outcomes from, Community Engagement Efforts

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kurt Paterson P.E., James Madison University; Christopher Swan, Tufts University; David W. Watkins, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

seemsbright; yet the rapid emergence of these offerings (and the position of many outside the requiredcurriculum) has outpaced our ability to assess potential learning outcomes for participatingstudents. This paper aims to contribute evidence regarding the engagement and cultural agility ofengineering students, providing data-driven insight and reflection in the process.Our research effort focuses on two specific working hypotheses: H1: Service-oriented international experiences attract engineering students with an intercultural mindset H2: Participation in service-oriented experiences will lead to elevated intercultural proficiency for engineering studentsThese research hypotheses will be tested in the following ways

Conference Session

Civic Engagement and Volunteerism in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nathan E. Canney P.E., Seattle University; Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

could examine other ways to view studentvolunteerism and the potential effects that those experiences have on the attitudes of personaland professional social responsibility in engineering students.AcknowledgementsThis material is based on work supported by the National Science Foundation under Grant#1158863. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.Bibliography1 A. W. Astin, L. J. Vogelgesang, E. K. Ikeda and J. A. Yee, How Service Learning Affects Students, Los Angeles: Higher Education Research Institute, 2000.2 J. S. Eyler, D. E. Giles, C. M. Stenson and C. J. Gray, "At a Glace: What We

Conference Session

Community Engagement Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Randy S. Lewis, Brigham Young University; Terri Christiansen Bateman, Brigham Young University

Tagged Divisions

Community Engagement Division

the design process is critical for design projects that haveaspirations for social change.9 Basically, process documentation enables a team to reflect,analyze, and improve the ongoing project. “Documentation … supports the process itself … andlooks at the change of the process through the eyes of those involved in it”.9 Thus, without gooddocumentation, the design process and project sustainability could be compromised.The focus of this paper outlines a recently implemented project documentation strategyassociated with the GEO course and implementation trip to help strengthen project sustainability.The documentation strategy focuses mainly on the sustainability pillar of social inclusion andimplements several of the nine principles by

Conference Session

Engagement in Practice: Creating a Robust Infrastructure for Community Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jennifer Lyn Benning, South Dakota School of Mines and Technology; Andrea E Surovek, South Dakota School of Mines and Technology; Christopher R. Shearer, South Dakota School of Mines and Technology

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

; Oakes, W. C., “Learning by doing: reflections of the EPICS program, International Journal for Service Learning in Engineering,” Humanitarian Engineering and Social Entrepreneurship, 1–32, 2014.[12] Cortese, A., “The critical role of higher education in creating a sustainable future,” Planning for Higher Education, 15–22, 2003.[13] “Mines team makes City/School Administration Center more green,” http://rapidcityjournal.com/news/local/mines-team-makes-city-school-administration- center-more-green/article_5d48f6bc-6754-573f-8653-70ffc3de83b2.html, Feb. 26, 2018.[14] “Hardrocker sustainability team gives presentation on how CSAC building can save money,” http://www.blackhillsfox.com/content/news/Hardrocker

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

nature of the integration between the sophomore and senior students is slightly distinct, andis not as interactive as the one discussed above. The sophomore students are required to attendsome of the presentation sessions and group meetings of the senior students (working on theirCapstone projects). They are also required to attend the poster presentation session made by thesenior students at the culmination of their Capstone project. The sophomore students are requiredto write reflection papers to explain their experience and to explain their understanding of theproject. The main rationale behind this interaction is to introduce the sophomores to the open-ended, and often vague, project objectives of the Capstone projects. Furthermore, the

Conference Session

Learning Through Service

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Foster, George Fox University; Gary E. Spivey, George Fox University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

a lab-styleenvironment. Students were expected to learn the design process as part of their service/designexperience under the guidance of a faculty member and professionals.Assessment of the course was provided via open-ended written reflections. Students indicatedthat the documentation requirements were overwhelming the service and design aspects of thecourse. In spite of their frustration with the documentation, students indicated that they valuedthe service aspect of the course.The instructors’ assessment mirrored that of the students. The focus of the course was incorrect.In the pursuit of providing resources to help students not waste time, the instructors felt studentsspent an exorbitant amount of time documenting rather than

Conference Session

Diversity in Community Engagement Implementation II

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

amount of engineering workthroughout the entire term. While there are merits to different approaches of classroom teamassignments, project alternative design approaches, and variations in team sizes, the university-wide program appears to be best served on a case-by case basis, for which the needs of thecommunity are reflected in the team formulation in the academic course.The university-wide program improves the management of the partnerships as the programstructures the coursework and project development. Often, projects crossing disciplines retainseparate course numbers such that students in the civil engineering program can be assessedaccording to departmental standards. Project contracts are written prior to the semester to aid

Conference Session

Socio-cultural Dimensions of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Aimee S Navickis-Brasch P.E., University of Idaho, Moscow; Anne Liu Kern, University of Idaho; Jillian Rae Cadwell, University of Idaho ; Laura Laumatia Laumatia; Fritz Fiedler, University of Idaho, Moscow

Tagged Divisions

Community Engagement Division

recommendations expressed in this material are those of the Page 23.670.11author(s) and do not necessarily reflect the views of the National Science Foundation.References[1] D. Horwedel, "Operation STEM," Issues in Higher Education, pp. 36-39, 2006.[2] J. Jarosz, "Enginering for Native Americans," Winds of Change, pp. 52-57, 2003.[3] NSB, "Higher Education in Science and Engineering," in Science and Engineering Indicators 2012, Arlington, VA, National Science Foundation, 2012.[4] Idaho State Department of Education, "AYP Preliminary Data 2011. 2010-11 Adequate Yearly Progress Report: Lakeside Elementary School (0752), Plummer-Worley

Conference Session

Community Engagement Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Community Engagement Division

led to sustainable LTS efforts by engineering faculty.AcknowledgementsThe EFELTS effort, and the workshop material presented in this paper, is supported by the Page 23.1401.10National Science Foundation under Grant Nos. 1022927, 1022883, 1022738, 1023022, and1022831. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.The authors would like to thank the participants of the 2012 EFELTS workshops and lookforward to their continued support and pursuits in applying LTS in engineering education.Bibliography 1. ABET