Conference Session

Measuring the Impact of Community Engagement on Students

Collection

2015 ASEE Annual Conference & Exposition

Authors

Keilah Maria Tablante Bias, University of Prince Edward Island; Daniel Larsen, University of Prince Edward Island; Libby Osgood P. Eng, UPEI & Dalhousie University; Alex Gamble, University of Prince Edward Island; Spencer Paul Montgomery, University of New Brunswick

Tagged Divisions

Community Engagement Division

wellthis way. The course structure was found to be problematic and cumbersome for some students.This is expected, since the time commitment is certainly greater than many first and second yearengineering courses.Although the following items were covered in short tutorials, students found that more emphasisand time could have been spent on topics such as: engineering ethics/morals, experience withCAD, build/test plan construction, and building/testing quality assurance roles. Students also feltas though more projects could have been devoted to solving third world problems, as the Kenyacharcoal project was the only one to address this. Time spent ideating unique ideas was anothercurriculum factor students would have liked to have seen increased

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

engineering as more than technical, are hands-on and accessible toall constituencies with respect to the LTS program, and have a breadth of experience. Facultycannot be forced to participate in LTS, but must be willing to invest the time and care necessaryto make the program / project successful.Institutional leadership was also stated to play a role. The LTS program must fit the mission ofthe department, college, and/or university. Institutional culture will play a role in this fit, anddetermine whether LTS becomes part of the fabric of the institution. The program must plan todemonstrate its success to Deans, Administrators, and community partners. These successmetrics and stories will be needed to garner the necessary institutional support in term

Conference Session

Stakeholder Perspectives on Community Engagement in Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Community Engagement Division

1.CVEN 4899 Civil Engineering Senior Design Project (Sr. Design)The CVEN 4899 course is the required 4-credit capstone design course for all civil engineeringmajors. The course is only offered in fall semester. The course provides a simulated real worlddesign and construction planning experience with multiple constraints including budget,schedule, technical, regulatory, and societal. Teams of 4 to six students encompass the multiple Page 25.558.6civil engineering sub-disciplines. In fall 2011 multiple student teams competed on two separatedesign projects; the municipal client selected the winning team on each project at the end of

Conference Session

Lessons Learned through Community Engagement of Engineering Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

Malinda S. Zarske, University of Colorado, Boulder; Derek T Reamon, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder; Daniel W. Knight, University of Colorado, Boulder

Tagged Divisions

Community Engagement Division

Conference Proceedings. Austin, TX; 2009.15. West C, Duffy J, Heredia M, Barrington L. Student Voices: Service-Learning in Core Engineering Courses. In:ASEE Annual Conference Proceedings. Louisville, KY; 2010.16. Jones BD, Paretti MC, Hein SF, Knott TW. An Analysis of Motivation Constructs with First-Year EngineeringStudents: Relationships Among Expectancies, Values, Achievement, and Career Plans. Journal of EngineeringEducation. 2010;99(4):319–336

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

suggests that similar gains as those seen in client-basedservice-learning can be acquired by completing projects that are thematically similar orrepresentative of an actual community issue.6 This study proposes that a theoretical client can beused to take the place of a community client and hypothesizes that students respond similarlybetween situations where a class project is client-specific and situations are not client-based, yettheoretically could help someone. Although this research finds that theoretical clients are asuccessful way to eliminate logistical difficulties in coordinating client-based projects,Northeastern University still plans to expand the number of client-based service-learning projectsoffered.6 The recommended continued

Conference Session

Community Engagement in Diverse Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jerrod A. Henderson, University of Houston (CoE & CoT); Virginia Snodgrass Rangel, University of Houston; Rick P. Greer, University of Houston; Mariam Manuel, University of Houston; Sara Jolly Jones, University of Houston; Victoria Doan, University of Houston

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

emerges from a completely external reward system. As one ofthe mentors pointed out to us, “Of course, you know college students they need money” (Mentor3, F18). That same mentor also explained that he would describe the afterschool program toother potential mentors as a way to give back to the community and added that “a plus is you geta little bit of money.” (Mentor 3, F18) Another mentor joked that he joined in part because thedirector of the program had told him the funding for the afterschool program would last fouryears. He quipped, I told [the director], as long as the money keeps coming in, you keep gettingthis grant, I’m going to be here. [Laughter] He told me, I remember he said in the intro, he waslike, “We’re planning for this to be

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

, transportation system (or urban planning), energy production, and everything else, as it has held for child labor and steamboat boilers [10]. It is because values such as profit maximization, subjection of nature, and control over society are part of the hegemonic ones nowadays that green-revolution- like agriculture is largely preferred over agro-ecology. That is, not only does technology shape society (item 2 above), society (or those particularly powerful there), on its turn, does also shape technology, choosing its development pathway based on those ethical-political values taken (for some) as the preferred or best ones. They, indeed, shape one another, constituting a

Conference Session

Holistic Assessment and Teaching in Service-learning Environments

Collection

2018 ASEE Annual Conference & Exposition

Authors

Linjue Wang, The Ohio State University; Turhan Kendall Carroll, The Ohio State University; David A. Delaine, The Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

developing camaraderie with the group. A second example, aligned with the focusgroup interview result, shows how group ownership facilitates perspective taking & mentalflexibility: Also, a lot of us have never been in a setting like this where the project is entirely our own. I think we are also learned a lot about ownership and responsibility. Because the projects are our own we've also grown in our technical communication skills. In any project, especially when there is a language barrier, you have to be very clear about your ideas and plans. I've noticed myself being able to communicate my ideas more clearly to my team, others involved and other groups who are interested [student 4].This excerpt illustrates that this student is

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

. Swan, C., K. Paterson, O. Pierrakos, A.R. Bielefeldt, B.A. Striebig. 2011. ISES a Longitudinal Study to Measure the Impacts of Service on Engineering Students. American Society for Engineering Education Annual Conference & Exposition. Paper AC 2011-1328. 17 pp.7. Engineers Without Borders USA. 2010. EWB-USA Strategic Plan. https://s3.amazonaws.com/ewbgeneral/stratplan_FINAL_lo.pdf Accessed 1/23/2015.8. Engineers Without Borders – Valparaiso University. History of the Chapter. http://www.valpo.edu/student/ewb/about/history.pdf Accessed

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

Conference Session

Community Engagement Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Community Engagement Division

doing a micro factory layout and a business plan for them to start producing some of the products that we’ve worked with them on for income generation and skills development and technical training"Another participant states: “We work with some villages in Ghana and we are working with them right now to start a business, smokeless cooking fuels. They take biomass corn or something else and they create ethanol and then from the ethanol they gel the ethanol into a thick jelly and they use that to cook.”The faculty motivation for learning through service was not only to motivate students to acquiredisciplinary content knowledge, but also determining how and where to extend such knowledgeto solve problems in