Conference Session

Models of community engagement practices

Collection

2014 ASEE Annual Conference & Exposition

Authors

Aimee S. Navickis-Brasch, University of Idaho, Moscow; Anne Liu Kern, University of Idaho, CDA; Fritz Fiedler, University of Idaho, Moscow; Jillian Rae Cadwell, University of Idaho; Laura Laumatia, Coeur d'Alene Tribe; Kathy C. Haynie, Haynie Research and Evaluation; Christine Meyer, Coeur d’Alene Tribe Department of Education

Tagged Divisions

Community Engagement Division

Paper ID #8964Restoring Water, Culture, and Relationships: Using a Community Based Par-ticipatory Research Methodology for Engineering EducationMs. Aimee S Navickis-Brasch P.E., University of Idaho, Moscow Aimee Navickis-Brasch is a registered professional engineer with over twenty years of practitioner experi- ence in Hydraulic and Stormwater Engineering. The majority of her career was spent working for WSDOT Headquarters Hydraulics and Stormwater Office where she was responsible for providing statewide sup- port including; design, research, training,and policy development. Aimee is currently pursuing a Ph.D. in Civil

Conference Session

Socio-cultural Elements of Learning through Service

Collection

2014 ASEE Annual Conference & Exposition

Authors

Bowa George Tucker, University of Massachusetts, Lowell; David O. Kazmer, University of Massachusetts, Lowell; Chris Swan, Tufts University; Angela R. Bielefeldt, University of Colorado, Boulder; Kurt Paterson P.E., James Madison University; Olga Pierrakos, James Madison University; Greg Rulifson P.E., University of Colorado, Boulder; Linda Barrington, University of Massachusetts, Lowell

Tagged Divisions

Community Engagement Division

and written publications. So, I’m a big supporter of S-L, as an active learning method. The service initiative, and the service component is very powerful as long as we have good projects; and they can be well integrated into the courses.”To Increase Student Motivation to Learn: 95% of the faculty members expressed their interestin service-learning primarily because they viewed it as a way to motivate students to learn. Intheir view, students become more motivated to learn and to develop technical skills when thelearning goes beyond the classroom. Therefore, service-learning was viewed as a value-addedteaching strategy to enhance student learning of engineering content. As such, they weremotivated to use service-learning

Conference Session

Impact of Community Engagement on Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Hoda Baytiyeh, American University of Beirut (Beirut)

Tagged Divisions

Community Engagement Division

tragedies.References1. Daniell, James, and Armand Vervaeck. (2011). "Damaging Earthquake Database 2011- the Year in Review." CATDAT-Integrated Historical Global Catastrophe Database.2. OECD. (2008). "Costs of Inaction of Environmental Policy Challenges." Report ENV/EPOC(2007)17/REV2.3. Escaleras, M., N. Anbarci, and C. Register. (2007). "Public Sector Corruption and Major Earthquakes: A Potentially Deadly Interaction." Public Choice, Vol. 132, no. 1-2, pp. 209-30.4. Harajli, M. H., S. Sadek, and R. Asbahan. (2002). "Evaluation of the Seismic Hazard of Lebanon." Journal of Seismology, Vol. 6, no. 2, pp. 257-77.5. Elias, A., P. Tapponnier, S.C. Singh, G.C.P. King, A. Briais, M. Daeron, H. Carton, A. Sursock, E. Jacques, R

Conference Session

Models of community engagement practices

Collection

2014 ASEE Annual Conference & Exposition

Authors

Bill B. Elmore, Mississippi State University

Tagged Divisions

Community Engagement Division

using LEGO® NXT Robotics, Chemical Engineering Education, Spring 2011, 45:2, pp. 86-92 12. Johnson, S. H., Luyben, W. L. and Talhelm, D.L., “Undergraduate Interdisciplinary Controls Laboratory”, Journal of Engineering Education, 84, (2), pp.133-136, (April 1995). 13. Hmelo, C. E.; Problem-based Learning: Development of knowledge and reasoning strategies, in Proceedings of the 17th Annual Conference of the Cognitive Science Society; Pittsburgh, PA; 1995; pp. 404-408. Page 24.769.1014. Yu, Chung Y. and David T. Shaw; Fostering Creativity and Innovation in Engineering Students; 2006 International

Conference Session

Impact of Community Engagement on Communities

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gerardo J. Pinzon PE, Texas A&M International University; Jaime Rene Huerta

Tagged Divisions

Community Engagement Division

spent anentire weekend learning about STEM fields and participating in prepared exercises whilebonding in the experience of post-secondary life as they stayed in the university dormitories. This program was funded by the Gaining Early Awareness and Readiness for UndergraduatePrograms (GEAR UP), a federal discretionary grant awarded by the U. S. Department ofEducation. It was designed to increase the enrollment of low-income students — simultaneouslypreparing them for success in post-secondary education — through a partnership grant betweenTexas A&M International University (TAMIU) and 19 school districts throughout the southernpart of Texas, covering approximately 14,972 square miles. To enhance skills, motivation, and preparation, the

Conference Session

Impact of Community Engagement on Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Chris Swan, Tufts University; Kurt Paterson P.E., James Madison University; Timothy Henry Hellickson, Tufts Center for Engineering Education and Outreach

Tagged Divisions

Community Engagement Division

pedagogical approach, CE most strongly is connected to service-learning (S-L). ThoughFurco (2003) stated that at least two hundred different definitions of service-learning have beenpublished, the distinguishing factor of between S-L and community-service is that S-L isintentionally designed to meet learning (often academic) objectives. Other components commonin service-learning definitions include 1) the need for student reflection on the value of the effort,2) the connection and integration of the effort with the community, and 3) the attainment byparticipants of the desirable outcome of civic or social responsibility.The benefits of CE projects are well documented in the literature13, 27. A longitudinal study on

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

development, • Involve cooperative experiences and promote leadership, teamwork, citizenship, and communication skills in participating students, • Address complex problems in complex settings, offering participants the opportunity to develop mature problem solving skills, and • Are likely to be personally meaningful to participants and enhance their social, emotional, and cognitive learning and development.2,3Service-based learning in the engineering disciplines essentially utilizes service as a vehicle forboth professional and technical knowledge gains. The use of service in engineering education inthe United States began in the 1990’s (e.g., see Tsang et al.4 and Duffy5) and has recentlyincreased based on the need to

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

firstorganizations to report on their own failures in their annual Failure Report6, and they have alsomaintained a web site (Admitting Failure, http://www.admittingfailure.com/) that encouragesdevelopment-oriented workers and organizations to document and discuss failure cases. On thisweb site, the failure stories include two main sections: a description of the failure and thelearning that resulted. Similarly, texts such as Lucena et al.’s Engineering and SustainableCommunity Development features many insightful examples of engineering projects that did notsucceed.2 Many other cases are available on the Internet, in databases, and in other publishedliterature. Yet, no one has attempted to systematically analyze and categorize these failures tocreate a

Conference Session

Models of community engagement practices

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jeffrey Scott Bates, University of Utah; Karen J. Krapcho, University of Utah; Crystal Orantes, University of Utah

Tagged Divisions

Community Engagement Division

Opportunity to make a difference Good career opportunities Family member in engineering High school teacher(s) Clubs at my high school ( MESA, ect.) Outreach by engineering students 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% Percentage Figure 2. Responses given by Engineering Ambassadors for choosing to

Conference Session

Impact of Community Engagement on Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Laura M. Patterson, University of British Columbia

Tagged Divisions

Community Engagement Division

importantto recognize that first-year students do not yet have design skills to create major solutions to realdesign needs of clients, though they do have enthusiasm, creativity, and problem-solving skills.The author, a technical communication specialist, and other instructors of the course, also lackthe expertise in engineering design to effectively judge such projects.APSC 176’s team proposal project taps into the constant need for funding by not-for-profitorganizations and appeals to a wide variety of not-for-profit organizations. Many of theseorganizations often are highly enthusiastic simply to engage the students to promote awarenessof the organizations. Even if the organization does not come away with a concrete product, theyhave had 220

Conference Session

Models of community engagement practices

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tiago R. Forin, Purdue University, West Lafayette

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Community Engagement Division

GlobalEngineering Program for allowing him to take part in improving student learning. The authorwould also like to thank Dr. Robin Adams, Dr. Brent Jesiek, Dr. Junaid Siddiqui, and Mel Chuafor helping him with editing this paper.Bibliography1. Chabon, S. S., & Lee-Wilkerson, D. (2006). Use of Journal Writing in the Assessment of CSD Students' Learning About Diversity A Method Worthy of Reflection. Communication disorders quarterly, 27(3), 146-158.2. Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: D.C. Heath.3. Downey, G., & Beddoes, K. (2010). What is Global Engineering Education For? The Making of International Educators. Morgan & Claypool Publishers.4

Conference Session

Socio-cultural Elements of Learning through Service

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kaitlin Litchfield, University of Colorado, Boulder; Amy Javernick-Will, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Cathy Leslie P.E., Engineers Without Borders - USA

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Community Engagement Division

domains. J Res Personal. 2003;37:504–28.17. Litchfield K, Javernick-Will A. Investigating Gains from EWB-USA Involvement. J Prof Issues Eng Educ Pract. 2013;140(1).18. Sheppard S, Gilmartin S, Chen HL, Donaldson K, Lichtenstein G, Eris O, et al. Exploring the Engineering Student Experience: Findings from the Academic Pathways of People Learning Engineering Survey (APPLES). Seattle, WA: Center for the Advancement of Engineering Education; 2010 Sep. Report No.: TR- 10-01. Page 24.439.1319. Shiarella AH, McCarthy AM, Tucker ML. Development and Construct Validity of Scores on the Community Service

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

: Another notable theme that emerged was related to the purpose(s) ofstudent learning, albeit with notable differences between how the project partners and otherparticipants saw EPICS influencing students’ careers. Most of the project partners described theEPICS experience as a way for students to learn practical lessons and skill sets that will helpthem function as an engineer. Describing his motivation for promoting educational outcomes,one participant explained: “The academic world is a lot different than the outside world, and I tryto get that point across to them. When you go out into the outside world your boss is going to tellyou that the bottom line is the dollar.” And as another participant stated, “I want [the students] to,at the end of

Conference Session

Impact of Community Engagement on Communities

Collection

2014 ASEE Annual Conference & Exposition

Authors

Carlos German Montoya Rodriguez, Ohio State University; Mariantonieta Gutierrez Soto, The Ohio State University; Roger Dzwonczyk, The Ohio State University; John A Merrill, Ohio State University; Howard L. Greene, Ohio State University; Miriam Cater, Ohio State University

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Community Engagement Division

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

Conference Session

Socio-cultural Elements of Learning through Service

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christopher Papadopoulos, University of Puerto Rico, Mayaguez Campus; William Joseph Frey, Univ. Puerto Rico - Mayaguez; Marcel J. Castro-Sitiriche, Department of Electrical and Computer Engineering, University of Puerto Rico-Mayagüez; Joann M. Rodriguez, University of Puerto Rico, Mayaguez Campus; Jeffrey Santiago, University of Puerto Rico, Mayaguez Campus; Tyrone Medina, University of Puerto Rico at Mayaguez; Ricardo Maldonado; Cristina Rivera-Vélez, GREAT IDEA; Davis Chacon-Hurtado, University of Connecticut; Pablo Jose Acevedo, UPRM

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Community Engagement Division

, organizational simplicity, high adaptability to a particular society or cultural environment, sparing use of natural resources, low cost of final product, or high potential for employment.9(p. 10)During the 1980’s, when the National Science Foundation sponsored a program dedicated toresearch in Appropriate Technology, the definition in the program solicitation was similar,though somewhat less prescriptive: Appropriate Technologies are defined as those which possess many of the following qualities: they are decentralized, require low capital investment, are amenable to management by their users, result in solutions that conserve natural resources, are in harmony with the environment, are small or intermediate scale, and are more labor- than

Conference Session

Impact of Community Engagement on Communities

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lindsey A Nelson, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

Polak, P. (2008). Out of poverty: What works when traditional approaches fail. San Francisco, CA:Berrett-Koehler.12  Mehta,  K.,  Morais,  D.  B.,  Zhao,  Y.,  Brannon,  M.  L.,  &  Zappe,  S.  (2011).  “Milking  the  Rhino  -­‐  Innovative  Solutions  Showcase:  Promoting  Ethics  Education,  User-­‐Centered  Design  and  Social  Entrepreneurship  in  the  Global  Context.”  American  Society  of  Engineering  Education  Annual  Conference  and  Exposition.  13  Nelson,  Lindsey.  (2013)  “Assessing  Student  Design  Work  in  Social  Entrepreneurship  Projects”  American  Society  of  Engineering  Education  Annual  Conference  and  Exhibition

Conference Session

Socio-cultural Elements of Learning through Service

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Community Engagement Division

Service. International Journal of Engineering Education, 21(1), 139-150. [2] Zoltowski, C. B., Oakes, W. C., & Cardella, M.E. (2012). Students' ways of experiencing human-centered design, Journal of Engineering Education, 101(1), 28-59. [3] IDEO (2009). Human centered design toolkit, 2nd Edition, IDEO. [4] Design resources: The wallet project, 10 October 2013. [Online]. Available: https://dschool.stanford.edu/groups/designresources/wiki/4dbb2/. [5] Use our methods: What? How? Why? https://dschool.stanford.edu/wp-content/themes/dschool/method- cards/what-why-how.pdf. Accessed 2/15/14. [6] https://www.designheuristics.com. Accessed 1/5/14. [7] Ash, S. L., Clayton, P. H., & Moses, M. G. (2009). Learning through

Conference Session

Socio-cultural Elements of Learning through Service

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jon A. Leydens, Colorado School of Mines; Juan C. Lucena, Colorado School of Mines; Dean Nieusma, Rensselaer Polytechnic Institute

Tagged Divisions

Community Engagement Division

andcontextual listening.18 Whereas basic listening “refers to hearing or paying attention to the  verbal and nonverbal messages of any speaker” and “is framed as a dyadic process ofspeaking (output) and hearing/receiving information (input),” contextual listening is moreappropriate for community engagement contexts (p. 124).18 Contextual listening is a multidimensional, integrated understanding of the listening process wherein listening facilitates meaning making, enhances human potential, and helps foster community-supported change. In this form of listening, information such as cost, weight, technical specs, desirable functions, and timeline acquires meaning only when the context of the person(s) making the