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

practices, benefits, andchallenges of engaging in Learning Through Service (LTS) activities, with a focus on theengineering faculty perspective. LTS in engineering typically takes two forms: (1) course-basedservice-learning (SL) projects for real communities or individuals (such as assistive technologydevices), and (2) service projects conducted via extracurricular activities such as EngineersWithout Borders (EWB). Studying both of these distinct but related activities was of interestsince extracurricular service activities such as EWB projects have sometimes moved intoengineering courses such as capstone design. The group of engineering faculty and LTSresearchers first described what excited them about LTS. Then the group shared ideas on

Conference Session

Community Engagement in Engineering Education: Program Models

Collection

2012 ASEE Annual Conference & Exposition

Authors

Shoba Krishnan, Santa Clara University; Tonya Lynn Nilsson P.E., Santa Clara University

Tagged Divisions

Community Engagement Division

reflections, this paper attempts to identify theeffect of community projects on student learning and student perception of their chosen careerpath. As one student reflected, “The engineer must be able to understand much more than the‘engineering’; there is a huge ethical and communal side to engineering.” Another noted, “Thisexperience has a large impact on the team members’ concept of what it means to be anengineer”.IntroductionIn 1997 a major change in engineering education in the United States began with the introductionof ABET’s EC 2000. This new criteria not only focused on what is learned as opposed to what istaught, but it emphasized “soft” skills along with traditional technical abilities.1 These soft skillsintroduced teamwork, communication

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

Commission of ABET establishesstandards for accrediting engineering programs. ABET requires that graduates from accreditedprograms possess, among other skills, an understanding of professional and ethicalresponsibilities (3.f), and understand the impact of engineering solutions in a global and societalcontext (3.h)1. A well-developed sense of social responsibility, contextualized within theengineering profession, embodies both of these professional skills.Social responsibility can be defined as “acting with concern and sensitivity, aware of the impactof your actions on others, particularly the disadvantaged”2. In the context of engineering, a well-developed sense of social responsibility would manifest itself through sustainable design,community

Conference Session

Global Community Engagement in Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Yan Tang, Embry-Riddle Aeronautical University, Daytona Beach; Marc Compere, Embry-Riddle Aeronautical University, Daytona Beach; Yung Lun Wong; Jared Anthony Coleman, Embry-Riddle Aeronautical University; Matthew Charles Selkirk, Embry-Riddle Aeronautical University

Tagged Divisions

Community Engagement Division

,purified water for 600 orphans. The untreated underground water is pumped from a well with adepth of 150 feet and then goes through a 5-stage water filtration system to produce cleandrinking water at the flow rate of 2 gallons per minute. The system also needs to store, regulate,and distribute 1,200 gallons of water.As shown in Figure 1, the system is composed of five major components including the solarpanels, the submersible pump, the water filters, the storage tank, and the battery pack as analternative power source. The 4 135 watt solar panels provide power for the submersible pump,the UV filter, and slight lighting needs. The submersible solar pump can deliver up to 6 gallonsper minute and lift up to 200 feet maximum depth capability. The

Conference Session

Global Community Engagement in Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Aditya Johri, Virginia Tech; Akshay Sharma, Virginia Tech

Tagged Divisions

Community Engagement Division

others and also learn important engineering skills. Theseexperiences have been termed service-learning. In addition to curricular activities, varioussocieties and groups such Engineers for a Sustainable World (ESW) and Engineers withoutBorders (EWB), have taken a hold across campuses increasing the opportunities for students toparticipate in community service activities. Many service-learning initiatives have been highly Page 25.882.2successful and have had a significant impact on engineering education. For instance, theEngineering Projects in Community Service (EPICS),1 program at Purdue University receivedthe Bernard M. Gordon Prize by the

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

Community Engagement in Engineering Education: Program Models

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kelsey B. Hatzell, Pennsylvania State University; Marta C. Hatzell, Pennsylvania State University; Min Young Pack, Pennsylvania State University; Johanna Gretchen Hatzell, Pennsylvania State University, University Park; Samir Narendra Patel, Pennsylvania State University; Tara Lynn Sulewski, Pennsylvania State University, University Park; Amy L. Freeman, Pennsylvania State University, University Park; Khanjan Mehta, Pennsylvania State University

Tagged Divisions

Community Engagement Division

are to 1.) develop systems, design, and entrepreneurialthinking amongst secondary school students and their teachers, 2.) create an affordable,sustainable and replicable innovation space 3.) develop an innovative experiential sciencecurriculum 4.) integrate the indigenous knowledge of the host country into the science educationcurriculum and 5.) develop a sustainable method for building prototypes using universalconnectors.These objectives were operationalized in a Humanitarian Engineering and SocialEntrepreneurship (HESE) class that focuses on integrated engineering design, business strategyand implementation strategy development. Multidisciplinary student teams focused on severalaspects of the project including emergent integration

Conference Session

Community Engagement in Engineering Education: Program Models

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jennifer Light, Lewis-Clark College

Tagged Divisions

Community Engagement Division

things that make service-learning projects difficult to find and develop. Despite these difficulties, engineering educatorshave incorporated service learning in their curriculums. Examples of service-learning in thefreshmen and junior/senior years of an engineering program can be found with a search throughthe National Service-Learning Clearinghouse.1 However, there are few project-specific service-learning opportunities for sophomore-level foundational engineering courses. This paper seeksto fill this gap by providing a description of a service-learning project developed specifically fora statics and dynamics class. It should be noted this case study is limited in scope in that theemphasis is on program evaluation rather than academic research

Conference Session

Community Engagement in Engineering Education: Program Models

Collection

2012 ASEE Annual Conference & Exposition

Authors

Carrie-Ann Miller LCSW, State University of New York, Stony Brook

Tagged Divisions

Community Engagement Division

averages continue to rise. The College WISE Retention Rateand Graduation Rates compared to the University as a whole are also significantlyhigher. (Institutional Research 2011)WISE-GPA Cohort 3-18 Compared to University(Institutional Research Figure 1) Page 25.502.3WISE students have significantly higher SAT scores, grade point averages,retention rates and graduation rates compared to the university as a whole. WISEvs. University SAT Scores Cohort 2-18 (Institutional Research Figure 2) Page 25.502.4WISE First Yr. Retention Rate v. University 2003 - 2008 (Institutional Research 3)WISE

Conference Session

Global Community Engagement in Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kristine Louise Guzak, Michigan Technological University; Kurt Paterson P.E., Michigan Technological University; Alexandra Archer, Michigan Technological University

Tagged Divisions

Community Engagement Division

. Page 25.27.1 c American Society for Engineering Education, 2012A Comparative Assessment of Graduate versus Undergraduate Student Outcomes via International Community Engagement Programs1. BackgroundWith the way the world is changing, the development of future engineers is going torequire a mixture of technical expertise and communicative skills. It is becomingincreasingly clear that universities lack the appropriate infrastructure to foster thenecessary growth to promote successful engineering in the future.1-5 In spite of thislimitation, students are finding ways to gain these skills outside of the classroom throughthe development of extracurricular opportunities.6 This movement has fueled thedevelopment of

Conference Session

Relevance of and Models for Community Engagement in Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Susan McCahan, University of Toronto; Holly K. Ault, Worcester Polytechnic Institute; Edmund Tsang, Western Michigan University; Mark R. Henderson, Arizona State University, Polytechnic; Spencer P. Magleby, Brigham Young University; Annie Soisson, Tufts University

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Community Engagement Division

dimensions fall into 4 key categories: Academic, Program Design, Management,and Technical-Social Balance.Table 1. Academic Characteristics None 1. Learning Outcomes Clear, rigorous, both technical and non-technical None 2. Deliverables Substantial, many Little 3. Assessment Rigorous, well aligned Purely experiential 4. Civic Outcomes Reflective, civic outcomes assessedFour academic dimensions were identified as shown in Table 1. Several

Conference Session

Relevance of and Models for Community Engagement in Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

James L. Huff, Purdue University; Dulcy M. Abraham, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

globally-integratedworld5. In Engineering for a Changing World, Duderstadt provides a summative snapshot ofmany of these voices, stating that engineers “must appreciate the great diversity of culturescharacterizing both the colleagues they work with and the markets they must compete in.”6Although the need for engineering education to prepare engineers for a globalized future may bewell-recognized, the prominent voices in engineering education seem to be wrestling withpractical approaches to addressing this need by asking two salient questions: 1) What attributes characterize globally competent engineers?7, 8, 9, 10 2) How can post-secondary education engender such global competence?7, 8This paper explores these questions and examines

Conference Session

Stakeholder Perspectives on Community Engagement in Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Christopher Bull, Brown University School of Engineering; Maureen Kay Sigler, Brown University; Michael Lye, Rhode Island School of Design

Tagged Divisions

Community Engagement Division

defining a problemand developing solutions to that problem. The education and engineering courses have contentthat needs to be part of what happens, so the problem and community based work reinforces andamplifies the course content, and has the potential to offer unique insights or experiences thatcourse content alone can not.. This illuminates the tension between goals of the community workand the goals of the courses.ModelsThe courses used three different models that defined how students interacted with thecommunity: 1. a problem embedded in a specific context; this model gets to the challenges of complexity without formal partner relationships, interactions with community/end users are ad-hoc (partner interactions are theoretical

Conference Session

Lessons Learned through Community Engagement of Engineering Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

John J. Duffy, University of Massachusetts, Lowell; Linda Barrington, University of Massachusetts, Lowell; Emmanuelle Reynaud, University of Massachusetts, Lowell; Manuel A. Heredia, University of Massachusetts, Lowell

Tagged Divisions

Community Engagement Division

expected and integrated part of the engineering curriculum.BackgroundIn the fall of 2004, the University of Massachusetts Lowell, a medium-size state university, beganintegration of service-learning (S-L) projects into required engineering courses within fiveundergraduate academic departments. The goal was to have students exposed to S-L in onaverage one course in each of eight semesters during their engineering program with anoverarching aim to graduate better engineers and more engaged citizens. Previous papers havesummarized earlier results 1-16.The original motivation for attempting this service-learning program was rooted in the findings ofclassic studies in which service-learning was shown to be effective in a large number of cognitiveand

Conference Session

Lessons Learned through Community Engagement of Engineering Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lynne A. Slivovsky, California Polytechnic State University; James M. Widmann, California Polytechnic State University; Brian P. Self, California Polytechnic State University; J. Kevin Taylor, California Polytechnic State University; David W. Hey, California Polytechnic State University

Tagged Divisions

Community Engagement Division

students’ assumptions and interactions withtheir clients resulted in four major themes. 1. Assumptions 2. Impact 3. Motivation 4. Understanding client needsIn the first theme, Assumptions, students often expressed thoughts on what they believed to bethe intent of what their clients were thinking and about their abilities. Thoughts on clientassumptions included, for example, a student-centered view of their clients, “he would want us toenjoy the project.” Thoughts on client abilities included an assumption of the lack of anengineering background, “We assumed she had little to no engineering background,” yet alsoassumed some knowledge of the problem to be addressed. This knowledge was explicitlyacknowledged after meeting with their

Conference Session

Lessons Learned through Community Engagement of Engineering Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Community Engagement Division

would focus students on both serving and learning. This effortled to the discovery of the EPICS program started at Purdue University,1, 2 and faculty membersattended the EPICS Conference in 2008 and 2009. After surveying the wide variety of service-learning options, from integration into existing courses to the creation of elective courses, thefaculty of GFU felt that the service-learning opportunity was important enough to create asequence of courses that would be required of all of the engineering students. This coursesequence is called Servant Engineering.Servant Engineering is a 4-semester sequence – 1 unit per semester beginning in the spring of thesophomore year, going through the junior year, and concluding with the fall of the senior

Conference Session

Relevance of and Models for Community Engagement in Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lindsey Anne Nelson, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

. Page 25.1142.1 c American Society for Engineering Education, 2012
 
 
 Scaffolding Undergraduate Engineering Design Education with the Wellbeing FrameworkIncreasingly engineering design educators articulate wanting to embed social sustainabilityinto student projects. Some educators observe that global calls, such as the Grand Challengesof Engineering and the Millennium Development Goals, foster social consciousness whilesupporting open innovation environments.1-4 Engineering design requires an ill-structuredproblem in a complex context.5, 6 Professors of engineering design use a range of tools

Conference Session

Relevance of and Models for Community Engagement in Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Community Engagement Division

Computer Science (SEECS) program initiated itsfirst cohort of 20 students in fall 2009. Funded through an NSF S-STEM grant, theinterdisciplinary, multi-year, mixed academic-level offering awarded scholarships to studentsbased on academic merit and financial need. SEECS is an opportunity for students in the majorsof computer science, electrical and computer engineering, environmental engineering,information systems, mechanical engineering, and software engineering at Gannon University,Erie, PA, in the School of Engineering and Computer Science. The goals of the scholarshipprogram are (1) to increase the number of academically talented, but financially disadvantagedstudents in the stated majors, (2) to assist students to be successful in their

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

skills, first-year engineering project-based learning (PBL) courses have reported increased gains inknowledge across genders and effectiveness in improving students’ self efficacy and confidencein using the engineering design process.1–4Related research suggests that incorporating service-learning into existing engineering curriculaincreases student learning. In a service context, the needs of the community define the design Page 25.1157.2tasks and provide students with a sense responsibility for being members of a larger community.5Often combined with project-based learning in engineering to form project-based service-learning (PBSL), studies