Conference Session

Community Engagement Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nathan E Canney P.E., University of Colorado Boulder; Kaitlin Litchfield, University of Colorado, Boulder; Molly Victoria Shea, University of Colorado

Tagged Divisions

Community Engagement Division

in the same place, or worse off than before 1, 2.Research on project success or failure in developing communities has focused on identifying keysuccess factors such as project team communication 3 employing proper evaluations throughoutthe project life 4, and knowing the political context of the project 5. The majority, however,downplay the importance of community involvement throughout the engineering process. Onereport justified the exclusion of the community from a list of key stakeholders, saying: “It may come as a surprise that the real client does not appear on this list. In multilateral aid projects, the client is usually the country’s residents or a sub-set thereof called ‘the beneficiaries.’ The beneficiaries, who

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

students inLTS, and b) understand how engineering faculty implement LTS initiatives. (This studyexplores faculty efforts in both service-learning and community service). This study is focusedon engineering faculty members who integrate LTS efforts in engineering across a broad rangeof institutions of higher education. Twenty-nine interviews were conducted with engineeringLTS practitioners to explore their interests, challenges, and results of their efforts. Analysis ofthe interview transcripts reveals 1) faculty members who are passionate about LTS tend to play aleading role in promoting LTS within their institution; 2) faculty’s primary interest in integratingLTS is predominantly motivated by a desire to improve the quality of their teaching and

Conference Session

Socio-cultural Dimensions of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Brent K Jesiek, Purdue University, West Lafayette; Anne Elizabeth Dare, Purdue University; Julia D Thompson, Purdue University, West Lafayette; Tiago R Forin, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

participating students,including: 1) demographics, 2) results from Political and Social Involvement Scale (PSIS) surveyquestions, 3) Cultural Intelligence (CQ), 4) quantitative evaluation scores for all major eventcomponents, and 5) qualitative results from three open-ended event evaluation questions.The major goals of this paper include: characterizing the engineering students who opt into thesekinds of programs, providing faculty and staff at other institutions with inspiration and guidancefor organizing similar kinds of training opportunities, and exploring strategies for systematicallyassessing the effectiveness of such events. This work is important as part of ongoing efforts toexplore how engineering curricula can be expanded to address a wider

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

in STEM, accounting for0.8% of students earning degrees with only 0.5% in engineering 1, 2, 3. Locally, students from theCoeur d’Alene and Spokane Reservations suffer from a 60% to 68% cumulative dropout rate,lower than average achievement scores in mathematics, science, and literacy for 8th graders, andunusually low social economic status 4, 5. Furthermore, despite the billions of dollarsappropriated to support hundreds of organizations focused on improving STEM content inprimary and secondary education, the portion of STEM degrees award to American Indianstudents remained unchanged between the years 2000-2009 6, 3.Native communities are in critical need of improving STEM education for their youth. This isparticularly important in American

Conference Session

Socio-cultural Dimensions of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Antonio Jose Soares P.E., Florida A&M University/Florida State University; Rabbani Muhammad, Florida A&M University; Doreen Kobelo, Florida A&M University/Florida State University; G. Thomas Bellarmine P.E., Florida A&M University/Florida State University; Chao Li, Florida A&M University; Salman A. Siddiqui, Florida A&M University

Tagged Divisions

Community Engagement Division

earn a better income; and the third phase was to explore the idea of a learninggarden designed to teach students essential concepts and terminologies in STEM (Science,Technology, Engineering, and Mathematics) fields while playing. This paper covers phase 1 ofthe research experience. It presents the curriculum developed for CSTEP, results of the program,analysis of program in terms of the challenges and goals achieved and plans for continuousimprovement and future expansion.Low Income Housing and CommunitiesThe low income housing is administered by the Public Housing Agency (PHA), which has 1,835housing choice vouchers in its Section 8 program. This program is federally funded by U.S.Department of Housing and Urban Development (HUD), which

Conference Session

Experiences in Engineering Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Joan B Schuman, Missouri University of Science & Technology; Kellie Grasman, Missouri University of Science & Technology

Tagged Divisions

Community Engagement Division

feel strongly thatthey are helping the communities and that their experiences could change the type of volunteerwork some students pursue in the future.IntroductionTo be fully prepared for a professional career in the engineering field requires students todevelop different types of skills. According to ABET, engineering baccalaureate graduatesshould possess a set of five “hard” skills and a set of six professional skills3,4,5. The professionalskills, outlined below, are skills that employers desire from engineering professionals.(1) an ability to function on multidisciplinary teams(2) an understanding of professional and ethical responsibility(3) an ability to communicate effectively(4) the broad education necessary to understand the impact of

Conference Session

The D/M/A of CE

Collection

2013 ASEE Annual Conference & Exposition

Authors

Daniel M. Dulaski, Northeastern University

Tagged Divisions

Community Engagement Division

coursealthough the depth and breadth of community participation is often unknown. Students at theUniversity of Missouri-Kansas worked with the public works department to redesign a bridgeand an adjacent intersection (1). Students at the University of Colorado worked on water andwastewater municipal projects as part of their capstone experience (2). In some instances, thecommunity is engaged. North Dakota State University addressed a neighborhood’s drainageissues through a capstone course that culminated with a presentation to communityrepresentatives at the end of the semester (3). Although there are ample opportunities for civilengineering programs to improve the community as well as student experience through capstone,experiences appear to be

Conference Session

Assessment of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nathan E Canney P.E., University of Colorado Boulder; Tess Bowling, University of Colorado at Boulder; Angela R Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Community Engagement Division

they give fullconsideration to the relationship between the engineering profession and society throughout thedesign process. Many professional engineering organizations are calling for engineers with abetter understanding of the societal context in which they work 1, 2, 3, 4, but there is no clearpathway to teach this understanding to students, nor how students will interpret what they areprovided. With the profession and engineering educators pushing towards this goal, it seemscritical to talk with students to find out how they view the engineering profession in society and,more specifically, how they see themselves benefitting society as engineers.Twenty-five students representing Civil, Environmental, Mechanical, and AerospaceEngineering

Conference Session

INTERACTIVE SESSION – Measuring the Impact on Communities

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rebecca A Bates, Minnesota State University, Mankato; Julie P Martin, Clemson University; Denise Wilson, University of Washington; Melani Plett, Seattle Pacific University; Tamara Floyd Smith, Tuskegee University

Tagged Divisions

Community Engagement Division

and importance ofoff-campus community and social interaction for engineering students. Tools are drawn fromtwo separate research studies. The first (Study 1) examines the impact of connections tocommunity on academic outcomes and also the influence of various student activities on theseconnections to community. The second study (Study 2) examines the impact of social capital onchoice of engineering as a major and persistence in the major and field. Such social capital canbe developed through interactions with community at a wide range of levels, from the classroomor university and extending off-campus to neighborhood involvement and even into internationalexperiences.While these studies investigate both on and off campus communities

Conference Session

The D/M/A of CE

Collection

2013 ASEE Annual Conference & Exposition

Authors

Greg Kremer, Ohio University

Tagged Divisions

Community Engagement Division

help characterize relational learning, an attempt is made in Figure 1 to show variousmodes of learning in an arrangement that shows both hierarchy and overlap or common ground.For example, collaborative learning is a type of relational learning, and cooperative learning is asubset of collaborative learning. In terms of partial overlap, experiential and self-reflectivelearning has some aspects in common with relational learning (especially when consideringrelationship with self), but also has aspects that are distinct from relational learning. A note ismade in the figure that all learning is contextual, so the relationship of the learner with thecontext of the learning situation applies in all learning modes. Further, this diagram is

Conference Session

Assessment of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jane M. Fraser, Colorado State University-Pueblo; Leonardo Bedoya-Valencia, Colorado State University, Pueblo; Jude L. DePalma, Colorado State University, Pueblo; Nebojsa I Jaksic P.E., Colorado State University, Pueblo; Ananda Mani Paudel, Colorado State University, Pueblo; Hüseyin Sarper, Colorado State University-Pueblo; Ding Yuan, Colorado State University - Pueblo

Tagged Divisions

Community Engagement Division

. “Fact Book.” http://www.colostate- pueblo.edu/IR/factbook/Documents/2011FactBook.pdf, accessed 21 November 2012.6. Colorado State University-Pueblo. “Providing Opportunities to Excel.”7. Conrad, Sarah, Silvia Sara Canetto, David MacPhee, and Samantha Farro. “What Attracts High-Achieving, Socioeconomically Disadvantaged Students to the Physical Sciences and Engineering?” College Student Journal. Volume 43(4)2009, 1359-1369.8. Coyle, Edward J., Leah Jamieson, and William C. Oakes. “EPICS: Engineering Projects in Community Service. International Journal of Engineering Education. Volume 21(1), 2005.9. Dede, Songo. “Supplemental Fuel Production Using Fly ash and Wood Biomass.” MS thesis 2006.10. Dewey, John

Conference Session

Socio-cultural Dimensions of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sandra Loree Dika, University of North Carolina, Charlotte; Brett Tempest, University of North Carolina, Charlotte; Miguel A. Pando, University of North Carolina, Charlotte

Tagged Divisions

Community Engagement Division

Summer 2012. Student participants included10 civil engineering students (9 undergraduate and 1 graduate) at a large urban researchinstitution in the southeast United States. With the first author, they designed pre- and post-tripquestionnaires, focus group interviews, and written reflection activities to assess students’perceptions, attitudes, and learning as a result of the experience. This paper addresses threeresearch questions: 1) What is the profile of engineering students who choose to participate in a study abroad/ service learning experience, in terms of motivation for enrolling in study abroad, reasons for volunteering, and previous educational, organization and service activities

Conference Session

Community Engagement Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jessica Drennan MSW, Centers for Disease Control ; Mary Y. Lanzerotti, Air Force Institute of Technology; Maggie Varga, Southwestern Ohio Council for Higher Education; Sean J Creighton, Southwestern Ohio Council for Higher Education; Derrick Langley, Air Force Institute of Technology; Diana Lynn Cahill, Air Force Institute of Technology

Tagged Divisions

Community Engagement Division

is a campus-community partnership. This partnership makes it possible for the first time to upgrade thesummer program at the government institution because of government regulations.First, this paper presents a new higher education partnership launched in 2012 intended totransform the undergraduate Summer Research Program at the Air Force Institute of Technology(AFIT). A partnership among AFIT, the LEADER Consortium (Launching Equity in theAcademy across the Dayton Entrepreneurial Region), and the Southwestern Ohio Council forHigher Education (SOCHE) was established to assess the students’ experiences and to informfuture experiences based upon the results of surveys conducted during the 2012 Program.1, 2, 3In this paper, we present the first

Conference Session

The D/M/A of CE

Collection

2013 ASEE Annual Conference & Exposition

Authors

Linda Barrington, University of Massachusetts, Lowell; Emmanuelle Reynaud, University of Massachusetts, Lowell; Ella Willard-Schmoe, University of Massachusetts Lowell

Tagged Divisions

Community Engagement Division

this paper is to explore the trends in gender differencesover the past few years.ResultsLooking at examples of “Post” data from the spring of 2012 for both genders is a good startingplace. Question 1 asks students to rate the importance of each of five career values (Figure 1.) Student ratings of the importance of Career Values, from Not important (1) to Very important (9) 1 2 3 4 5 6 7 8 9 Challenge Helping* Male (N=399) Income Female (N=55) Security Variety

Conference Session

Assessment of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Matthew J. Traum, Milwaukee School of Engineering; David A Howell, Milwaukee School of Engineering; Leah C. Newman, MSOE

Tagged Divisions

Community Engagement Division

where they provide asupportive foundation for the students above them.The authors hypothesize that this supportive structure lends itself ideally to faculty mentorship ofengineering design-and-build projects; for example capstone senior design projects. In well-managed student projects, faculty members do none of the actual design or construction work.Instead, they mentor a team of students toward successful completion of the challenge.To evaluate the impact of a servant-leadership teaching pedagogy in an engineering setting, aninterdisciplinary faculty collaboration was implemented that combined three components: 1) acurriculum-integrated design-and-build project; 2) an industrial engineering project managementcourse; and 3) sponsored service

Conference Session

Experiences in Engineering Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Farzana Ansari, University of California, Berkeley; Jennifer Wang, University of California, Berkeley; Ryan Shelby, University of California, Berkeley; Eli Patten, University of California, Berkeley; Lisa A Pruitt, University of California, Berkeley

Tagged Divisions

Community Engagement Division

and Technology Fellow at the Millennium Challenge Corporation (MCC). His research project at MCC fo- cuses on the design and implementation of microgrids to aid the expansion of modern electricity services in six Sub Saharan African countries: (1) Sierra Leone, (2) Liberia, (3) Ghana, (4) Benin, (5) Tanza- nia, and (6) Malawi. Prior to his current position at MCC, Shelby was a dual J. Herbert Hollomon and Christine Mirzayan Science & Technology Policy fellow within the National Academy of Engineering (NAE) working on engineering education initiatives and the application of operational system engineer- ing techniques for peace building and diplomacy endeavors in Libya, Kenya, and Haiti. Shelby recently completed

Conference Session

Assessment of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Community Engagement Division

experiences has to allow for the Page 23.151.2evolution of the experience as the projects develop out of the interaction with the students,community and faculty. This fluidity adds to the assessment challenges. Furthermore, many ofthe desired student outcomes may not manifest themselves until well after the students havegraduated.The Engineering Projects in Community Service (EPICS) program at Purdue University hasaddressed these challenges in our assessment approaches. EPICS began at Purdue in 1995 andhas grown to include over fifty universities and high schools [1]. EPICS is an engineering-centered, multidisciplinary, service-learning program that

Conference Session

Assessment of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Community Engagement Division

program are (1) to increase the number of academically talented, but financiallydisadvantaged students in the stated majors, (2) to assist students to be successful in theirundergraduate education, and (3) to foster professional development for careers or graduateeducation. These goals are realized through the students‟ shared interactions within the SEECSseminar.Students awarded SEECS scholarships are required to attend a seminar where specificdevelopment and learning outcomes are realized in a team-based, project-based approach. TheSEECS zero-credit seminar is structured around three components: engineering design,professional development, and personal development – with the design component absorbing50% of the seminar‟s focus.The design

Conference Session

Experiences in Engineering Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Marybeth Lima, Louisiana State University

Tagged Divisions

Community Engagement Division

isover, the faculty member in charge of the Playground Project works with a committed studentteam and the school community to consolidate the designs developed for each school into one,and to procure funds to build the playground, usually through a volunteer build process.Approximately 33% of students enrolled in the course volunteer to build the playground that theydesigned on paper. These efforts have resulted in 28 local playgrounds being constructed thatserve approximately 10,000 children every school day. In this paper, the author will (1) presentthe service-learning model used to develop this course, including how this model evolved overtime to better meet both student and community needs, (2) share pertinent data, includingcommunity

Conference Session

The D/M/A of CE

Collection

2013 ASEE Annual Conference & Exposition

Authors

Libby Osgood P.Eng., University of Prince Edward Island and Dalhousie University; Clifton R Johnston, Dalhousie University; Andrew Trivett, University of Prince Edward Island

Tagged Divisions

Community Engagement Division

Society for Engineering Education, 2013   A Community Partner’s Role During a First-Year Service Learning ProjectAbstractThere are 3 primary roles in a service learning (SL) project: student, teacher, and communityorganization representative (COR). It has been established that students enjoy and benefit fromSL experiences.1-5 Teachers benefit as well, in their ability to meet educational objectives.1 Forthe community organizations, the advantage appears to be obvious; their problem is resolved.However, the benefits for the COR must be more fully explored. This paper will examine theadvantages as well as the inconveniences experienced by one of the authors while participatingin a SL project.In the 2011

Conference Session

Experiences in Engineering Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mary Cardenas, Harvey Mudd College

Tagged Divisions

Community Engagement Division

experiencesfor the area residents. In June of 2012, AFC and the Crescenta Valley community preserved 7.75acres of wilderness land, called the Rosemont Preserve. The preservation of this land effectivelydoubled the amount of “open space” available to the La Crescenta community.The Rosemont Preserve is at the mouth of Goss Canyon. Goss Canyon is a 300-acre wildernessarea mostly maintained as wilderness by private landowners. Directly south and west ofRosemont Preserve are residential areas of La Crescenta (Figure 1.) In 2009, the Station Fireburned 650 km2 of the Angeles National Forest, including Goss Canyon. Due to the increasedthreat of mudslides from the fire-denuded hillsides, LA County Public Works (hereafter referredto as “the County”) installed

Conference Session

The D/M/A of CE

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lindsey Anne Nelson, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

Most of Site VisitsUsing a service-learning pedagogy requires that engineering educators build connections withthe community.1, 2 However, these connections vary in quality. For example, engineeringeducators could create transactional agreements where community organizations accept studentprojects or engineering educators could cultivate long-standing partnerships where engineeringstudents expand their design knowledge working alongside of various community stakeholders.3Additionally, engineering students enter into a service-learning pedagogical experience withtheir own perceptions of working with community organizations and their own expectations ofwhat they will learn and do during the course.4 When students work with local

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

workshops for engineeringfaculty involved with new or existing LTS efforts at their institutions. A total of 36 participantsfrom various academic institutions and with various employment levels attended workshops inHoughton, MI (August 2012) and Boulder, CO (September 2012). Workshop participantselection was partially based on the LTS activity that they proposed to implement/enhance attheir institution. Workshop design consisted of three connected components – 1) LTS grounding,2) preliminary development of an LTS effort, and 3) exploring future options for a national LTScommunity. Exercises used in the grounding component explored participant’s knowledge ofLTS and their existing experiences and/or beliefs on the relevance of LTS to

Conference Session

The D/M/A of CE

Collection

2013 ASEE Annual Conference & Exposition

Authors

Joshua M Frey, Elizabethtown College; Sara A. Atwood, Elizabethtown College

Tagged Divisions

Community Engagement Division

for future outreach projects and a moreknowledgeable community on engineering. In addition, this outreach project exposed theundergraduates to the demand for more engineers and encourages them to continue outreach incommunity.Introduction The United States is increasingly looking to engineering as part of the solution to ourrecent economic downturn, as well as to global challenges including sustainability and ever-changing technology. To this end, President Obama set a goal to graduate 10,000 moreengineers each year from American institutions [1]. In addition, Energy Secretary Steven Chuhas stated, “We need engineers. We need scientists. This is going to be at the heart of how theUnited States is going to remain competitive” [2

Conference Session

Community Engagement Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Shannon Weiss, David Heil & Associate, Inc.; David R. Heil, David Heil & Associates, Inc.; Thalia Anagnos, San Jose State University

Tagged Divisions

Community Engagement Division

public audiences about the engineeringprinciples, materials, and human innovations that make them possible? This case study will sharehow one project addressed these questions by leveraging informal learning strategies, multi-agency collaborations, and new media technologies to explain the history and engineering of oneof the world’s most recognizable public work sites: the Golden Gate Bridge.  IntroductionIn 2009, the National Science Foundation awarded the Golden Gate Bridge, Highway andTransportation District (GGBHTD) funding to create an outdoor exhibit to interpret the history,engineering, and construction of the Golden Gate Bridge for the site’s approximately 10 millionannual visitors.1 As an iconic example of American public works and

Conference Session

Socio-cultural Dimensions of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Andrea Mazzurco, Purdue University; James Huff, Harding University; Brent K Jesiek, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

industry are urging universities to produceglobally competent engineers. For example, the ABET EC 2000 outcomes require thatengineering graduates “understand the impact of engineering solutions in a global, economic,environmental, and societal context” (p. 3).1 The view that engineers must be prepared tocompetently navigate a variety of cultural contexts is further expressed in the National Academyof Engineering’s well-known The Engineer of 2020 and Educating the Engineer of 2020. 2-3 Bothreports argue that, among many other characteristics, engineers need to develop an awareness ofsociocultural issues that have been and will continue impacting engineering practice. As put byKatehi, “U.S. engineers must become global engineers. They will have to

Conference Session

Experiences in Engineering Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Francis J. Hopcroft, Wentworth Institute of Technology

Tagged Divisions

Community Engagement Division

WA = Work Activity Risk Factor LT = Leisure Time Risk Factor Page 23.1048.4 FW = Food and Water Risk Factor D = Disease Risk Factor L = Location Risk Factor E = Emergency Services Risk Factor U = Local Unrest Risk FactorEach of these factors needs to be assigned a value of 1 to 5 depending on how significant thatrisk is relative to the currently proposed activity. For example, if the plan is to take 10 studentsacross the street to visit a local museum in an urban area, they will likely walk and thetransportation risk would be zero. On the other extreme, if the plan is to take 50 students to

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

monographseries on Service-Learning in the Disciplines published by the American Association for HigherEducation (AAHE). Another excellent resource for teaching service-learning in engineering is atextbook first published in 2006, Service-Learning: Engineering in Your Community10. Page 23.1066.3Implementing SRTS into CCE 1001In Summer 2010, the transportation planner of the Kalamazoo office of the MichiganDepartment of Transportation (MDOT) collaborated with the CCE 1001 faculty coordinator torevise some of the weekly design assignments to (1) research SRTS background; (2) identify thedesign specifications; (3) conduct school property and neighborhood audits

Conference Session

Socio-cultural Dimensions of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Amy Wood, Brigham Young University; Parry Fader Garff, Brigham Young University; Carol J Ward, Brigham Young University; Eric C. Dahlin, Brigham Young University; Randy S. Lewis, Brigham Young University

Tagged Divisions

Community Engagement Division

toeffectively communicate with a community and to appropriately gather information to furtherclarify the needs and appropriate social constraints (without offending the community) wereaddressed through instruction and interaction with sociology students in a Sociology course.During the design workshop, students learned how to organize and evaluate both technical andsocial constraints associated with the design. Monitoring progress on both technical and socialconstraints provides guidance in making important design decisions that lead to a sustainableproduct that better meets the customer needs. Table 1 shows the organization and evaluation ofrepresentative social constraints for a water filter.Table 1: Social Constraints Social

Conference Session

Assessment of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Community Engagement Division

Learning Through Service (EFELTS).The number of service-learning and co-curricular service activities in engineering appear to begrowing; see Figure 1. The number of ASEE conference papers that were found using the searchterms “service learning” ranged from 1 to 123 in any single year. Papers on Engineers WithoutBorders (EWB) first appeared in 2003. Using the Web of Science search engine, peer-reviewedjournal papers found using the search terms “service learning” AND engineering first appearedin 1999 with a peak in a single year of 6 papers in both 2007 and 2011. The InternationalJournal for Service Learning in Engineering: Humanitarian Engineering and SocialEntrepreneurship is an entire journal devoted to these projects, programs, and research