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

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Community Engagement Division

the model (Figure 7), represents curriculum design, whichincludes the course structure and content. This bar carries the two outcomes to students and linksthe goals to the framework. A strong curriculum that integrates all the previous factors well, isrequired for any successful engineering education.On a student’s perspective, an effective design-based curriculum involves a strong integration ofengineering theory and provision of context, as they are discussed in this model. It is difficult tolearn abstract concepts, especially within the first few years of study, when the rationale isunclear. The authors propose that the curriculums should further involve focus on developingappreciation and rehearsal of the engineering practice. Students

Conference Session

Learning Through Service

Collection

2015 ASEE Annual Conference & Exposition

Authors

William C. Oakes, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; Katherine Schmotzer; Ana Paula Valenca, Purdue EPICS

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Diversity

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Community Engagement Division

extensive network of professionals and students engaged incommunities in developing countries. It has created successful models for mentoring withprofessionals and students to address real community needs. It has extensive expertise indeveloping community partnerships and appropriate solutions and has become one of the mostpervasive engineering organizations with student chapters on over 200 campuses. EWB-USAprojects are almost exclusively outside of the curriculum. One of the reasons for this is theemphasis on student leadership and ownership which is traditionally challenging to achieve in acourse.This project is a pilot project where the EWB-USA student chapter is integrated with EPICS togive students academic credit that can be counted toward

Conference Session

Community Engagement in Engineering Education Projects

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rohit Kandakatla, Student Platform for Engineering Education Development (SPEED); Dhinesh Balaji Radhakrishnan, Student Platform for Engineering Education Development (SPEED); Krishna Vedula, University of Massachusetts Lowell

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Community Engagement Division

interesting and beneficial to have these existing global engineering challenges as part of theircourse curriculum. Efforts of SPEED India and IUCEE with respect to grand challenges will becontinuously monitored and measured.Reference:[1] David D Delaine. “The Student Platform for Engineering Education Development (SPEED) –Empowering the Global Engineer”, SEFI Annual Conference (2009), Rotterdam, Netherlands.[2] http://iucee.com/ Page 26.661.11[3] Rohit Kandakatla, Dhinesh Balaji Radhakrishnan, “Diversification in Engineering Educationthrough Indian Student Forum: An Experimentation Project in India“, 2014 World

Conference Session

Community Engagement in Engineering Education Projects

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Thomas Pitcher, The University of Texas, El Paso; Pedro Arturo Espinoza, University of Texas, El Paso; Hugo Gomez, University of Texas, El Paso; Herminia Hemmitt, University of Texas, El Paso; Oscar Antonio Perez, University of Texas, El Paso; Hector Erick Lugo Nevarez, University of Texas, El Paso; Randy Hazael Anaya, University of Texas, El Paso; Peter Golding, University of Texas, El Paso

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Diversity

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Community Engagement Division

onstudent major as well as integrate community assessment of the final outcome into the process. Our findings of a tentatively labeled “10 hour rule” will lend itself for further design anddevelopment of this experience which can help provide a more realistic expected participation andinvolvement level for students as well as more realistic student learning outcomes. We areoverwhelming surprised by how valuable students perceive the impact of such an extracurricularproject, specifically in regards to their major and positive impact on applying skills as well as use Page 26.1758.11and development of professional skill sets. While this project

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

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Community Engagement Division

. Theserelationships allow the formation of a robust support group that is particularly crucial in the firstyear of an engineering program since most of the retention issues are known to emerge duringthis time.3,10The student cohort component of the mentorship model is further strengthened by integrating aproject in the PBL courses for the freshmen and sophomore students with junior and seniorstudents respectively for four to six weeks of the semester. This component is incorporated toenhance student engagement while preparing the freshmen and sophomore students for the open-ended, challenging courses in the junior and senior years. It may be noted that the sequence ofPBL courses is a required component of the curriculum for all students. Since the group

Conference Session

Models and Practices of Community Engagement for Engineering Faculty

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tamara Ball, UCSC Baskin School of Engineering; Michael S. Isaacson, University of California, Santa Cruz

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Diversity

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Community Engagement Division

course at UCSC wherein interdisciplinary teams of students work in an layered apprenticeship model with community mentors to design and implement sustainable solutions to water, energy, waste, transportation and social challenges using ”green technology”. Dr. Ball has worked as a research fellow with two NSF Centers for Learning and Teaching and most recently on several NSF projects that focus the integration of engineering and social science to support the advancement of experiential learning for sustainability in higher education.Dr. Michael S. Isaacson, University of California, Santa Cruz Michael Isaacson is the Narinder Singh Kapany Professor emeritus, professor of electrical engineering, Director of the Center

Conference Session

Civic Engagement and Volunteerism in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

David A. Delaine, Universidade de São Paulo and IFEES; Jose Roberto Cardoso, Universidade de São Paulo; Joachim Walther, University of Georgia

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Community Engagement Division

deeper overall educationaloutcomes within the engineering curriculum. A professors understanding of the outcomesof engagement shows a more broad perspective on how students participation inengagement leads to deeper development of social skillset:“Increasing [engagement] would give our students social development that they are currently not receiving here. A peripheral development that includes the virtues of social responsibility, an environmental awareness.”And lastly, an excerpt from an interview with university leadership shows theengagement outcomes on a societal scale at large: “[A shift in culture towards engagement] is positive not just for USP but for society at large because it

Conference Session

Community Engagement in Engineering Education Projects

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kevin Orner, University of South Florida; Christine Prouty, University of South Florida; Colleen Claire Naughton, University of South Florida; Nathan Daniel Manser, University of South Florida; Matthew E. Verbyla, University of South Florida; Maya A. Trotz, University of South Florida; James R. Mihelcic, University of South Florida

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Community Engagement Division

resources in a low impact environ- ment, developing globally competent engineering graduates and integrating active learning methods into engineering curriculums.Matthew E Verbyla, University of South Florida Matthew Verbyla is a Ph.D. candidate and National Science Foundation Graduate Research Fellow at the University of South Florida, where he studies pathogen removal and microbial risk of water reuse in wastewater treatment pond (lagoon) systems. Matthew obtained his B.S. in Civil Engineering from Lafayette College in 2006, and his M.S. in Environmental Engineering from the University of South Florida in 2012. Matthew is an E.I.T. and a LEED Green Associate with several years of work experience both in the United

Conference Session

Measuring the Impact of Community Engagement on Students

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gregory Warren Bucks, University of Cincinnati; Kathleen A. Ossman, University of Cincinnati; Tony James Bailey; Leigh Anna Folger, University of Cincinnati; Rachel Schwind, Mechanical Engineering, University of Cincinnati; Gabrielle Anne Notorgiacomo, University of Cincinnati Honors Program; Jacob Daniel Wells

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Diversity

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Community Engagement Division

Cincinnati. He has taught a variety of classes ranging introductory programming and first-year engineering design courses to introductory and advanced courses in electronic circuits. He is a member of ASEE, IEEE, and ACM.Dr. Kathleen A. Ossman, University of Cincinnati Dr. Kathleen A. Ossman is an Associate Professor in the Department of Engineering Education at the University of Cincinnati. She teaches primarily freshmen with a focus on programming and problem solving. Dr. Ossman is interested in active learning, flipped classrooms, and other strategies that help students become self-directed learners.Mr. Tony James BaileyMs. Leigh Anna Folger, University of CincinnatiMs. Rachel Schwind, Mechanical Engineering, University of

Conference Session

Civic Engagement and Volunteerism in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

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Community Engagement Division

regulations set forth by governing bodies. As such,this paper presents a course that was developed to allow students to meet the university’s civicengagement requirement, focusing specifically on working with civic organizations and theapplicable codes and regulations these organizations impose when developing a relevantengineering project.Engineering Projects for the CommunityCourse DescriptionIn order to meet Santa Clara University’s core requirements as well as promote the integration ofengineering concepts into service learning projects the course “Engineering Projects for theCommunity” (ENGR 110) was established in the School of Engineering. Community-basedprojects are distinguished through an interaction, motivation, and/or impact that involve

Conference Session

Learning Through Service

Collection

2015 ASEE Annual Conference & Exposition

Authors

Alistar Erickson-Ludwig, Drexel University (Eng. & Eng. Tech.); Sherry Levin, Drexel University (Eng. & Eng. Tech.)

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Diversity

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Community Engagement Division

solve those needs through an integration of service learning and design.The future of engineering requires individuals to be strong communicators and engage inteamwork and problem solving.The Community Based STEM Program is an engineering service learning program designed forengineering students to help them build professional and leadership skills. This is an engineeringprojects in community service program (EPICS). The EPICS program and model was started atPurdue University. It is proven to be effective at retaining minority and female students, buildingleadership skills, and supports faculty development. It is considered a well-respected model forservice learning in engineering and promotes interest and practice in the STEM fields. The

Conference Session

Special Session: Building Intentional Community Partnerships

Collection

2015 ASEE Annual Conference & Exposition

Authors

Julia D Thompson, Purdue University, West Lafayette; Juan C. Lucena, Colorado School of Mines; Marybeth Lima, Louisiana State University; Brent K Jesiek, Purdue University, West Lafayette

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Community Engagement Division

risk of making incorrect assumptions, oversimplifying cultural considations, and/orproviding a useless or possibly even harmful solution for the community.Alternatively, program leaders and students can have the community more integrated into theprogram and project development. This will take more time and energy by all the participants,and will require a deeper type of contextual listening, and will likely not fit well within moretraditional academic structures. The process of deciding the relationship the program wants tohave with their community needs to be an ongoing dialog, grounded in historical context andreflection. Hopefully, at the end of the workshop, the participants will be on a path of reflection,thinking about their current

Conference Session

Learning Through Service

Collection

2015 ASEE Annual Conference & Exposition

Authors

Malini Natarajarathinam, Texas A&M University

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Diversity

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Community Engagement Division

participation inthoughtfully organized service that is conducted in and meets the needs of the communityand that is integrated into and enhances the academic curriculum of the students; andprovides structured time for the students to reflect on the service activity in such a way asto gain further understanding of course content. (Bringle & Hatcher, 1995) The studentsdo a verbal reflection once every 2 weeks. The plan is to provide the following questionstowards the end of the project. This will help us have a record of what students havelearning. Page 26.1367.5There are currently about 15 active members in SWID and 5 of them are working on thecommunity

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

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Diversity

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Community Engagement Division

sustainability. Bielefeldt is also a licensed P.E. Professor Bielefeldt’s research interests in engineering education include service-learning, sustainable engineering, social responsibility, ethics, and diversity.Dr. Chris Swan, Tufts University Chris Swan is the Associate Dean of Undergraduate Curriculum Development in the School of Engineer- ing and an associate professor in the Civil and Environmental Engineering department at Tufts University. He has additional appointments in the Department of Education, Jonathan M. Tisch College of Citizenship and Public Service and Center for Engineering Education and Outreach at Tufts. His current engineering education research interests focus on learning through service-based