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

had significant positive effects on 11 outcome measures: academic performance (GPA,writing skills, critical thinking skills), values (commitment to activism and to promoting racialunderstanding), self-efficacy, leadership (leadership activities, self-rated leadership ability,interpersonal skills), choice of a service career, and plans to participate in service after college.In all measures except self-efficacy, leadership, and interpersonal skills, service-learning wasfound to be significantly more effective than service alone.12,13 This longitudinal study isongoing.Since the 2004 inception of the UMass Lowell Francis College of Engineering college-wideservice-learning effort (assisted by an NSF grant), 58 faculty members have taught at least

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

artifact in comparison to the agreed-upon engineering specifications.3.2 Student Identity and Attitude towards Service AssessmentA conceptualization of the impact of project-based service-learning on the knowledge, skills,attitudes, and identity of the participants is presented by Bielefeldt et al.11 and a general list ofindicators (demographics, self-efficacy, attitudes towards learning, engineering learningoutcomes, well-being, mindset, work and life, engineering identity, and interculturalcompetency) is presented by Patterson et al.12 to study the impacts of learning through service.The extent to which each one of these dimensions/indicators is affected will depend on the levelof complexity of the experience as well as the learning objectives

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

Connected Through Servant LeadershipAbstractServant-Leadership is a leadership paradigm that emphasizes power sharing in decision makingprocesses. It also encourages leaders to serve those they manage by propelling them toward highachievement while promoting their professional growth and self-efficacy. Servant-Leadership isalso being pioneered as a teaching pedagogy at the Milwaukee School of Engineering, anapproach that is unique because most academic institutions subscribe instead to the service-learning model. In conventional academic settings, instructors are the authority figures withcontrol over content, knowledge, assessment, and course outcomes. By contrast, servant-leadership places instructors at the bottom of an inverted power pyramid

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

; Truch, N. (2010). Assessing Self-Efficacy, Identity, Morality, and Motivation in a First-Year Materials Engineering Service Learning Course. ASEE Annual Conference Proceedings. Louisville, KY.[11] Olsen, L., & Washabaugh, P. D. (2011). Initial Impact of a First-Year Design-Build-Test-Compete Course. ASEE Annual Conference Proceedings. Vancouver, BC, Canada.[12] Sheppard SD, Gilmartin S, Chen HL, et al. Exploring the Engineering Student Experience: Findings from the Academic Pathways of People Learning Engineering Survey (APPLES). Engineering. 2010;(September).[13] Knight, D. W., Carlson, L. E., & Sullivan, J. F. (2003). Staying in Engineering: First-Year Projects Course on Student Retention. American Society of

Conference Session

Community Engagement Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ella Willard-Schmoe, University of Massachusetts Lowell; John J. Duffy, University of Massachusetts Lowell; Emmanuelle Reynaud, University of Massachusetts, Lowell; Linda Barrington, University of Massachusetts, Lowell

Tagged Divisions

Community Engagement Division

, has beenshown in many studies to have a consistently positive impact on many affective and cognitivemeasures. These include community engagement, self-efficacy, leadership, academicengagement, and academic performance1-3. As more positive outcomes are demonstrated, S-Lcontinues to grow in many disciplines. Page 23.1098.2In spite of these gains, participation in S-L in mathematics and the sciences remains low4. A2009 study conducted by Sherman and MacDonald focused on the question of low participationin S-L in the sciences, interviewing participants in S-L projects in math and biology collegecourses. At the end of the study, both