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

Tagged Divisions

Community Engagement Division

variability as the curricularpositioning of the program.Group size and composition also vary from a single student to large, multi-disciplinary teamsincluding both technical and non-technical majors (dimension 6). There is no minimum thresholdon the size or scope of projects that may be considered as valuable LTS experiences. As suchdimensions 5 and 6 have no optimal threshold or goal (in contrast to dimensions 1 through 4).The dimensions in table 2 simply describe the characteristics of a program. Faculty or schoolswho are starting LTS programs may find it easier to begin at the left side of these dimensions andevolve to the right. These dimensions also serve as a point of discussion for faculty teamsinvolved in, or planning to get involved in LTS

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

assist the local school districts (K-16) teachers and administrators with STEMeducation by providing mentoring, opportunities for real life role models andshadowing opportunities for students. In addition, they do presentations on STEMCareers at the schools, and facilitate teachers in planning and implementing STEMCareer Fairs. They provide technical assistance to our TechPREP and STEM Techclubs.Local School Districts and Community Organizations – the College WISEProgram, TechPREP and STEM Tech have several partners that are communityorganizations. The Girls Scouts, Girls Learn Inc. of Long Island, a communitycenter, libraries, is just some of our partners. Our community partners, such as theGirl Scouts and local school districts, provide

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

year.This schedule provides an overlapping cohort model with first-year and second-year students.The decision to begin the course in the spring rather than at the beginning of the academic yearwas driven by the timing of the electrical engineers’ Microprocessors course. Since many of theprojects require embedded control systems, the expertise is often needed. The actual class time istwo hours on a Monday evening in a lab-type format. Students are expected to spend 2.5 hoursoutside the lab time completing planned tasks.The ongoing development of the Servant Engineering program at GFU has taken place inroughly three distinct phases:  Phase 1: the instructors attempted to mimic the basic format provided to us by the Purdue EPICS program

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

, details of how scholars are coachedthrough the design process are discussed, as are future plans for the design effort.2 Seminar ActivitiesThe activities of the scholarship are conducted through a zero-credit required seminar, “ThePersonal and Professional Development Seminar.” The design process methodology and relatedactivities are included in the seminar sessions. The seminars seek to accomplish several goalsincluding: promoting a sense of camaraderie among all scholarship recipients, providing amulti-disciplinary experience to all participants, and offering a strong service component.In the SEECS seminars, freshmen students are mentored by senior students in conceptual design.These students are presented with an identified need and

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

more flexibility in determining whereand when the ramp build can occur.Along the way students are exposed to the realities of engineering – site limitations, tightdeadlines, limited budgets, changing plans, and inclement weather. Students experience how thedesign and the final product do not always turn out as expected and how important it is to be ableto make changes in the field that will not adversely affect the structural integrity. An opportunityto consider these issues is provided in a structured reflection. Students complete the reflectionafter the ramp is built and prior to the final exam in class. This structured reflection also servesas the mechanism for continuous project improvementThe paper is organized beginning with the project

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

license K-12 #910. Hey is also a certified Health Education Specialist (CHES), CHES license #14359, through the National Commission for Health Education Credentialing Organiza- tion. (http://www.nchec.org/). Since joining Cal Poly, he has been teaching numerous courses includ- ing: Healthy Living, Multi-Cultural Health, Drug Education, Health Behavior Change, School Health for Teachers, and Health Promotion Planning and Theory. His involvement with this paper was to qualita- tively evaluate the Senior Engineering Design Projects (specifically student’s ability to ”learn design”). Hey’s passion is sailing and long distance running

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

projects we do for the good of our earth. It is a way of making the world a bit more level. When I say this I am talking about the fact that we, as gifted Americans, have almost an unfair advantage at life. We didn’t grow up in slums and from day one we plan on going to college. We are within the top half of one percent of the world purely because Page 25.554.11 we are lucky. This project is the first of many projects I plan to be a part of simply because I would like to be remembered as someone that changed the world, and if not that someone who tried.Analysis of Course EnrollmentEnrollment statistics for the

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

, stating, “Usually I aminteracting directly with the people of [a given] country, so it was interesting to interact withother [US Citizens] and talk about the country’s problems without actually being there.”Behavioral: “Flexibility and Adaptability to Cultural Settings” 10In the personal student reflections, much of the SHADE team seemed to direct much of theirfocus on their development of communication and teamwork skills when working acrossoccupational cultures. The impetus for their focus on improving communication with theirprojects’ stakeholders seemed to be related to incorrect assumptions made about them, which setthe project team behind their planned schedule. As one student wrote, “[Something] that I would change [about the SHADE

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

enhances the positive effects 17. Page 25.1473.2Astin et al. found with longitudinal data of 22,000 students that service-learning had significantpositive effects on 11 outcome measures: academic performance (GPA, writing skills, criticalthinking skills), values (commitment to activism and to promoting racial understanding), self-efficacy, leadership (leadership activities, self-rated leadership ability, interpersonal skills), choiceof a service career, and plans to participate in service after college. In all measures except self-efficacy, leadership, and interpersonal skills service-learning was found to be significantly moreeffective than

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

participation showed significant positive effects on all 11 outcome measures: academicperformance (GPA, writing skills, critical thinking skills), values (commitment to activism andto promoting racial understanding), self-efficacy, leadership (leadership activities, self-ratedleadership ability, interpersonal skills), choice of a service career, and plans to participate inservice after college. The study further found that performing service as part of a course (servicelearning) significantly adds to the benefits associated with community service for all outcomesexcept interpersonal skills, self efficacy and leadership and benefits associated with course-basedservice were strongest for the academic outcomes, especially writing skills. Overall

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

all lesson plans they taught and any student work thatwould illustrate the outcome of those lessons. At the end of the semester tutors presented casestudies of their work through a presentation and a paper, describing and assessing the work theydid using data collected from their CBL experiences, and outside research on issues observed inthe field. Finally, as a way to encourage support and dialogue, tutors were given dedicated TAgroups where they were free to share experiences, problem-solve, and connect course literatureto their teaching.Students engaged in college access counseling started their work by conducting research aboutthe reform underway at the school and the surrounding neighborhood and then conducted aCommunity Asset Research

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

, may be threatened, in addition to the completion of the project.RecommendationsWhile we have successfully completed the project, we realized that we benefited from somelucky factors that may not be repeatable. As a result, our one-time success in PBSL may not besustainable, or make broader impact on other engineering education community interested inPBSL. We still would like to provide some recommendations based on our limited experiences.We plan to conduct a more qualitative and quantitative analysis to develop a PBSL modelincluding finding project resources and funding support, to logistics arrangements and projectimplementation.More and more universities may intend to integrate PBSL in engineering education due toseveral benefits, such as

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

for their final projects. Future collaborations with an Intro to EngineeringDesign course are planned for the spring of 2012, and are described in the future work section.Notably, the work completed in Tanzania on the physical design of a Universal Connector andthe construction of an affordable greenhouse are examples of the work completed in the firstyear. These success stories are leading the venture in the direction of focusing more on the actualinnovation space. Below we highlight the work that came out of Tanzania in order to describeour next steps as a venture. The Universal Connector and the Greenhouse are examples oftechnologies and ventures that would emerge from the Innovation Space in the future.Case Study: Universal ConnectorIn

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

engineering as more than technical, are hands-on and accessible toall constituencies with respect to the LTS program, and have a breadth of experience. Facultycannot be forced to participate in LTS, but must be willing to invest the time and care necessaryto make the program / project successful.Institutional leadership was also stated to play a role. The LTS program must fit the mission ofthe department, college, and/or university. Institutional culture will play a role in this fit, anddetermine whether LTS becomes part of the fabric of the institution. The program must plan todemonstrate its success to Deans, Administrators, and community partners. These successmetrics and stories will be needed to garner the necessary institutional support in term

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

1.CVEN 4899 Civil Engineering Senior Design Project (Sr. Design)The CVEN 4899 course is the required 4-credit capstone design course for all civil engineeringmajors. The course is only offered in fall semester. The course provides a simulated real worlddesign and construction planning experience with multiple constraints including budget,schedule, technical, regulatory, and societal. Teams of 4 to six students encompass the multiple Page 25.558.6civil engineering sub-disciplines. In fall 2011 multiple student teams competed on two separatedesign projects; the municipal client selected the winning team on each project at the end of

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

Conference Proceedings. Austin, TX; 2009.15. West C, Duffy J, Heredia M, Barrington L. Student Voices: Service-Learning in Core Engineering Courses. In:ASEE Annual Conference Proceedings. Louisville, KY; 2010.16. Jones BD, Paretti MC, Hein SF, Knott TW. An Analysis of Motivation Constructs with First-Year EngineeringStudents: Relationships Among Expectancies, Values, Achievement, and Career Plans. Journal of EngineeringEducation. 2010;99(4):319–336