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

field of EE through development of numerous action plans bystudents. Students were empowered to face, plan and solve their local EE issues. More thantwenty-five workshops have been conducted by SPEED focusing on various themes, which ledto a nationwide presence and collaboration with IUCEE (Indo-US Collaboration for EngineeringEducation). With IUCEE's immense support, the national chapter of SPEED India was created in2013. In 2013, SPEED India formulated a general theme on EE which aided in introducing theconcept in detail to the student group. With the experimentation methodologies SPEED Indiahave used so far and in moving forward in the current year of 2014, it chose to move thisdialogue and developments in EE a step forward. Involving

Conference Session

Community Engagement in Engineering Education Projects

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christine Zakzewski, The University of Scranton; Mark Robert Murphy Sr., University of Scranton, Director of Sustainability; Michael Mahon Ph.D., Abington Heights School District

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Community Engagement Division

-Barre Pennsylvania with a BS in Electrical Engineering and a Minor in Physics. A key member of the facil- ities operations team for the past twenty-two years. I have been involved with nearly $300 million in new construction and renovations over the past twenty years. Originated, planned, specified, bid, and managed many millions of dollars in successful energy saving projects. Enjoy sharing our experiences and knowledge with our students, the University community and the local community. Raising awareness to sustainable practices by being an example, organizing campus events, guest presenting, and student involvement.Dr. Michael Mahon Ph.D., Abington Heights School District Michael Mahon is the superintendent of

Conference Session

Measuring the Impact of Community Engagement on Students

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jo-Ann Panzardi P.E., Cabrillo College; Kate A. Disney, Mission College & Cabrillo College; Natalia Cordoba-Velasquez, Cabrillo College; Brandon Faria, Cabrillo College; Sarah E. Kalman, Cabrillo College; Patrick Mojica, Cabrillo College; Jose Horacio Jimenez, Cabrillo College

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Community Engagement Division

extensive con- struction projects, organic farming, and currently works as a mechanical engineering technician designing and building automated production equipment at Smith and Vandiver. He plans to transfer to UC Davis after completing his studies at Cabrillo College. Upon receiving his BSME degree, Brandon would like to work designing machines and processes that address issues such as renewable energy, potable water systems, bio-remediation, and sustainable agriculture.Sarah E. Kalman, Cabrillo College Sarah Kalman is a civil engineering student at Cabrillo College. During the 2014-15 academic year she was selected to be part of Cabrillo College’s first Engineering Abroad Program. After the abroad experi- ence

Conference Session

Measuring the Impact of Community Engagement on Students

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matthew Siniawski, Loyola Marymount University; Sandra G. Luca, Loyola Marymount University; Jeremy S. Pal, Loyola Marymount University; Jose A. Saez, Loyola Marymount University

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-artsinstitution, could participate in service-learning projects through an engineering living-learningcommunity (LLC). This LLC is named Program for an Engineering Education Community(PEEC) and has included six student cohorts since its inception. The PEEC program is designedwith a 3-credit introduction to engineering course in the fall semester followed by a 1-creditcourse in the spring, with the intention that the service project planning occurs in the fall andimplementation in the spring. Of the approximately 110 incoming first year engineering studentseach year, the program is limited to about 25 students per year and continually reaches fullcapacity. Students are selected for the program based on interest and to create as much academic,ethnic, and

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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studentsand was well known by some faculty. The program gained some traction with the introduction ofa new STEM Coordinator who provided much needed administrative support. Additionally theCommunity Based STEM Program supported the mission and vision of a new College-widestrategic plan that set as one of its goals “to create a boundaryless learning environment andempowering student experience.”In its implementation, the program coordinators encountered many challenges that includedlittle, if any existing network to build on for community programs, constraints in curriculum,overcommitted faculty and lack of administrative support; however, after two years the programsaw some success. It saw improved relations with community partners that led

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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Community Engagement Division

/teamwork. Documenting these outcomes requiredstudents to maintain an individual notebook or blog, which was new for the EWB-USA students.It also requires documentation of the project but that is already managed by the EWB-USAsystems.The curricular structure of EPICS allows the project timelines to be decoupled from theacademic calendar so students may start the semester with a new project or they can be pickingup a project that was not completed in the previous semester. This allows students to plan theirwork based on the needs of the project. This structure allows projects from EWB-USA to besupported in any stage of development, from early assessment, to development and design andeventually support in the field. The structure assesses teams and

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

specific interactions, activities, and the languageof community engagement partnerships as transactional, cooperative or communal. In addition tothe theoretical grounding, the paper also provides a summary of the activities that we will befacilitating during the special session, including analyzing cases and design tools, reflecting oncurrent program structures, and creating an action plan to implement changes in the participants’current, anticipated, or imagined engagement programs. By the end of the special session,participants will be able to evaluate their past, current or future partnerships, observe howprogram structures can influence partnerships, and assess the differences that these partnershipscan make in the success or failures of

Conference Session

Learning Through Service

Collection

2015 ASEE Annual Conference & Exposition

Authors

Malini Natarajarathinam, Texas A&M University

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Community Engagement Division

the problem on hand.As we can see from how learning takes place in this initiative, there is a great balancebetween learning and service in this activity (Figure 2). The focus of working on theproject definitely is on service learning.Figure 2: What is Service Learning (Furco 2000)The three dimensions of service learning are 1. Curricular Content 2. Service 3. Social IssueThis project experience serves as a capstone project for the students. Students are able to Page 26.1367.4apply their curricular content and develop practical knowledge. For example, one of theprojects involves developing a sound maintenance plan for the wastewater plant

Conference Session

Civic Engagement and Volunteerism in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Richey, The Boeing Company; Deepa Gupta, The Boeing Company; Timothy Kieran O'Mahony, University of Washington, College of Education LIFE Center; Laura E. Meyers, City University of Seattle; Fabian Zender, The Boeing Company; Danielle LoVallo Vermeer, The Boeing Company

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partnership, the company plans to engage 80-100 engineers andscientists over the next 18 months, who will create 25 design challenges based on their work andexpertise. These challenges will be integrated into community-based programs that the GlobalCorporate Citizenship arm of the company supports with philanthropic dollars across severalmajor geographic sites. This study reports on the first two iterations of this program where twocohorts of volunteer teams (N=26) delivered STEM design challenges in different geographicregions in Family science events described here. To support the kick-off of the creation of thesedesign challenges, the engineering and technical function of the company co-invested in theprogram, providing labor budget to defray the

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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Community Engagement Division

dynamics, andbackground information on the types of illnesses faced by the residents at the partner facility.Each project team updated the class on their progress over the past week, their plans for the nextweek, and discussed any problems they were facing. The remainder of the time was devoted toworking on the projects. Students were also expected to work on their projects outside of class,as necessitated by the project.In addition to the work on their projects, students were also required to complete several otherassignments throughout the semester. Each week, students were required to answer severalreflection questions related to the topics discussed during class or to the status of work on theprojects. Also, at the beginning and end of the

Conference Session

Learning Through Service

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

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thefirst and last Monday nights of the semester were planned for orientation and presentations,respectively. Throughout the semester, students spent three hours each week on SE. Then, forone hour they would meet with their advisor to present the work they had completed, askquestions, and receive feedback. If time remained, they would plan the following week’s work.Unlike in the past, this meeting could occur any time during the week when all participants couldattend. This allowed instructors to have more direct oversight over their SE teams. Faculty werealso limited to no more than two teams at a time. These changes were not without concern. Twoof the initial “pillars” of the SE program were eliminated—the idea of overlapping student teamsand the

Conference Session

Community Engagement in Engineering Education Projects

Collection

2015 ASEE Annual Conference & Exposition

Authors

Howard L. Greene, Ohio State University; Paul E. Post, Ohio State University; Lisa Abrams, Ohio State University

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Community Engagement Division

contact information with the team leader toallow follow-up.After the training event, teams are effectively empowered and dispatched to plan and organizetheir ambassador event(s) with minimal assistance from the Office of K-12 Outreach. Teamleaders contact their team members, school liaison and alumni and meet again with their teams tofinalize the event date(s) and venue. This autonomy and empowerment of the teams allows themto design their event to meet the particular needs of their hometown high school and leveragetheir own skillsets and experiences in putting together an effective outreach event. It also keepsthe central management and maintenance of the program to one of supporting and answering thequestions of the team leaders, as opposed to

Conference Session

Models and Practices of Community Engagement for Engineering Faculty

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeffrey Paul Walters, University of Colorado, Boulder; Kaitlin Litchfield, University of Colorado, Boulder

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Community Engagement Division

holisticallyunderstand the complexities inherent in planning, implementing, and managing, healthy andsustainable development projects. Programs such as Engineers without Borders (EWB) havealways had the objective of teaching systems thinking skills to address the complex systemiccommunity issues inherent in international infrastructure development; however, methodologiesused to foster systems thinking have historically remained implicit, and have primarily focusedon reductionist approaches to project assessment, design, and evaluation. Group Model Building(GMB) using System Dynamics modeling has been successfully used for years in multiple fieldsto foster and grow understanding on a complex topic using the combined insight from multiplestakeholders to build

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

teams were unfamiliar with theguidelines of the American Disability Association (ADA) including maximum ramp slopes andminimum turning radius at trail switchbacks.Two of the proposed designs are shown in Figures 2a – 2d. The left, or west, bank in the rivercross-sections drawn in Figures 2a and 2c show an existing west-side trail protected from erosionby gabions. The right, or east, sides of these figures show the cross-section of the team’s twoproposed solutions for connecting the discontinuous east-side trail sections. Figures 2b and 2dshow the corresponding plan view and path of the trails. The solution in Figures 2a and 2brecommends placing concrete piles, with cantilevered horizontal supports to pick of the trail decksystem at set

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

integrates varying levels of partnership withthe community, sharpening their teamwork and cross-cultural global competencies. Furthermore,a reinforcing loop has emerged over the years of the course’s evolution, as former students havebecome instructors for the course, grafting their global field experience (through participation inthe Master’s International program12) into lectures and community partnership development.This affords instructors opportunities to improve skills in lesson planning, teaching, andclassroom management.MethodsThis research employed a mixed methods approach to address the paper’s three objectives:1) to understand the evolution of the Sustainable Development Engineering course,2) to compare its outcomes to existing

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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daylighting devices (“solatubes”) in classroom. Youth assist professional roofing contractor to plan and execute circular incisions in ceiling and roof and install, to bring daylight into interior spaces where traditional skylights and windows simply can’t reach.Waste-to-Energy and Complete waste assessment of the Santa Cruz Municipal Wharf’sWaste Management waste stream. Results guide feasibility and selection of a technology (pyrolysis or anaerobic digestion) to introduce waste-to-energy system on the wharf. Assessment includes comparisons with calculated

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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Community Engagement Division

hour rule”. There was no significant difference in these findings whenlooking at subsets such as engineering only vs. non-engineering students or female vs. malestudents with a slight exception in regards to what seems to be a polarization of computer sciencestudents’ involvement. From the service-learning and student outcome questions we can clearly see that skills utilizedextend beyond just what we would consider normal classroom/course objectives. There are a largenumber of students who indicated that they used a professional skill such as time management,process planning, task delegation, construction, power tools, and/or developed a new skill and/orexpanded upon a current skill. Again, based on the findings, this was neither major

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

, involvement with student volunteer groups andprofessional societies, involvement with undergraduate research, internship opportunities,industry expectations, graduate studies, use of campus resources like the tutoring center andcareer services, etc. Such mentoring sessions are scheduled once a month. The facultyadvisement is typically associated with program requirements, course registration, course pre-requisites and course planning. Individual advisement is generally done once a semester. Faculty advisement Faculty- (individual) Student student

Conference Session

Models and Practices of Community Engagement for Engineering Faculty

Collection

2015 ASEE Annual Conference & Exposition

Authors

Dominic M. Halsmer P.E., Oral Roberts University; Peter Wesley Odom, Oral Roberts University

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Community Engagement Division

history.34 Again, a theisticworldview might suggest that this occurred when the system voluntarily strayed from its originalpurpose. It is common knowledge that engineered systems are susceptible to damage orcorruption when used in unintended ways. Even so, a good engineer will foresee this possibilityand perhaps plan for a redemptive solution that somehow draws good out of evil and suffering.Such a solution is provided by Christian theism, for example.Another class of examples of ingenuity in nature involves the recognition of engineered solutionsto problems in the natural world. Sometimes, natural solutions are discovered only after human Page

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

used to facilitate engagement can minimize the challengesinhibiting widespread university/community engagement and enhance pathways in whichstudents from all backgrounds are actively invited to pursue a STEM education. Boundaryspanners are critical for the balance and success of engagement interactions and toeffectively unite society’s needs and education. They work with all stakeholders withinengagement relationships to plan, organize, implement, and evaluate initiatives [9,11].Several characteristics lead to success for Boundary Spanners: listening skills, a serviceethic, competence in power management, and neutrality [8]. An effective combination ofthese characteristics can be utilized to overcome the barriers for reciprocal, long

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

wellthis way. The course structure was found to be problematic and cumbersome for some students.This is expected, since the time commitment is certainly greater than many first and second yearengineering courses.Although the following items were covered in short tutorials, students found that more emphasisand time could have been spent on topics such as: engineering ethics/morals, experience withCAD, build/test plan construction, and building/testing quality assurance roles. Students also feltas though more projects could have been devoted to solving third world problems, as the Kenyacharcoal project was the only one to address this. Time spent ideating unique ideas was anothercurriculum factor students would have liked to have seen increased

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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. Swan, C., K. Paterson, O. Pierrakos, A.R. Bielefeldt, B.A. Striebig. 2011. ISES a Longitudinal Study to Measure the Impacts of Service on Engineering Students. American Society for Engineering Education Annual Conference & Exposition. Paper AC 2011-1328. 17 pp.7. Engineers Without Borders USA. 2010. EWB-USA Strategic Plan. https://s3.amazonaws.com/ewbgeneral/stratplan_FINAL_lo.pdf Accessed 1/23/2015.8. Engineers Without Borders – Valparaiso University. History of the Chapter. http://www.valpo.edu/student/ewb/about/history.pdf Accessed