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Developing Cognitive Affective Behavioral Work Sampling Methodologies To Assess Student Learning Outcomes

Conference Session: Cognitive and Motivational Issues in Student Performance II
Collection: 2007 Annual Conference & Exposition
Authors: Tuba Pinar Yildirim, University of Pittsburgh; Joel Townsend, University of Pittsburgh; Mary Besterfield-Sacre, University of Pittsburgh; Larry Shuman, University of Pittsburgh; Harvey Wolfe, University of Pittsburgh
Tagged Divisions: Educational Research and Methods

The project was completed as part of a course. Two teams of four people each worked through semester.Product Realization Capstone Working in multidisciplinary design teams from engineering Project and business, students take a product from concept to business plan. In doing this, they address issues of market analysis, design, manufacturing design, and production planning. Two teams of five people worked on the project for a semester.Two student teams per project were taped. The tapes were then experimentally observed withtwo sets of raters observing

Relevance Score: 0.025469296

In The Eye Of The Beholder: Defining And Studying Interdisciplinarity In Engineering Education

Conference Session: Educational Research
Collection: 2010 Annual Conference & Exposition
Authors: Lisa Lattuca, Pennsylvania State University; David Knight, The Pennsylvania State University
Tagged Divisions: Educational Research and Methods

introductory engineering courses as multidisciplinary because they include studentsfrom all engineering majors.Similarly, study participants often described capstone courses in this manner. For example, aHarvey Mudd College faculty member’s description of a “Clinic” project suggested that he usesmultidisciplinarity as we defined it, referring to teams of students from within engineering: And clinic is where students have this, usually multidisciplinary problem that they are trying to deal with. So they draw from, I mean today you saw the mechanical engineering, structurally how do we make this not fall off our plane, and electrically, how do we make it communicate to the down station or base station. So I think that is it, they have to use

Relevance Score: 0.025189973

Assessing Students’ Learning Outcomes During Summer Undergraduate Research Experiences

Conference Session: Assessment
Collection: 2008 Annual Conference & Exposition
Authors: Olga Pierrakos, James Madison University; Maura Borrego, Virginia Polytechnic Institute and State University; Jenny Lo, Virginia Polytechnic Institute and State University
Tagged Divisions: Educational Research and Methods

questions about the strengths and weaknesses of the undergraduate research experience, and (d) general questions about the team, demographics, etc.More details about NESLOS, including a list of some of the outcomes, are included in a previousASEE publication, in which NESLOS was employed to assess students’ learning outcomesduring capstone design projects 7. During this previous effort, both students and faculty wereadministered NESLOS and results revealed a strong correlation (75%) between students’ self- Page 13.231.4ratings and faculty ratings of their students’ learning. This finding revealed that NESLOS isvalid as a self-assessment

Relevance Score: 0.025045253

Work in Progress: Rethinking How We Teach in Engineering Through a Course Redesign Initiative

Conference Session: Retention
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Stephanie Laggini Fiore, Temple University; Shawn Patrick Fagan, Temple University; David Brookstein, Temple University
Tagged Divisions: Educational Research and Methods

Undergraduate Studies and Professor of Instruction in Mechan- ical Engineering at the Temple University College of Engineering. He received his Bachelor of Textile Engineering from Georgia Tech and his Sc.D. in Mechanical Engineering from MIT. He is a Fellow of the American Society of Mechanical Engineers. He was responsible for re-imagining and leading the college-wide capstone senior design course Currently he is the College -wide Coordinator of ABET ac- creditation. Prior to joining Temple University in 2014 he was Dean of the School of Engineering and Textiles at Philadelphia University. c American Society for Engineering Education, 2017 WIP: Rethinking How We Teach in Engineering

Relevance Score: 0.024957241

Using Graphic Novels To Communicate Engineering Experiences In An Urban Middle School

Conference Session: Student Attitudes and Perceptions
Collection: 2010 Annual Conference & Exposition
Authors: Jennifer Atchison, Drexel University; Dorothea Holmes-Stanley, St. Cyprian's School; Adam Fontecchio, Drexel University; Eli Fromm, Drexel University
Tagged Divisions: Educational Research and Methods

Scientist with the Legislative Office of Research Liaison of the Pennsylvania House of Representatives. He has been Principal Investigator of a number of bioengineering research projects involving implantable transmitters and sensors and their use in physiologic measurements. He was the Principal Investigator of the Drexel E4 educational reform project, the Gateway Engineering Education Coalition and is currently PI of an NSF funded GK-12 project. He is member of the NAE and a fellow of the ASEE, the IEEE, and the AIMBE. He is the recipient of a number of other awards and honors including the Bernard M. Gordon Prize of the National Academy of Engineering

Relevance Score: 0.024706408

15 Years Of Engineering Education Reform: Lessons Learned And Future Challenges

Conference Session: Curricula of the Past, Present, and Future
Collection: 2006 Annual Conference & Exposition
Authors: Thomas Litzinger, Pennsylvania State University; Robert Pangborn, Pennsylvania State University; David Wormley, Pennsylvania State University
Tagged Divisions: Educational Research and Methods

-based teaching and learning. Clearly, implementing new processes ofassessment of outcomes for ABET is having a significant effect on our programs. We have beenfortunate to have other influences, as well, including good counsel from external advisory boardsand the resources from an endowed center for engineering education, both of which have beeneffective in fostering change.Over the last 15 years, these diverse drivers for change have nurtured nearly 50 major projectsfor which substantial funding was available. These 50 initiatives, however, do not begin torepresent the totality of the effort because many individual faculty and small groups of facultycarried out projects to improve what they are doing in their own classes without the benefit

Relevance Score: 0.024690125

Sharing the Full Range of Leadership in Student Teams: Developing an Instrument

Conference Session: Measurement and Instrumentation
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Brian J. Novoselich, Virginia Tech; David B Knight, Virginia Tech Department of Engineering Education
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

, positive reinforcement, and additional help on project tasks,which may be construed as transformational in nature. When compared to more tangible rewardofferings in a professional setting such as promotions, bonuses, and additional vacation time, thefact that contingent reward behaviors load quite strongly with the MLQ’s transformationalbehaviors is not surprising. This conceptual understanding of the leadership phenomenon,corroborated by early works in the theory indicate that this scale may be measuring leadershipbehaviors consistent with the experiences of student mechanical engineers in a capstone setting.Next, the passive-avoidant/laissez-faire scale developed departs from the current construct of theMLQ Form 5X but is consistent with

Relevance Score: 0.024587648

Assessing Methods for Developing an Engineering Identity in the Classroom

Conference Session: ERM Technical Session 2: The Study of Identity in Engineering Education
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Meagan R. Kendall, University of Texas, El Paso; Luis Miguel Procter, University of Texas, El Paso; Anita Patrick, University of Texas, Austin
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

used in allcore course in the non-traditional degree plan.Some flexibility is also provided in the traditional program to allow students to customize theirdegree based on their interests. In doing so, nine semester credit hours are available as electives.However, these electives must come from a predetermined list. Project-based learning is alsoimplemented later in the upper-level course of the degree plan in capstone style courses.Recognition – To build a sense of relatedness and recognition as an engineer for students, thenon-traditional department intentionally seeks to create a sense of community within thedepartment and help students see a connection between their engineering education and theworld around them. Projects and course work

Relevance Score: 0.024421804

Which Courses Influence Engineering Students' Views of Social Responsibility?

Conference Session: Assessing Social Responsibility & Sustainability
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Nathan E Canney PE, Seattle University; Angela R Bielefeldt, University of Colorado, Boulder; Mikhail Russu
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods, Engineering Ethics, Liberal Education/Engineering & Society

to social responsibility, but theydon’t examine how faculty or departments believe that they are influencing such views. At the17 institutions surveyed, it would be beneficial for departments to see where their students saidthey were influenced and compare that to where they thought they were affecting student views.Departments could assess if the first-year or capstone projects were influencing the ethicaldevelopment that they expect. Possible single time interventions on ethical or professionalresponsibility are not enough to provide lasting impressions on students such that they wouldhighlight that course years later. This could be an impetus to change such approaches to ethicseducation. More broadly, this work provides a useful approach

Relevance Score: 0.02426117

Connecting Design Doing to Design Learning

Conference Session: Changing the Engineering Classroom
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Reid Bailey, University of Virginia
Tagged Divisions: Educational Research and Methods

those students who did not remember the class well would be less likely to participate inthe study.Future work directions could minimize selection bias and expand scope. To reduce selectionbias, all students could be surveyed at the end of the class (not 2-3 years later). While aninterview during the term would introduce its own problems (i.e., students could be influencedby feeling like the interview could affect their grades), adding questions to the anonymous end-of-course evaluation could be a viable mechanism to get responses from everyone in the class.Expanding the scope of the work beyond exploring why learning improved in the class,following students to their capstone projects to investigate their problem formulation behaviorswould also

Relevance Score: 0.024141753

Gathering and Synthesizing Information During the Development of User Requirements and Engineering Specifications

Conference Session: Trends in Engineering Education 2
Collection: 2014 ASEE Annual Conference & Exposition
Authors: Ibrahim Mohedas, University of Michigan; Shanna R. Daly, University of Michigan; Kathleen H. Sienko, University of Michigan
Tagged Divisions: Educational Research and Methods

information sources do students rely on most when developing user requirements and engineering specifications?  Why do students choose particular information or information sources during front-end design?ParticipantsThe study tracked six design teams as they developed user requirements and engineeringspecifications for their senior capstone design projects. Each design team had four students. Fourteams consisted exclusively of mechanical engineering students and two teams each had onebiomedical engineering student in addition to the mechanical engineering students. All studentswere enrolled in the same capstone design course. The design teams focused on the design ofglobal health technologies for low-income settings (i.e., diagnostic

Relevance Score: 0.023935575

Defining And Assessing The Abet Professional Skills Using Eportfolio

Conference Session: Assessment
Collection: 2006 Annual Conference & Exposition
Authors: Lisa McNair, Virginia Tech; Tamara Knott, Virginia Tech; Mary Leigh Wolfe, Virginia Tech; Marie Paretti, Virginia Tech
Tagged Divisions: Educational Research and Methods

them in a full range of professional skills, mostnotably communication, ethics, teamwork, and lifelong learning. Attention to contemporaryissues receives limited attention in some of the courses. To date, however, none of the courseshave rigorous, codified assessment schemas in place to consistently document student skills; allare thus appropriate venues for testing the assessment methodology under development.Integrated CoursesThe second implementation model involves integrating the professional skills into technicalcourses; this model is currently in place in the capstone design courses in both MSE and ESM.Both capstone design programs are full-year courses that address not only engineering design,but the larger project management issues

Relevance Score: 0.0238582

Preparing the Engineer of 2020: Analysis of Alumni Data

Conference Session: Before and After: Matriculants and Alumni
Collection: 2012 ASEE Annual Conference & Exposition
Authors: Irene B. Mena, Pennsylvania State University, University Park; Sarah E. Zappe, Pennsylvania State University, University Park; Thomas A. Litzinger, Pennsylvania State University, University Park
Tagged Divisions: Educational Research and Methods

communicators, and have the skills towork globally and in multidisciplinary teams. For evaluation purposes, the Universityperiodically sends out surveys in which engineering alumni are asked about how well preparedthey perceive themselves to be for their post-graduation employment. Using the results from the2010 administration of this survey, this study seeks to answer the following questions: (1) Whatare alumni’s perceptions of their preparedness in these areas: ethics, innovation, communication,project management, global and international work, and multidisciplinary teamwork? (2) Canclusters be identified from the survey results? (3) What undergraduate engineering experienceshelped prepare them for these skills, and in what ways do they believe the

Relevance Score: 0.023774983

Developing an Instrument to Measure the Impact of Service on Technical and Professional Learning Outcomes

Conference Session: Learning Outside the Classroom
Collection: 2011 ASEE Annual Conference & Exposition
Authors: Adam R. Carberry, Arizona State University; Christopher W. Swan, Tufts University
Tagged Divisions: Educational Research and Methods

engineering learning outcomes. Senior mechanical engineering students participating in asenior capstone project were shown to ascribe high value to the learning outcomes of theexperience. Personal and professional skill gains were ranked higher than their technicaloutcomes with female students having statistically higher scores than their male classmates.Engineering co-op students (mostly rising seniors) revealed that a co-op experience was alsohighly valued overall with females rating the five most highly ranked outcomes (all professional Page 22.454.3skills) significantly higher than their male classmates.While these two contexts are not service

Relevance Score: 0.023525234

Preliminary Work on Weaving Professionalism Throughout the Engineering Curriculum

Conference Session: Works in Progress: Curricula and Pathways
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Alma H. Rosales, Colorado State University; Andrea M. Leland, Colorado State University; Olivera Notaros, Colorado State University, ECE Department; Richard F. Toftness, IEEE High Plains Section; Thomas J. Siller, Colorado State University; Michael A. De Miranda Ph.D., Colorado State University; Alistair Cook, Colorado State University; Melissa D. Reese, Colorado State University; Zinta S. Byrne, Colorado State University; James Warren Weston, Colorado State University; Anthony A. Maciejewski, Colorado State University
Tagged Divisions: Educational Research and Methods

Engineering has worked for years to continuouslyimprove its approach to professional formation, relying heavily on input from constituentsranging from alumni and corporate partners to faculty and current students. The most influentialstakeholder group has been the department’s Industrial Advisory Board (IAB), and for the pastdecade the IAB has driven a number of initiatives designed to teach and build capacities forprofessional skills, often called “soft skills.” As shown in Table 2, the IAB’s recommendationshave been delivered in silos, mostly via the senior design capstone experience. ECE 202 CircuitTheory Applications – which now includes a project design component in the sophomore year –has served as the vital lower-level course for introducing

Relevance Score: 0.023459382

Delivering Engineering Education Research Findings To The Practitioners: A New Workshop Model Approach

Conference Session: Educational Research
Collection: 2010 Annual Conference & Exposition
Authors: Cindy Waters, North Carolina A&T State University; Helen Chen, Stanford University; Sheri Sheppard, Stanford University
Tagged Divisions: Educational Research and Methods

Establish/develop study groups / offer courses with focus on analytical skills to 1) Get more faculty & industry support for senior capstone help students put together their basic course; 2) (**) Raise expectations for the quality of knowledge with requirements of theGroup 7 projects to industry standard. Group 16 problem.Group 8 Problem-oriented course earlier in the curriculum Group 17 no answer Identify a couple of courses that will Should implement this idea across the curriculum

Relevance Score: 0.02335814

Faculty Survey on Learning Through Service: Development and Initial Findings

Conference Session: Thinking About the Engineering Curriculum
Collection: 2012 ASEE Annual Conference & Exposition
Authors: Olga Pierrakos, James Madison University; Anna Zilberberg; Christopher W. Swan, Tufts University; Angela R. Bielefeldt, University of Colorado, Boulder; Kurt Paterson P.E., Michigan Technological University; John J. Duffy, University of Massachusetts, Lowell; Sean Mcvay, James Madison Univeristy
Tagged Divisions: Educational Research and Methods

been active in the ASEE since 2001, currently serving as the Program Chair for the Commu- nity Engagement in Engineering Education constituent committee. Swan’s current research interests in engineering education concern project-based learning and service-based pedagogy.Dr. Angela R. Bielefeldt, University of Colorado, Boulder Angela Bielefeldt is an Associate Professor in the Department of Civil, Environmental, and Architectural Engineering at the University of Colorado, Boulder. She has incorporated service-learning projects into the senior capstone design course for environmental engineering since 2001. Her engineering education research interests include sustainable engineering, ethics, and retention of female

Relevance Score: 0.023287086

On an Upward Trend: Reflection in Engineering Education

Conference Session: Studying Engineering Education Research & Institutions
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Lauren A. Sepp, University of Washington; Mania Orand, Human Centered Design and Engineering ; Jennifer A Turns, University of Washington; Lauren D. Thomas, University of Washington; Brook Sattler, University of Washington; Cynthia J. Atman, University of Washington
Tagged Divisions: Educational Research and Methods, Liberal Education/Engineering & Society

, and type of reflection: how reflection is being operationalized. As aresult of our findings, it is evident that there has been a significant and recognizable upwardtrend in the explicit attention to reflection across the body of the ASEE conference publications.Understanding the trends of reflection across literature can help us further analyze its prevalenceand importance in the engineering education community.IntroductionIn engineering education, there has been an increase in pedagogical approaches that positionstudents at the center of the teaching practice, like problem-based learning, project-basedcourses, and capstone design courses.1,2,3 Such pedagogical approaches often engender reflectionby engaging students in reflection activities

Relevance Score: 0.023281846

Exploring Senior Engineering Students’ Conceptions of Modeling

Conference Session: Modeling and Problem-Solving
Collection: 2011 ASEE Annual Conference & Exposition
Authors: Adam R. Carberry, Arizona State University; Ann F. McKenna, Arizona State University; Robert A. Linsenmeier, Northwestern University; Jennifer Cole, Northwestern University
Tagged Divisions: Educational Research and Methods

University of California at Berkeley.Robert A. Linsenmeier, Northwestern UniversityJennifer Cole, Northwestern University Jennifer Cole is the Assistant Chair in Chemical and Biological Engineering in the Robert R. McCormick School of Engineering and Applied Science at Northwestern University. Dr. Cole’s primary teaching is in capstone design, and her research interest are in engineering design education. Page 22.688.1 c American Society for Engineering Education, 2011 Exploring Senior Engineering Students’ Conceptions of ModelingAbstractModeling is a pervasive feature of engineering that

Relevance Score: 0.023276884

Work in Progress: Developing Single Point Rubrics for Formative Assessment

Conference Session: Works in Progress: Assessment and Research Tools
Collection: 2016 ASEE Annual Conference & Exposition
Authors: John K. Estell, Ohio Northern University; Heather Marie Sapp, Ohio Northern University; David Reeping, Ohio Northern University
Tagged Divisions: Educational Research and Methods

analytic rubric and having to provide freeformcomments upon a student artifact. The evaluation criteria are limited, through use of a rubric, tothose considered key for reviewing the assignment, but feedback can be easily provided in thosecases where student performance within a particular criterion is either above or belowexpectations. Projects of sufficiently long duration, such as term projects or capstones, are theassignments that would be the “best fit” for applying single point rubrics, as there would besufficient time for students to utilize the formative feedback to improve their project or theirperformance.In summary, the authors believe that there is considerable potential in adopting single pointrubrics for formative assessment purposes

Relevance Score: 0.022935154

Methods for Assessing Epistemic Identities: Student Representations of Design and Engineering Practice

Conference Session: Student Learning, Problem Solving, & Critical Thinking 1
Collection: 2014 ASEE Annual Conference & Exposition
Authors: Micah Lande, Arizona State University, Polytechnic campus
Tagged Divisions: Educational Research and Methods

collaborations. Coming to understand (scholarship of merit) and promotingthe efficacy of project-based learning and design thinking (scholarship of impact)22 are theexpected results of this project. Page 24.902.9References1. Todd, RH, SP Magleby, CD Sorensen, BR Swan & DK Anthony (1995). A Survey of Capstone Engineering Courses in North America. Journal of Engineering Education, Vol. 84, No. 2, pp. 165- 174.2. Newstetter, Wendy C, Eastman, Charles E, McCracken & W Michael (2001). Bringing Design Knowing and Learning Together. In Design Knowing and Learning: Cognition in Design Education.3. Lande M and Leifer L (2009). Work In Progress

Relevance Score: 0.022916753

The Parallel Curriculum Model: Understanding Engineering Educational Innovations To Optimize Student Learning

Conference Session: Curricula of the Past, Present, and Future
Collection: 2006 Annual Conference & Exposition
Authors: Yvonne Ng, College of St. Catherine; Lori Maxfield, College of St. Catherine
Tagged Divisions: Educational Research and Methods

the curriculums of Connections and Identity but these curricula may not be explicitly taught. Capstone projects are used to assess how students integrate all of these curriculums.With such an analysis, it is easy to articulate why the traditional program has failed to serve at-risk populations such as women: By concentrating the Core and Practice up front, this program Page 11.1316.6may discourage or misrepresent the discipline for those, particularly women, who need somesense of Connection to society and Identity to the field.5Recent innovative efforts in engineering education can be understood using the PCM language: By

Relevance Score: 0.022316243

Appraising Student Design Learning: Comparing Design Processes of First-year and Senior-year Engineering Students

Conference Session: Teaching In and Through Design, Maker Spaces, and Open-ended Problems
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Mycala Read, South Dakota School of Mines and Technology; Micah Lande, South Dakota School of Mines and Technology
Tagged Divisions: Educational Research and Methods

systems.Individual class sessions include hands-on design and building activities to support theengineering design or engineering science content. Students also have a number of substantialdesign project challenge experiences over the course of the semester. The senior cohort ofstudents is in an optional senior elective that augments their engineering design experiences(foundational product development through capstone design) with introduction of a human-centered design approach to get at latent and expressed needs for problems where people are atthe center of the problem and solution space. Similarly a problem-based learning approach istaken and students have many in-class hands-on activities to support different aspects of humancentered design (like

Relevance Score: 0.021984356

Many Hands on the Elephant: How a Transdisciplinary Team Assesses an Integrative Course

Conference Session: Assessment and Research Tools
Collection: 2018 ASEE Annual Conference & Exposition
Authors: David DiBiasio, Worcester Polytechnic Institute; Kristin Boudreau, Worcester Polytechnic Institute; Leslie Dodson, Worcester Polytechnic Institute; Paula Quinn, Worcester Polytechnic Institute; John Bergendahl, Worcester Polytechnic Institute; John M. Sullivan Jr, Worcester Polytechnic Institute; Glenn R. Gaudette, Worcester Polytechnic Institute; Curtis Abel, Worcester Polytechnic Institute; Laura A. Robinson, Worcester Polytechnic Institute; Sarah Wodin-Schwartz P.E., Worcester Polytechnic Institute
Tagged Divisions: Educational Research and Methods

Education. He served as 2004 chair of the ASEE ChE Division, has served as an ABET program evaluator and on the AIChE/ABET Education & Accreditation Committee. He has also served as Assessment Coordinator in WPI’s Interdis- ciplinary and Global Studies Division and as Director of WPI’s Washington DC Project Center. He was secretary/treasurer of the new Education Division of AIChE. In 2009 he was awarded the rank of Fellow in the ASEE, and in 2013 was awarded the rank of Fellow in AIChE.Kristin Boudreau, Worcester Polytechnic Institute Kristin Boudreau is Paris Fletcher Distinguished Professor of Humanities at Worcester Polytechnic In- stitute, where she also serves as Head of the Department of Humanities and Arts

Relevance Score: 0.021981644

How Do First-Year Engineering Students Experience Ambiguity in Engineering Design Problems: The Development of a Self-Report Instrument

Conference Session: Works in Progress: Classroom Practice
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Emily Dringenberg, Kansas State University; Ruth E. H. Wertz, Valparaiso University
Tagged Divisions: Educational Research and Methods

to engage with. Improving undergraduateengineering education requires a better understanding of the ways in which studentsexperience ill-structured problems in the form of engineering design. With specialattention to the experiences of first-year engineering students, prior exploratory workidentified two critical thresholds that distinguished students’ ways of experiencing designas less or more comprehensive: accepting ambiguity and recognizing the value ofmultiple perspectives.The goal of current (work-in-progress) research is to develop and pilot a self-reportinstrument to assess students’ relation to these two thresholds at the completion of an ill-structured design project within the context of undergraduate engineering education

Relevance Score: 0.021776477

User Stories and Algorithms as Programming and Design Tools

Conference Session: Design Thinking and Creativity
Collection: 2018 ASEE Annual Conference & Exposition
Authors: Tom Elliott Spector, Oklahoma State University; Stan Carroll, Oklahoma State University; John J. Phillips, Oklahoma State University
Tagged Divisions: Educational Research and Methods

Figure 4: The resulting theatre box and section through the theatre.User Stories as a Programming and Design tool for Architecture 5In the following year, the capstone studio project was a combination food pantry and homelessyouth shelter for a provider in a nearby urban center. This project presented the prospect of userstories from several perspectives—that of the food pantry clients, the organization’s skeletalstaff, homeless teens, and the volunteers that do much of the work of unloading, sortingpackaging and stocking the pantry shelves.All students were required to volunteer at the food pantry to experience the volunteers’perspective. This also gave them a chance to