Collection

ASEE-NE 2022

Authors

Caressa Adalia Wakeman, University of Connecticut ; Amvrossios Bagtzoglou, University of Connecticut; Maria Chrysochoou, University of Connecticut

Tagged Topics

Diversity

replace one of the three midterm exam grades with the final exam.• Alternate exam modalities were made available: oral exam, take home exam, design project exam.• Videos showcasing the laboratory experiments being conducted were produced and captioned.• Qualitative assessment of student performance was provided in narrative form as a supplement to quantitative marks for all course components.• Students wrote two reflection pieces, one after each course unit, discussing challenges and how they address them; these provided suggestions on how the instructor could address their needs.Despite the major changes effected in the course delivery, which always induces someanxiety, overall feedback from students through the Student

Conference Session

First-Year Programs Division (FYP) - WIPS 3: Identity & Belonging

Collection

2023 ASEE Annual Conference & Exposition

Authors

Courtney D. Giles, University of Vermont

Tagged Divisions

First-Year Programs Division (FYP)

the design of a first-year seminar (FYS) course and itsimpacts on student self-assessments and measures of retention among first year undergraduatestudents in engineering and mathematical sciences programs. Student self-reflections and self-assessment of learning were used to gain insight to students’ personal definitions of success,sense of preparedness, and sense of belonging, as well as the influence of the course activities onkey learning outcomes and student decision making after the first semester of college. The goalof this work is to evaluate the impact of a college-wide FYS course on student self-assessment,student flow, and one-year retention rates for the first three years that the course has been offered(Fall 2020, Fall 2021. Fall

Collection

2020 Fall ASEE Mid-Atlantic Section Meeting

Authors

Patricia Muisener, Stevens Institute of Technology (School of Engineering and Science); Gail P Baxter, Stevens Institute of Technology; Guillermo D. Ibarrola Recalde, Stevens Institute of Technology (School of Engineering and Science)

the content using a number ofdifferent strategies including peer to peer instruction, active learning and online resources andweekly quizzes to facilitate self-assessment and reflection.In this paper, we describe initial efforts to incorporate one type of metacognitive strategy (i.e.prompt students to think about and reflect on their learning and understanding of the content taughteach week) in the General Chemistry course. Key questions of interest include: What is the natureof student responses (conceptual or procedural)? Do responses vary by course week and/or gender?What is the relationship between student response (conceptual or procedural) and theirperformance on the exam?Research has demonstrated that active and collaborative

Conference Session

Mathematics Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Bailey Braaten, The Ohio State University; Arnulfo Perez, The Ohio State University

Tagged Divisions

Mathematics

appendix. The teachers were able to engage in the unit asstudents and were given time for reflection and discussion after each lesson within the unit. Teachers were first introduced to a multi-meter and were asked to measure the voltage ofseveral batteries. The unit had an inquiry-based focus; instead of telling the teachers how to use amulti-meter they were allowed to explore and discover how to measure voltage on their own. Asthe unit progressed, the teachers were introduced to each separate component of a circuit in asimilar way. After the battery was the resistor, then the LED, then the switch and finally thebreadboard. As each component was introduced the teachers were given a loosely structuredactivity that allowed them to explore the

Collection

1998 Annual Conference

Authors

Randall L. Ness; Carl A. Erikson

Session 3530 Portfolios: An Effective Assessment Strategy for First Year Engineering Students Carl A. Erikson, Jr., Randall L. Ness Messiah College Grantham, PA 17027Abstract A portfolio is a purposeful collection of student work that tells the story of the student’sefforts, progress and/or achievement in given areas. It can be used as a vehicle for demonstratingknowledge, understanding and performance, as a personal reflective tool, and as an assessmenttool. Why use portfolios? They 1] Are

Conference Session

Engineering Ethics Division (ETHICS) Technical Session _Monday June 26, 11:00 - 12:30

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jeff R. Brown, Embry-Riddle Aeronautical University - Daytona Beach; Chad Rohrbacher, Embry-Riddle Aeronautical University - Daytona Beach; Taylor Joy Mitchell, Embry-Riddle Aeronautical University ; Leroy Long III, Sinclair Community College - Dayton; Jenna Korentsides, Embry-Riddle Aeronautical University - Daytona Beach; Joseph Roland Keebler, Embry-Riddle Aeronautical University - Daytona Beach

Tagged Divisions

Engineering Ethics Division (ETHICS)

placerepresents an essential role in narrative inquiry with the reflection that events impact in eachplace.” Critical because the narratives confront social realities. Akin to critical pedagogy datingback to Dewey and Paulo Freire or critical theory associated with the Frankfurt school, criticalnarratives encourage students to think of power dynamics. Critical also relates to thinking aboutmoral judgment, when moral judgment is defined as issues related to fairness and justice [4].Narrative because if students are going to transfer the problem-solving skills they gained in theclassroom to considering their impact on a variety of stakeholders, they need an intervention thatgoes beyond the traditional case study or a module built around memorizing

Conference Session

Multidisciplinary Service and Outreach Projects

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jessica Anne Rosewitz P.E., Worcester Polytechnic Institute; Katherine C. Chen, Worcester Polytechnic Institute

Tagged Divisions

Multidisciplinary Engineering

bringchildren in for daily activities. This project is a first-time collaboration between University X andthe Town YWCA, and focused on a building a lasting relationship. The faculty advisors used acombination of assignments to evaluate the evolution and to track growth of students: equitytraining modules from an instructor handbook and self-reflection assessments based on Edutopia[1]. These assignments were given to the students on a per-term basis to track changes ortransformations in student behavior as they discover and address resource limitations, uniquedesign constraints, and working with team members from different disciplines. Morespecifically, these assessment measurements were: asset maps; changes to interpersonal teamdynamics from strangers

Conference Session

Improving Technical Understanding of All Americans

Collection

2008 Annual Conference & Exposition

Authors

Elaine Cooney, Indiana University-Purdue University-Indianapolis; Karen Alfrey; Steve Owens, Indiana University - Purdue University-Indianapolis

Tagged Divisions

Technological Literacy Constituent Committee

– those thatdiscussed fostering critical thinking at the level of a single class (or at most as aninterplay between two classes) – two distinct themes emerged: improving criticalthinking through writing for reflection, and improving critical thinking through problem-based learning.WRITING FOR REFLECTIONWriting for reflection promotes critical thinking by challenging students to make andarticulate value judgments about data, problems, and possible solutions. Furthermore, thewriting process, approached systematically, can be used to support and develop problem-solving skills.Hierarchical Classification Of Critical and Reflective ThinkingOne theme that emerged from the recent literature was assessing student writing aboutopen-ended problems using a

Conference Session

ERM: Mental Health and Wellness

Collection

2022 ASEE Annual Conference & Exposition

Authors

Catherine Spence, Minnesota State University, Mankato; Luke Nyberg; Justine Chasmar, Minnesota State University, Mankato; Jodi Nelson, Minnesota State University, Mankato; Marissa Tsugawa, Utah State University - Engineering Education

experiences around LGBTQ+ advocacy in STEM. Dr. Tsugawa uses mixed-method approaches with a social constructivist paradigm. © American Society for Engineering Education, 2022 Powered by www.slayte.com Working Full Time and Earning an Engineering Degree: Wellbeing in a Co-Op-Based Engineering ProgramAbstractThe purpose of this research paper is to describe how stress manifests in undergraduateengineering students who are working in paid engineering positions while completing theirupper-division coursework, through the analysis of reflective prompts on wellbeing, andengineering belongingness. Previous research has identified the culture of “suffering

Conference Session

Developing New Engineering Educators

Collection

2017 ASEE Annual Conference & Exposition

Authors

Courtney June Faber, University of Tennessee; Courtney S. Smith-Orr, University of North Carolina, Charlotte; Walter C. Lee, Virginia Tech; Cheryl A. Bodnar, Rowan University; Alexandra Coso Strong, Franklin W. Olin College of Engineering; Erin McCave, University of Houston

Tagged Divisions

New Engineering Educators

rulesOne element that we believe helps us at different times in the year (especially when things getbusy) is a set of ground rules that we created as a group. From the onset of starting our virtualcommunity of practice, we thought it was important to establish a structure to ensure that eachmember of our community was accountable and prioritized their participation in the weeklymeetings. To create this structure, we co-constructed a set of rules of conduct and operatingprocedures. These rules include:  information on reflections that we would complete as part of our participation  the platform we would use for meetings  how we would develop an agenda for the meeting  when/how it would be determined if a meeting needed

Conference Session

New Learning Paradigms II

Collection

2009 Annual Conference & Exposition

Authors

Laura Hahn, University of Illinois, Urbana-Champaign; Alan Hansen, University of Illinois, Urbana-Champaign

Tagged Divisions

Educational Research and Methods

this end, we gathered andanalyzed student reflections on their learning experiences in a collaborative engineering projectbetween the University of Illinois at Urbana-Champaign and the University of KwaZulu-Natal inSouth Africa.BackgroundThe Association of American Colleges and Universities’ LEAP (Liberal Education forAmerica’s Promise) initiative (2007) emphasizes global awareness and experience within its foursets of Essential Learning Outcomes that are critical for preparing university students for thetwenty-first century. The “personal and social responsibility” domain includes:• Civic knowledge and engagement—local and global• Intercultural knowledge and competence• Ethical reasoning and action• Foundations and skills for lifelong

Conference Session

Virtual and Web Learning in Chemical Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Richard A. Davis, University of Minnesota Duluth

Tagged Divisions

Chemical Engineering

. c American Society for Engineering Education, 2016 An Online Course for Professional Development of Chemical Engineering COOPs and InternsAbstractAn online course was created for professional development of chemical engineering studentsparticipating in industrial cooperative education and internships. The course guides studentsthrough a series of exercises each designed to cycle through the four stages of Kolb’s learningtheory: experience, reflection, generalization, and experimentation. Students naturally acquireconcrete professional experience while practicing in an industrial setting. Instead of a traditionalapproach to coop education that concludes the industry experience with a reflective report

Conference Session

Cooperative and Experiential Education Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sabia Abidi, Rice University; Javier Lasa; Parag Jain; Kirsten Ostherr, Rice University; Austin Hwang, Northwestern University; Nellie Chen

care with highest device and technology utilization. Additionally,these programs utilize a predefined framework of lectures, training, observation, reflection and afinal deliverable not incorporating student insights into the overall program design2-11.To address the inequities in pediatric healthcare innovation, we utilized an inclusive co-production model approach. This model involves equal partnership between student andteachers, to identify and develop key deliverables thereby fostering novel and strategicconceptualization and solutions12. In our model, undergraduate students and faculty fromengineering, humanities and medicine were brought to the bedside of a pediatric critical careunit, with the goal of identifying targets for innovation

Conference Session

Sociotechnical Thinking II: Interpretation, Curricular Practices, and Structural Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Melissa C Kenny, Wake Forest University; Olga Pierrakos, Wake Forest University ; Monique O'Connell, Wake Forest University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

understanding of global and societal contexts in orderto solve some of the grand challenges facing humanity. This task is made no less difficult by thenecessity of multidisciplinary teams, diverse stakeholders, and innovative communicationmethods in an increasingly complex world. This vision for a modern engineer is reflected in the2004 and 2005 National Academies publications of “The Engineer of 2020” [1] and “Educatingthe Engineer of 2020” [2]. For historical context, Figure 1 showcases the call for action assummarized in the Grinter Report of 1955 [3] to the call of action as summarized in the Engineerof 2020 reports of 2004 and 2005. Ultimately, all of these reports (starting in 1955) urged for amore well-rounded engineer. The Engineer of 2020

Conference Session

Cooperative and Experiential Education Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

John H. Callewaert, University of Michigan; Joanna Mirecki Millunchick, University of Michigan; Cassandra Sue Ellen Jamison, University of Michigan; Kevin Cai Jiang, University of Michigan

Tagged Divisions

Cooperative and Experiential Education

. He received a BSE in biomedical engineering from the University of Michigan in 2018. American c Society for Engineering Education, 2021 Assessing and Communicating Professional Competency Development through Experiential LearningThis is a work-in-progress paper submitted to the ASEE Cooperative & Experiential EducationDivision.AbstractA new experiential learning initiative at a large R1 institution seeks to provide students with aframework to intentionally explore learning opportunities, meaningfully engage in experiences,iteratively reflect on their learning, and clearly communicate their development of one or morekey professional competencies

Conference Session

NSF Grantees Poster Session

Collection

2008 Annual Conference & Exposition

Authors

Rocio Chavela Guerra, Purdue University, West Lafayette; Monica Cox, Purdue University; Heidi Diefes-Dux, Purdue University

Learn” framework. The course, “EffectiveTeaching of Engineering: Linking Theory to Practice,” was first implemented in fall2007, at a large Midwestern Research I university to provide engineering graduateteaching assistants an opportunity to extend their teaching professional development. Thecourse learning objectives include developing knowledge of effective teaching practices,establishing an engineering “community of teachers” during interactions withengineering faculty and peers, producing personal deliverables that allow reflection uponrelationships between pedagogy and engineering, and receiving formative feedback aboutteaching within engineering courses.Some of the topics in this one-credit graduate level seminar included “How PeopleLearn

Conference Session

Dynamics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Shaobo Huang, South Dakota School of Mines and Technology; John M. Mativo, University of Georgia

Tagged Divisions

Mechanical Engineering

Page 26.886.1 c American Society for Engineering Education, 2015 Impact of reflective learning practices on students' learning of engineering dynamicsIntroductionEngineering is known as a challenging major that many students withdraw because of lowacademic achievement 1. Component Display Theory defines learning in two dimensions:content and performance 2-4. Content includes accepting facts, concepts, procedures, andprinciples; while performance refers to three phases of learning including remember, application,and generalities. Higher levels in both dimensions suggest a higher understanding degree anindividual gains. However, students’ feedback and assessment results suggest

Conference Session

Learnin' Lessons about Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Daniel Galvan, California State University, Los Angeles; Jianyu Jane Dong, California State University, Los Angeles; Lizabeth L Thompson P.E., California Polytechnic State University, San Luis Obispo; Emily L. Allen, California State University, Los Angeles

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

, 2020Lessons Learned: Teaching and Learning Academy Workshop to Promote an Asset-based Mindset among STEM facultyAbstractThis lessons learned paper describes the strategies in planning, organizing, and delivering aTeaching and Learning Academy Workshop that focused on bridging the cultural and perceptiongap between faculty and students in math and engineering classrooms. Grounded in Yosso’sCommunity Cultural Wealth model, the workshop was designed to engage participants in asequence of reflective and conversational activities that allowed the faculty to connect their owneducational experiences with their expectation towards the students, and recognize the strengthof the students in terms of their cultural wealth in Aspirational

Conference Session

Curriculum Development and Applications

Collection

2008 Annual Conference & Exposition

Authors

Jana Whittington, Purdue University Calumet; Kim Nankivell, Purdue University Calumet; Joy Colwell, Purdue University Calumet

Tagged Divisions

Engineering Design Graphics

Experiential Learning: A Handbook of Best Practice for Educators andTrainers: This type of learning occurs when students participate in some activity, reflect upon the activity, use their analytical skills to derive some useful insight from the experience, and then incorporate their new understanding(s) into their daily lives. What experiential learning does best is capture the interest and involvement of the participants, but most importantly it contributes significantly to the transfer of learning.Instructional InterventionTo implement EL learning in a degree program, faculty need to be made aware of theexperiential criteria so they can design an appropriate and effective EL course. Faculty at ourinstitution gain

Conference Session

Blurring the Boundary between Content Knowledge and Professional Knowledge

Collection

2008 Annual Conference & Exposition

Authors

Verna Fitzsimmons, Kent State University - Kent; Stephane Booth, Kent State University - Kent

Tagged Divisions

Liberal Education

History and assessment of student learning outcomes in higher education. Page 13.841.1© American Society for Engineering Education, 2008 Professional Education and General Education Join Forces?AbstractThe rapid pace at which technology is changing makes it imperative that students developthe skills that will enable them to be proactive and reflective rather than reactive. Thiswill require them as professionals and responsible citizens to integrate the contentknowledge that they have learned in their professional education with the abilities valuedin general education and by employers. These include critical thinking

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2006 Annual Conference & Exposition

Authors

Alan Kalish, Ohio State University; David Tomasko, Ohio State University; Jerry Masty, Ohio State University; Steve Acker, Ohio State University; Sally Rudmann, Ohio State University; Jennifer Forbush, Ohio State University

Desire2Learn in that electronicresources can easily be transferred into the portfolio as artifacts of teaching.“Shares” or “views” of the portfolio can be individually tailored for different purposes such asexternal or internal evaluation of teaching, sharing teaching innovations with colleagues, ordocumenting historical development of a course. The portfolio provides a more substantialdocumentation of teaching than can be obtained in a small number of direct classroomobservations.Based largely on Hutchings, The Course Portfolio,7 we have created a template using the OpenSource Portfolio (OSP) 1.5 that documents not only the mechanics and logistics of an individualcourse but also reflections on teaching methods and philosophy. Our template is a web

Conference Session

Engineering Management Division (EMD) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Renee Rottner, University of California, Santa Barbara

Tagged Divisions

Engineering Management Division (EMD)

. In this two-round negotiation exercise, students assume theroles of job candidates, negotiating terms with an AI-bot recruiter. The AI then providesstudents immediate, objective feedback after the first round. Students reflect on theirperformance, and identify improvements and strategies before the second round.A distinctive feature of AdVentures is the ability to treat each negotiation round as a “fresh start.”Unlike human negotiators who often carry past memories and experiences into subsequentnegotiations, the AI resets for each round. This unique feature enables students to leverageinsights and learnings from Round 1 to their negotiations in Round 2, enhancing students' abilityto adapt and apply their negotiation skills effectively.This

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jill K. Nelson, George Mason University; Jessica Rosenberg, George Mason University

Tagged Topics

NSF Grantees Poster Session

to rebuild community after. Specifically, we have focused significanteffort on (1) implementing new professional development opportunities for GTAs in the targetedcourses and (2) holding reflection/re-planning activities for CCTs.Pre-Semester GTA WorkshopIn August 2022, we implemented a two-day pre-semester workshop for new GTAs in theparticipating departments. Introduction of this workshop was motivated by the significant roleGTAs play in implementing teaching change in the large courses targeted by the project (e.g.,leading recitations and labs) and the need for GTAs to have structured professional developmentbefore the semester begins. In the early years of the project, GTAs met semi-regularly withintheir departments during the semester

Conference Session

Creating a Supportive and Nurturing Academic Culture

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Madhvi Jayalakshmi Venkatesh, Harvard Medical School; Prakriti Dance; Franklin W. Olin College of Engineering; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering; Eleanor Berke, Boston Public Schools; Jimena Bermejo; David Freeman, Franklin W. Olin College of Engineering; Abigail M. Fry; Alex L. Hindelang

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

sciences (e.g., Critical Reflective Writing; Teaching and Learning in Undergraduate Science and Engineering, etc.) All of these activities share a common goal of creat- ing curricular and pedagogical structures as well as academic cultures that facilitate students’ interests, motivation, and desire to persist in engineering. Through this work, outreach, and involvement in the com- munity, Dr. Zastavker continues to focus on the issues of women and minorities in science/engineering.Eleanor Berke, Boston Public Schools Berke is interested in the ways that role play may cause the body to shift the mind building, empathy and perspective. She has used acting as a tool to cultivate empathy for the immigrant experience, to improve

Conference Session

Social Justice, Social Responsibility, and Critical Pedagogies

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ashley R. Taylor, Virginia Tech ; Cynthia Hampton, Virginia Tech; Walter C. Lee, Virginia Tech; Bevlee A. Watford, Virginia Tech; Ben David Lutz, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

life. The goals of product archaeology provide a strong foundation on which to developa classroom and project in which students can think critically both within and about engineering.MethodsWe used qualitative methods to explore how first year students’ perceptions of engineeringchanged during the course of a summer bridge program. When we desire to intimatelyunderstand a complex issue, such as changes in students’ perceptions of engineering, qualitativeapproaches serve as a particularly useful research strategy (Creswell, 2009). In order to betterunderstand the ways in which critical pedagogies can influence students’ perceptions of what itmeans to be an engineer, participants reflected on what it meant to be an engineer and how

Conference Session

Design Communications & Cognition I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Leema Kuhn Berland, University of Texas, Austin; William F. McKenna, University of Texas, Austin; Stephanie Baker Peacock, University of Texas, Austin

Tagged Divisions

Design in Engineering Education

’ perceptions of these notebooks.Types of engineering notebooksA brief review of the literature reveals that engineering notebooks can take many formsand be used for many purposes. For example, Tillema and Smith (2000)24 identified threedistinct types: 1. A dossier is a notebook or portfolio that is completed at the end of a project or course to “collect mandated documentation on performance. In this case, the portfolio construction is not necessarily based on a learning orientation” (p. 194)24. 2. A learning portfolio is a living document used to evaluate learning over the course of the project or semester. 3. A reflective portfolio is also a living document, in which the author records his or her

Conference Session

First-Year Programs Division Technical Session 5: Design and Robotics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kathleen Harper, Case Western Reserve University; Richard Freuler, The Ohio State University

approach in a third-year aerospaceengineering course where students were presented with a group design task that was set up to beunsolvable (without the students knowing this). When progress stagnated, the students were ledthrough a series of reflective exercises culminating in individual failure reports. The approachdescribed in the current paper differs from those in previous publications in that 1) it wasassigned to first-year students, 2) it was infused into an ongoing design-and-build project, 3)students reflected on their own recent failures, and 4) students were expected to ultimately besuccessful in achieving the design goals of the project.In the first iteration of the exercise, any team that received fifty percent or less on a

Conference Session

S5C: Workshop XI

Collection

14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Courtney June Faber, University at Buffalo; Lorna Treffert, University at Buffalo

Tagged Topics

Workshops

groups. Thisworkshop is applicable to any researcher or faculty member looking to reflect on and improve theculture of their team, classroom, department, or other chosen scenario.Outcomes for Participants: 1) Development of a culture map for a self-selected social situation or group through guided reflection and use of approaches from systems thinking and ethnography. 2) Identification of the strengths, weaknesses, and risks for the self-selected social situation or group. 3) Identification of ways to capitalize on strengths and mitigate weaknesses/risks 4) List of 3 takeaways from the workshop and how they hope to implement/use these takeaways.Timeline:Minute 0 to 5 – Welcome and IntroductionsMinute 5 to 20

Conference Session

Computers in Education Division Technical Session 11

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Milo Koretsky, Oregon State University

Tagged Divisions

Computers in Education

particularly focus on what prevents students from being able to integrate and extend the knowledge developed in specific courses in the core curriculum to the more complex, authentic problems and projects they face as professionals. Dr. Koretsky is one of the founding members of the Center for Lifelong STEM Education Research at OSU. American c Society for Engineering Education, 2020 Work-in-Progress: An Online Journal Tool with Feedback for a Learning Assistant Program in EngineeringOverviewThis work-in-progress paper presents the development and pilot implementation of a computer-based reflection tool used in a Learning Assistant (LA) Program in

Conference Session

Mechanical Engineering Poster Session

Collection

2009 Annual Conference & Exposition

Authors

Nihad Dukhan, University of Detroit, Mercy; Mark Schumack, University of Detroit, Mercy

Tagged Divisions

Mechanical Engineering

probe the ability of students to a)explain the societal context of engineering, b) explain the importance of pro-active communityservice, and demonstrate an inclination to continue such service in the future, c) exhibit anappreciation of communication with non-engineers and finally, d) challenge some of thestudents’ stereotypes regarding others. The service-learning project was executed incollaboration with a local not-for-profit organization. Reflections were conducted by thestudents by answering a set of carefully-phrased questions after conducting the project. Analysisof students’ responses as well as the implications of the trends obtained, are explained in thispaper. The recorded benefits of service learning are described and can be