Asee peer logo

A Community Partner's Role During a First-Year Service Learning Project

Download Paper |

Conference

2013 ASEE Annual Conference & Exposition

Location

Atlanta, Georgia

Publication Date

June 23, 2013

Start Date

June 23, 2013

End Date

June 26, 2013

ISSN

2153-5965

Conference Session

The D/M/A of CE

Tagged Division

Community Engagement Division

Page Count

15

Page Numbers

23.26.1 - 23.26.15

Permanent URL

https://peer.asee.org/19040

Download Count

25

Request a correction

Paper Authors

biography

Libby Osgood P.Eng. University of Prince Edward Island and Dalhousie University

visit author page

Libby Osgood is an engineering lecturer at the University of Prince Edward Island in Canada, where she teaches second-year dynamics and design courses. Concurrently, she is pursuing her Ph.D. in Mechanical Engineering at Dalhousie University in Halifax, Nova Scotia. Her background is in aerospace and systems engineering, specifically related to satellite design. She was a systems engineer on two of NASA Goddard’s satellites: FERMI and LDCM. Her interests have shifted to studying active learning techniques in engineering education, specifically service learning and social justice.

visit author page

biography

Clifton R Johnston Dalhousie University

visit author page

Dr. Johnston is the NSERC chair in Design Engineering in the Department of Mechanical Engineering at Dalhousie University. He has taught and practiced design engineering for the past 20 years. He has been awarded the STLHE Alan Blizzard Award for Collaborative Education, the ASME Curriculum Innovation Award and a PIC V Best Paper award at ASEE.

visit author page

author page

Andrew Trivett University of Prince Edward Island

Download Paper |

Abstract

A Community Partner’s Role During a First-Year Service Learning ProjectThere are three primary roles in a Service Learning project: student, teacher, and communitypartner. It has been established that students enjoy and benefit from Service Learningexperiences. Teachers benefit as well, in their ability to meet educational objectives. For thecommunity partner, the advantage appears to be obvious; their problem is resolved. However,this cannot be assumed. This paper will explore actual gains and losses incurred by onecommunity partner during an experience with a Service Learning project.In the 2011 – 2012 academic year, 45 first-year engineering students were introduced to a needfrom a remote village in Kenya. Though it would have been preferable to work directly with thevillagers, poor internet quality and the extreme distance made this impossible. As a result, peoplefrom the local community, who regularly travelled to the village, identified the need and acted asthe ‘customer’ during the 18-week long project. In groups of 3, the students designed charcoalpresses to convert agricultural waste into charcoal briquettes more efficiently than the currentprocess.The community partners were involved in the design process during the problem introduction, ahands-on demonstration of the process, Q&A sessions, design reviews, and the designexposition. Also, while in the village, the community partners facilitated an exchange ofinformation and performed an experiment designed by the students. The time demand, thoughgreat, gave the students a better understanding of the needs of the villager.This paper will include a qualitative assessment of the community partners’ involvements. Thiswill be achieved through interviews, an examination of activities between the students and thecommunity partner, and excerpts from the data acquired in the remote village. Finally, theaccomplishments and deficiencies that the community partner experienced will be analyzed, andrecommendations will be made to ensure that the expectations are achievable.

Osgood, L., & Johnston, C. R., & Trivett, A. (2013, June), A Community Partner's Role During a First-Year Service Learning Project Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/19040

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2013 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015