Conference Session

INTERACTIVE SESSION – Measuring the Impact on Communities

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rebecca A Bates, Minnesota State University, Mankato; Julie P Martin, Clemson University; Denise Wilson, University of Washington; Melani Plett, Seattle Pacific University; Tamara Floyd Smith, Tuskegee University

Tagged Divisions

Community Engagement Division

, with particular emphasis on affective and metacognitive factors that influence student success in STEM fields.Dr. Melani Plett, Seattle Pacific UniversityDr. Tamara Floyd Smith, Tuskegee University Page 23.795.1 c American Society for Engineering Education, 2013 Interactive Session: Measuring the Impact of Connection to CommunityAbstractAs awareness of the value of community engagement increases, programs associated withcommunity engagement will be called upon more and more to evaluate program outcomes. Thispaper supports an interactive session that

Conference Session

Assessment of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Theresa M. Vitolo, Gannon University; Karinna M Vernaza, Gannon University; Barry J Brinkman, Gannon University; Scott E Steinbrink, Gannon University

Tagged Divisions

Community Engagement Division

. Page 23.211.1 c American Society for Engineering Education, 2013 Assessing Impact without Using Grades: Quality Review of Community EngagementThe Scholars for Excellence in Engineering and Computer Science (SEECS) program wasinitiated in fall 2009 through NSF S-STEM grant funding. The interdisciplinary, multi-year,mixed academic-level program awarded scholarships to students based on academic merit andfinancial need. SEECS is an opportunity for students in the majors of computer science,electrical and computer engineering, environmental engineering, information systems,mechanical engineering, and software engineering at Gannon University. The goals of thescholarship

Conference Session

Assessment of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nathan E Canney P.E., University of Colorado Boulder; Tess Bowling, University of Colorado at Boulder; Angela R Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Community Engagement Division

) Page 23.724.5examples that students used when describing the relationship between the engineering professionand society, and (c) how feedback from society, the community, or the client should influencethe engineering design process. The following three sections will address each of these issues,using representative quotes from students to highlight outlier and common comments. Together,these three themes provide insight into how engineering students view the relationship betweenthe engineering profession and society.(a) Does having an impact on society affect a student’s choice to be an engineer? “I feel like engineering is a practical degree and that while, through other paths of study you could come out with a career where you’re

Conference Session

Community Engagement Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Malinda S Zarske, University of Colorado, Boulder; Dana E Schnee, University of Colorado, Boulder; Angela R Bielefeldt, University of Colorado, Boulder; Derek T Reamon, University of Colorado, Boulder

Tagged Divisions

Community Engagement Division

, other research suggests that working with a client isan unnecessary hassle; it is possible to create similar gains in both students’ skills and attitudestoward community service as long as the project is representative of an actual community issue.This paper examines the impacts of direct community interaction on students’ attitudes andskills. To accomplish this, we analyze an established first-year engineering design course at theUniversity of Colorado Boulder, which reaches 44% of the first-year engineering undergraduatestudent population per year and involves multiple types of projects over each semester. Buildingupon previous research at this university, we distinguish more rigorously between projects thatinvolve a community client who is

Conference Session

Assessment of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jane M. Fraser, Colorado State University-Pueblo; Leonardo Bedoya-Valencia, Colorado State University, Pueblo; Jude L. DePalma, Colorado State University, Pueblo; Nebojsa I Jaksic P.E., Colorado State University, Pueblo; Ananda Mani Paudel, Colorado State University, Pueblo; Hüseyin Sarper, Colorado State University-Pueblo; Ding Yuan, Colorado State University - Pueblo

Tagged Divisions

Community Engagement Division

information on the E-LEAP programshows that the program does incorporate community engagement, but in the form of mentoringof K-12 students, not on the topic of sustainability.29Universities with chapters of Engineers without Borders often have their students involved inprojects that help disadvantaged communities, but most of such projects involve working tripsoverseas with only some education in sustainability. By design or not, such projects do teachstudents about sustainability. Miles Graugnard, a senior mechanical engineer at Santa ClaraUniversity, commented on his group‟s water project in Honduras: While many engineering projects seek to provide new technologies that combat problems in the developing world, what makes EWB‟s

Conference Session

The D/M/A of CE

Collection

2013 ASEE Annual Conference & Exposition

Authors

Linda Barrington, University of Massachusetts, Lowell; Emmanuelle Reynaud, University of Massachusetts, Lowell; Ella Willard-Schmoe, University of Massachusetts Lowell

Tagged Divisions

Community Engagement Division

academic year. Thepurpose of the ongoing study is to investigate the impacts of S-L on the students, faculty,institution and community. Quantitative analysis of student survey responses over the yearsreveals a consistently marked difference in attitude between genders toward communityengagement generally, and S-L specifically. For example, in the spring of 2012, 465 surveyswere collected from engineering students of all grades and majors, of whom 57 identified asfemale. Among several other items, statistically significant differences (at the 5% level) arose inresponses between the genders in their rating of Helping as a career value, their belief thatservice should be an expected part of the engineering profession, and their belief that S

Conference Session

The D/M/A of CE

Collection

2013 ASEE Annual Conference & Exposition

Authors

Daniel M. Dulaski, Northeastern University

Tagged Divisions

Community Engagement Division

coursealthough the depth and breadth of community participation is often unknown. Students at theUniversity of Missouri-Kansas worked with the public works department to redesign a bridgeand an adjacent intersection (1). Students at the University of Colorado worked on water andwastewater municipal projects as part of their capstone experience (2). In some instances, thecommunity is engaged. North Dakota State University addressed a neighborhood’s drainageissues through a capstone course that culminated with a presentation to communityrepresentatives at the end of the semester (3). Although there are ample opportunities for civilengineering programs to improve the community as well as student experience through capstone,experiences appear to be

Conference Session

Socio-cultural Dimensions of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Andrea Mazzurco, Purdue University; James Huff, Harding University; Brent K Jesiek, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

, they were not given any information aboutthe culture of the local community. Then, students were given critical information about the localculture and asked to choose again so that their solution would embrace the local cultural norms.Students also interacted with three engineering teaching assistants, all of whom had engaged inrich, cross-cultural experiences. These teaching assistants told stories about their cross-culturalexperiences and what they learned from those experiences. Finally, the second author led apresentation on strategies about gathering information from project partners and stakeholders.Subject GroupParticipants were engineering and non-engineering undergraduate and graduate students enrolledin a variety of domestic and

Conference Session

Tricks of the Trade

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lynn Albers, North Carolina State University; Laura Bottomley, North Carolina State University

Tagged Divisions

Student

negative impact on the student’s intellectual development. One ofthe areas this can occur is in the lecture where knowledge is imparted to the student. This is anarea that is very dependent on the instructor’s ability to communicate and to recognize thestudents’ ability to absorb the information. Dr. Perry firmly believed in college students and intheir positionality, which is “literally one’s stance with respect to knowing, making meaning, andmaking commitments.”4 He believed that understanding the students’ positionality was key towhat and how an educator should teach and to ensuring that the students learned. As L. LeeKnefelkamp observed about Dr. Perry, “He was adamantly against any notion of trying to forcegrowth or development (the notion of

Conference Session

Tricks of the Trade

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ruth E. H. Wertz, Purdue University, West Lafayette

Tagged Divisions

Student

Page 23.1247.6outcomes.Instructional Design Strategies. This section of the AIDE course focused on using learningtheories as a basis for instruction design and the development of strategies to engage students inonline courses. For example, Sorensen and Baylen11 present a concise guide to applyingprinciple of seven widely accepted principles of good practice in teaching to web-based learningenvironments. Of note, there is a strong focus on developing student-to-student and student-to-instructor interactions and relationships. In addition, Lehman and Conceição12 provide user-friendlydevelopment guides for incorporating group work, facilitating online discussion, and maintaining studentengagement throughout various phases of the online course

Conference Session

Community Engagement Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Bowa George Tucker, UMass Lowell; David O Kazmer, University of Massachusetts, Lowell; Olga Pierrakos, James Madison University; Chris Swan, Tufts University; Angela R Bielefeldt, University of Colorado, Boulder; Kurt Paterson P.E., Michigan Technological University; Annie Soisson, Tufts University

Tagged Divisions

Community Engagement Division

Paterson is an associate professor of Civil and Environmental Engineering, and director of Michi- gan Tech’s D80 Center which offers contribution-based learning, research and service opportunities for students with the poorest 80% of humanity. Dr. Paterson is a noted educator, workshop facilitator, and public speaker on community engagement, and leads several initiatives for learning engineering through service, recently leading ASEE’s newest division, Community Engagement in Engineering Education. He is PI on several research projects assessing the impacts of community engagement on students, faculty, and communities around the world.Dr. Annie Soisson, Tufts University Dr. Annie Soisson is the associate director of the

Conference Session

Best of DEED

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kristina Elizabeth Krause, The Center for Engineering Learning and Teaching - University of Washington; Cynthia J. Atman, University of Washington; Jim L. Borgford-Parnell, University of Washington; Ken Yasuhara, Center for Engineering Learning & Teaching (CELT), University of Washington

Tagged Divisions

Design in Engineering Education

programs should help engineering students achieve the“the broad education necessary to understand the impact of engineering solutions in a global,economic, environmental, and societal context.”3 Teaching these skills to engineering students isa challenging task, but one that is critical if engineers are to design for the benefit of the manycommunities for whom they work.Many hours of practice and experience are essential for gaining domain expertise.4, 5, 6, 7 Forengineers, the primary introductions to their disciplines are encountered through education, andas such it is important that engineering programs provide students with a realistic and expansiveunderstanding of the field. Leckie8 observed that undergraduates in general are often kept in

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Maria Teresa Napoli, UC Santa Barbara; Arica Lubin, Center for Science and Engineering Partnerships, University of California, Santa Barbara; Liu-Yen Kramer, Center for Science and Engineering Partnerships, University of California Santa Barbara; Jens-Uwe Kuhn, Santa Barbara City College; Nicholas Arnold, Santa Barbara City College; Ofelia Aguirre, Center for Science and Engineering Partnerships; Megan T. Valentine, University of California, Santa Barbara

Tagged Topics

NSF Grantees Poster Session

. Page 23.487.1 c American Society for Engineering Education, 2013 Engaging Community College Students in University ResearchAbstractThe future competitiveness of the US economy will depend on its ability to attract talent andfoster innovation in STEM (Science, Technology, Engineering and Mathematics) disciplines. Inthis paper, we present our National Science Foundation (NSF)-sponsored undergraduate researchinternship program, Internships in Nanosystems Science Engineering and Technology (INSET),and discuss our strategies to attract and support the academic advancement of community college(CC) students in STEM fields. In particular, we show that by partnering with CC administratorsand faculty, the program has

Conference Session

The D/M/A of CE

Collection

2013 ASEE Annual Conference & Exposition

Authors

Joshua M Frey, Elizabethtown College; Sara A. Atwood, Elizabethtown College

Tagged Divisions

Community Engagement Division

]. Before his death, Steve Jobs said to PresidentObama that he could move production of Apple products to the United States if, and only if,30,000 engineers can provide on-site support to manage 700,000 factory workers. Also, Jobs Page 23.909.2suggested that all foreign students receiving their engineering degrees in America be grantedvisas to stay and work in the country [3]. Taking a cue from these leaders, current engineers andengineering educators have a responsibility to engage the larger community in encouraging morestudents to pursue engineering degrees. One way to encourage more students to consider engineering is through outreach

Conference Session

Community Engagement Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ella Willard-Schmoe, University of Massachusetts Lowell; John J. Duffy, University of Massachusetts Lowell; Emmanuelle Reynaud, University of Massachusetts, Lowell; Linda Barrington, University of Massachusetts, Lowell

Tagged Divisions

Community Engagement Division

, has beenshown in many studies to have a consistently positive impact on many affective and cognitivemeasures. These include community engagement, self-efficacy, leadership, academicengagement, and academic performance1-3. As more positive outcomes are demonstrated, S-Lcontinues to grow in many disciplines. Page 23.1098.2In spite of these gains, participation in S-L in mathematics and the sciences remains low4. A2009 study conducted by Sherman and MacDonald focused on the question of low participationin S-L in the sciences, interviewing participants in S-L projects in math and biology collegecourses. At the end of the study, both

Conference Session

Assessment of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Matthew J. Traum, Milwaukee School of Engineering; David A Howell, Milwaukee School of Engineering; Leah C. Newman, MSOE

Tagged Divisions

Community Engagement Division

conclusions were drawn.1. The majority of MSOE alumni who participated in the study engage in communityvolunteerism.2. An increasing trend in community volunteerism of MSOE students has been observed over thepast eight years, which is trending toward 50% engagement.3. The quantity of students who participate in servant-leadership initiatives has stayed the samefor the past three years. However, based on correlation of survey data with ethnographicinterviews and field observations, the quality of servant-leadership initiatives has improved overthe data collection period. Therefore the overall positive impact of students’ participation inthese activities has increased

Conference Session

Assessment of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Angela R Bielefeldt, University of Colorado Boulder; Kurt Paterson P.E., Michigan Technological University; Chris Swan, Tufts University; Olga Pierrakos, James Madison University; David O Kazmer, University of Massachusetts, Lowell; Annie Soisson, Tufts University

Tagged Divisions

Community Engagement Division

D80 Center which offers contribution-based learning, research, and service opportunities for students with the poorest 80% of humanity. Dr. Paterson is a noted educator, workshop facilitator, and public speaker on community engagement, and leads several initiatives for learning engineering through service, recently leading ASEE’s newest division, Community Engagement in Engineering Education. He is PI on several research projects assessing the impacts of community engagement on students, faculty, and communities around the world.Dr. Chris Swan, Tufts UniversityDr. Olga Pierrakos, James Madison University Dr. Olga Pierrakos is an associate professor and founding faculty member of the James Madison Univer- sity

Conference Session

Assessment of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Antonette T. Cummings P.E., Purdue University; James Huff, Purdue University; William C. Oakes, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

teams.The program is structured with student-led divisions, each with 8-20 students, a faculty orindustry mentor, and a graduate teaching assistant (TA). Each division has one or more not-for-profit agency/ies (such as a museum, government service, charity, etc.) as a communitypartner(s). The students work with their community partner(s) to identify, develop, and deliverprojects that meet the community partner’s needs. Examples of such community needs includedesigning assistive technology for people with disabilities, developing database software forhuman services agencies, and developing engaging science-educational technology forelementary students. Additional projects can be seen athttps://engineering.purdue.edu/EPICS/Projects/Teams.Assessment

Conference Session

Experiences in Engineering Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Francis J. Hopcroft, Wentworth Institute of Technology

Tagged Divisions

Community Engagement Division

owned by a non-profit, design of a water treatmentsystem for a remote village on another continent, and the architectural design of majorrenovations to a community and cultural center in that same remote village.It is at the interface of the student and the client that most administrators become concerned.Whatever activity is undertaken, it is too often seen to be fraught with risks that can lead toliability and rather than address the risk issue, the university chooses far too often to simply limitor curtail the activity.Risk vs. LiabilityThe use of the term ‘liability” in most of the prior discussion, was deliberately changed to theterm “risk” in the previous paragraph. The terms are inextricably intertwined and one does notgenerally occur

Conference Session

The D/M/A of CE

Collection

2013 ASEE Annual Conference & Exposition

Authors

Libby Osgood P.Eng., University of Prince Edward Island and Dalhousie University; Clifton R Johnston, Dalhousie University; Andrew Trivett, University of Prince Edward Island

Tagged Divisions

Community Engagement Division

organization representative (COR) in meetings, at formalpresentations, and through design reports. Students practice the skills that are required to produce Page 23.26.2a design with teammates, rather than working on their own. This, more than anything, simulates    a real working environment. Students, then, benefit academically by enhancing their problem-solving and designing skills, inter-personally by improving their communication and teamworkskills, and personally by being forced to grapple with social issues.A second role to consider in SL is the faculty member. Substantial research has been conductedto assess the impact and viewpoint of faculty

Conference Session

Socio-cultural Dimensions of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Amy Wood, Brigham Young University; Parry Fader Garff, Brigham Young University; Carol J Ward, Brigham Young University; Eric C. Dahlin, Brigham Young University; Randy S. Lewis, Brigham Young University

Tagged Divisions

Community Engagement Division

lecture included: a. Helping students understand the logic and importance of Social Impact Assessment – assessing the social impacts of new technology on rural communities. b. Helping students understand the importance of the social contexts (opportunities and constraints) in which their technology designs will be implemented and the value of involving community members in the assessment process. c. Helping students identify ways to address the challenges of learning about the communities from a distance in order to improve designs. d. Helping students learn how to obtain feedback on project designs in the field and assess preliminary impacts of projects on community members.In

Conference Session

The D/M/A of CE

Collection

2013 ASEE Annual Conference & Exposition

Authors

Greg Kremer, Ohio University

Tagged Divisions

Community Engagement Division

23.835.1 c American Society for Engineering Education, 2013 It’s all about relationship – expanding relational learning opportunities in a community engagement project experienceIntroductionIt pays to think big for student project experiences - not in terms of project scope but in terms oflearning opportunities and overall impact. A diverse body of research, as well as 15 years ofpersonal experience with capstone projects and extracurricular student projects, has shown thatthe overall impact of a student project grows through the establishment of relationships thattranscend boundaries. In our ongoing program development, we have worked to create a rangeof relational learning opportunities for

Conference Session

Socio-cultural Dimensions of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Brent K Jesiek, Purdue University, West Lafayette; Anne Elizabeth Dare, Purdue University; Julia D Thompson, Purdue University, West Lafayette; Tiago R Forin, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

Page 23.644.4helps prepare students for international service-learning, including through coverage of topicslike foreign language fundamentals, appropriate technology, and cultural immersion.18 Still otherschools (e.g., UC Boulder, Columbia University, and Michigan Tech) offer graduate-levelcertificates and/or degree programs at the intersection of engineering and development.Other related initiatives include the NSF-supported Engineering Faculty Engagement in LearningThrough Service (EFELTS) project, which is mainly focused on preparing faculty to organizeand lead high-impact service-learning experiences at home and abroad, including through facultydevelopment workshops.19 Engineers Without Borders also has a record of providing

Conference Session

Socio-cultural Dimensions of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sandra Loree Dika, University of North Carolina, Charlotte; Brett Tempest, University of North Carolina, Charlotte; Miguel A. Pando, University of North Carolina, Charlotte

Tagged Divisions

Community Engagement Division

evaluating their learning as a result of the experience(column 2), expectations were not quite met for some of the learning outcomes – ability to applymath, science, and engineering knowledge; ability to design and conduct experiments; ability toidentify, formulate, and solve engineering problems; and recognition of the need for and abilityto engage in lifelong learning. However, because one participant was not able to complete thepost-trip questionnaire, these differences should not be over-emphasized. The more relevantinformation comes from student comments (column 3) that illustrate how students’ socialawareness was enhanced from the experience at the host institution and in the village – listeningto the community members and addressing their

Conference Session

Socio-cultural Dimensions of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Aimee S Navickis-Brasch P.E., University of Idaho, Moscow; Anne Liu Kern, University of Idaho; Jillian Rae Cadwell, University of Idaho ; Laura Laumatia Laumatia; Fritz Fiedler, University of Idaho, Moscow

Tagged Divisions

Community Engagement Division

project goalsare to engage students in grades 4-6 from two neighboring American Indian reservations in theinter-Northwest, in an integrated STEM experience that merges indigenous knowledge, place,and cultural and historical significance with western approaches. This will provide a platformfor helping to connect tribal youth with their aboriginal land as well as prepare a STEMworkforce in the Coeur d’Alene and Spokane Tribal communities. It is through a regionalwatershed that connects the two reservations physically and culturally, that the context isprovided to study the impact of watershed monitoring and water health through an engineeringdesign. The BTTE curriculum incorporates interdisciplinary, place-based lessons on watershed,ecosystems and

Conference Session

Socio-cultural Dimensions of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Antonio Jose Soares P.E., Florida A&M University/Florida State University; Rabbani Muhammad, Florida A&M University; Doreen Kobelo, Florida A&M University/Florida State University; G. Thomas Bellarmine P.E., Florida A&M University/Florida State University; Chao Li, Florida A&M University; Salman A. Siddiqui, Florida A&M University

Tagged Divisions

Community Engagement Division

the summer program.Volunteers visited the centers throughout the year to provide academic assistance to the residentstudents. This allowed the organizers to single out a center that would be more suitable toimplement the CSTEP program as a pilot. This decision was based on the needs and the size ofthe community. The idea was to maximize the impact of the program in order to create a solidbasis for expansion to other community centers in the future.Once the center was selected, the first phase of the program was launched with the followinggoals:  Provide tutors for all subjects to students of all ages and of all levels  Expose young children to the STEM fields  Organize science expos and competitions (e.g., Brain-Bowl

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rebecca L. Damron, Oklahoma State University; Sohum A Sohoni, Arizona State University, Polytechnic campus; YoonJung Cho, Oklahoma State University; Kerri S Kearney, Oklahoma State University

Tagged Topics

NSF Grantees Poster Session

students.Each student team consisted of the team roles of team leader, documentation expert, and leadengineer. The team leaders from each team met regularly to ensure that proper communicationof design efforts was made. Again, this provided a unique opportunity to extend studentlearning to include the interpersonal communication challenges of teaming, a critical real-worldset of skills too often not addressed in engineering education. The course emphasized the courseproject and did not include mid-term or final examinations. Weekly quizzes monitoredongoing learning but had little impact on course grades. Additionally, there were many in-class assignments, and teams provided weekly in-class oral status reports.Figure 1: Teams. Figure shows how teams

Conference Session

Tricks of the Trade

Collection

2013 ASEE Annual Conference & Exposition

Authors

Michael L.W. Jones, PhD Candidate Faculty of Information, University of Toronto

Tagged Divisions

Student

of personal time, money and energy; d) achievement of an intrinsic and highly personal benefit; e) strong personal self-identification with the pursuit, and; f) identification with a shared ethos and community of practice with those who share the activity. [15] Serious leisure studies have covered a range of committed but voluntary efforts,including sports fandom [8], gourmet cooking [7], lifelong learning communities [11] andvolunteer firefighters [17]. This paper argues that the same energy and focus on creation is found in engineeringstudent PBL* teams. Students engaged in such teams must commit to a project far larger thantheir own personal hobbyist/tinkering efforts and in collaboration

Conference Session

Tricks of the Trade

Collection

2013 ASEE Annual Conference & Exposition

Authors

Katy Luchini-Colbry, Michigan State University; Tobias Ortega-Knight, University of the Virgin Islands; Charles Huang Chen, Michigan State University; Danny Lynch, University of the Virgin Islands; Kathleen Anne Fitzsimons, Michigan State University; Crystal D Alton; Juan L. Mena Lapaix, Michigan State University; Joshua Drost, Michigan State University; Garrett Kohler

Tagged Divisions

Student

Engineering Education, 2013 Exploring the Experience of Undergraduate Research: A Case Study Using FacebookIntroductionParticipating in research as an undergraduate can be a powerful learning experience, helpingstudents form connections with faculty, put classroom knowledge into practice, develop researchskills and prepare for graduate study. Undergraduate research is a “high impact” educationalpractice1 that can be particularly effective for engaging students from diverse backgrounds.2–5The NSF makes a substantial investment in undergraduate research experiences, which it views as“one of the most effective avenues for attracting talented undergraduates”6 and preparing them forgraduate study and careers in

Conference Session

Tricks of the Trade

Collection

2013 ASEE Annual Conference & Exposition

Authors

Joi-lynn Mondisa, Purdue University, West Lafayette; Junaid A. Siddiqui, Purdue University, West Lafayette; Mel Chua, Purdue University; Linda Vanasupa, California Polytechnic State University; Roberta J Herter, California Polytechnic State University; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Student

similarities and differences among differentperspectives, a process that may lead to presentational and propositional meaning. Studies on work groups provide a theoretical perspective that can further explain ourgroup collaborations. Research indicates that group diversity in terms of members’ perspectivesfor the group task may or may not have positive effects on group outcomes6. Homogeneitygenerally leads to better cohesion and commitment in a group. However diversity in groups canpositively impact group outcomes when the task is about meaning or decision making, and hasbeen shown to have transformative potential when individuals with different epistemologicalperspectives engage in cross-disciplinary work7. Van Knippenberg et al.6 propose in