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Deepening Engineering Skills through Community Engaged Learning in a Sustainable Energy Systems Course

Conference Session: Community Engagement Division Technical Session 4
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Maija A Benitz, Roger Williams University; Li-Ling Yang, Roger Williams University
Tagged Topics: Diversity
Tagged Divisions: Community Engagement Division

. Jacoby conciselydescribes service learning as “a form of experiential education in which students engage inactivities that address human and community needs together with structured opportunitiesintentionally designed to promote student learning and development” [1].The main components of community engaged learning are service, academic content, partnershipand reciprocity, and finally, analysis or reflection [2]. The service should provide support andsolutions for overcoming a community identified need, while also deepening students learning ofengineering concepts. The community engagement work provides an opportunity for students toapply their classroom learning in a real world setting, with the intention of enriching theirunderstanding of

Relevance Score: 0.032846317

Reauthoring Engineering Identities as Belonging to a Community Engaged Profession

Conference Session: Community Engagement Division Technical Session 3
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: James L. Huff, Harding University; Degnan William Lawrence; Amanda Coleman
Tagged Topics: Diversity
Tagged Divisions: Community Engagement Division

LawrenceAmanda Coleman c American Society for Engineering Education, 2020 Reauthoring Engineering Identities as Belonging to a Community-Engaged ProfessionAbstract: In this scholarly practice paper, we critically examined if and how engineeringstudents in a first-year design course internalized their professional identity as engineers whowere engaged in their communities. We describe the course, which used human-centered designprojects as a mechanism to partner with community organizations. Based on a thematic analysisof three reflective essays (n = 105) for each student (n = 35), we found four distinct patternsrelated to identity development in relation to community engagement. We

Relevance Score: 0.027924953

Engagement in Practice: Establishing a Culture of Service Learning in Engineering Orientation Classes at KSU

Conference Session: Community Engagement Division Technical Session 7
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: M. Loraine Lowder, Kennesaw State University; Christina R Scherrer, Kennesaw State University; Kevin Stanley McFall, Kennesaw State University; David R Veazie P.E., Kennesaw State University
Tagged Topics: Diversity
Tagged Divisions: Community Engagement Division

. “Service learning is anintentional and collaborative pedagogical practice that engages students in structured service toaddress an identified community need and help them ‘gain further understanding of coursecontent, a broader appreciation of the discipline, and an enhanced sense of civic responsibility[4]’[5].” Support documents for our QEP go on to highlight the importance of service learningbeing academically integrated with the course learning objectives while focusing oncommunity needs, involvement of the community partner in the design of the service learningproject, the importance of structured student reflection throughout the project, and a preferencefor the service learning experiences to last the majority of the semester. A service

Relevance Score: 0.025413783

Aspirations: Overcoming Barriers to Success through Pre- and Post-secondary School Partnerships

Conference Session: Community Engagement Division Technical Session 4
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Chelsea Cefalu, Lafayette College ; Arthur D. Kney, Lafayette College
Tagged Topics: Diversity
Tagged Divisions: Community Engagement Division

. c American Society for Engineering Education, 2020 Aspirations: Overcoming barriers to success and developing character through pre- and post-secondary school partnershipsAbstractThe goal of this study is to improve understanding of how participation in learning and teachingpartnerships between elementary classrooms facing high barriers to success and collegeclassrooms can: 1) influence the knowledge of, interest in, and aspirations toward post-secondaryeducation in populations less likely to explore college; 2) impact college students’ sense of civicknowledge, civic learning, civic reflection, and civic efficacy. Qualitative evaluation methodsdesigned by Lafayette College’s Landis Center for Community Engagement in

Relevance Score: 0.022987632

Development of Empathy in a Rehabilitation Engineering Course

Conference Session: Community Engagement Division Technical Session 5
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Lauren Anne Cooper, California Polytechnic State University, San Luis Obispo; Amanda Johnston, Purdue University-Main Campus, West Lafayette (College of Engineering); Emily Honor Hubbard, California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo
Tagged Topics: Diversity
Tagged Divisions: Community Engagement Division

students worked with clientsfrom the local community to design a solution to meet their rehabilitation needs. In addition tothe projects, student assignments included reflection prompts, four hours of community service,and several empathy “immersion” experiences (i.e., wearing a blindfold while trying to completebasic tasks). Seven students opted to participate in the study, all in their 4th or 5th year in eitherbiomedical or mechanical engineering. Students completed pre- and post-course surveys aimedto measure changes in self-reported levels of empathy. One student participated in a personalinterview, aimed at understanding the different ways in which the course activities influenced hisdevelopment of empathy. All seven students who participated

Relevance Score: 0.017240724

Work in Progress: Involving Teachers in International Community Engaged Learning Projects to Enhance their Understanding of Engineering and Intercultural Awareness

Conference Session: Community Engagement Division Technical Session 2
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Margaret Pinnell, University of Dayton; Kellie Schneider, University of Dayton; Leanne Petry, Central State University; M. Suzanne Franco, Wright State University; Malcolm W. Daniels, University of Dayton; Amy Anderson, University of Dayton; Marjorie Langston, Hamilton Township High School ; Megan Shepherd; Madeline Mock
Tagged Topics: Diversity
Tagged Divisions: Community Engagement Division

. Dating back to the 1960s, researchershave explored the theoretical characterization of intercultural competence and the effectivenessof varying classroom practices [24]. More recently, various researchers have explored theefficacy of CEL and research immersion experiences. Research shows that teachers learn tonavigate complex, intercultural encounters through challenging CEL experiences promoting,“reflective, critical and ethical practices” [25].Since international engineering CEL has the potential benefit to both increase interculturalawareness, while also demonstrating engineering as a career that helps humanity, engagingteachers in this type of experience may prepare them to encourage and inspire their students,particularly females and other

Relevance Score: 0.01713397

Creation of a Paradigm Shift in Student Humanitarian Service – An Experience of One Third Century

Conference Session: Community Engagement Division Technical Session 3
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Robert M. Brooks, Temple University; Sangram Shinde, Department of Mechanical Engineering, Jazan University, Jazan KSA
Tagged Topics: Diversity
Tagged Divisions: Community Engagement Division

with ARC officers and the courseinstructor. After the training students formed teams of three and visited homes in the most fireprone neighborhoods of Philadelphia to install smoke alarms, replace alarm batteries and helpresidents make home fire escape plans. The students also provided education and materials onhome fire preparation. In the past five years they distributed materials and provided informationto over ten thousand people in homes and on the streets of the city.The students were required to submit a technical report about the behavior of steel under hightemperatures (i.e., home fires). The report also required a two-page reflection on the service.“The Environment” class was taught 23 times from Fall 1991 through SP 2013. An

Relevance Score: 0.01713397

Engagement In Practice: Community Engaged Capstone Design Experience

Conference Session: Community Engagement Division Technical Session 1
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Rachel Koh, Smith College
Tagged Topics: Diversity
Tagged Divisions: Community Engagement Division

product. Another problematicassumption made in the students’ economic proposal was that what works under consumercapitalism in the U.S., where a high percentage of the population has expendable income, wouldwork in the very different economic circumstances of Nicaragua. The project was ultimatelystalled at the proposal stage because of disagreement about this point.By the time they reach their senior capstone, engineering students have often had few- if any-courses that require them to consider empathic approaches to designing for a client orcommunity whose racial, ethnic, national, socioeconomic, or other demographic backgrounddiffers from their own. This experience gap is reflected when students don’t have the tools tounderstand the needs of

Relevance Score: 0.016589895

High Altitude Water Shortage Issues in Peru

Conference Session: Community Engagement Division Technical Session 5
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Mary Andrade, University of Louisville; Michael Scott Keibler, University of Louisville; Josh Rivard
Tagged Topics: Diversity
Tagged Divisions: Community Engagement Division

which provides a historical contextof not only the Inca people, but also the generations from as early as 3000 BC in that region.Cultural activities are followed by formal discussion and guided reflection to create additionalcontext regarding the technical project and the cultural and geographical influences that areimportant for consideration. Also in country, the students made an initial presentation tocommunity leaders to ensure project objectives were in alignment with community expectations.Course Content – TechnicalThe technical portion of the course is determined by the scope of the project that is identified.During the first two years of the program, using semi-structured interviews, the communityidentified water loss of the crumbling

Relevance Score: 0.016589895

Brazilian Grassroots Engineer’s Education: Achievements, Flaws, and Challenges

Conference Session: Community Engagement Division Technical Session 6
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Cristiano Cordeiro Cruz, Aeronautics Technological Institute
Tagged Topics: Diversity
Tagged Divisions: Community Engagement Division

of Brazilian higher education in general and engineeringeducation, in particular. It is dealing with the potentialities and limits posed by such regulationsthat engineering teachers and/or students 3) conceived the three main types of educativeinitiatives aimed at forming, to some extent, this grassroots/educator engineer profile: servicelearning (out-of-classroom and immersive) practices; theoretical and in-classroom practices; andmixed (both in-classroom and out-of-classroom) practices. Then, in the penultimate section, 4) Ifocus on one of such initiatives’ main challenges: assessing its impacts on the students thatundertake them. I conclude the manuscript with some closing remarks.Methodologically, section 1 is a theoretical reflection

Relevance Score: 0.015144433

Undergraduate Students Benefits from Involvement in K-12 Outreach

Conference Session: Community Engagement Division Technical Session 6
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Angela R Bielefeldt, University of Colorado, Boulder; Greg Rulifson PE, USAID
Tagged Topics: Diversity
Tagged Divisions: Community Engagement Division

critical reflection of the learner on the experience. Unlessembedded within a course as a service-learning activity (e.g. [13]), there may not be structuredreflection. This is particularly true in co-curricular activities, where advisors may worry thatformal reflection would deter college students from participating. However, the reflection couldoccur informally via a group discussion.Giles and Eyler [11] cite Dewey’s [12] four criteria for projects to be truly educative. The fourcriteria are: generate interest, worthwhile intrinsically, problems that demand new information,and cover a considerable time span. K-12 activities are often designed to be fun, so they arelikely to generate interest on behalf of both the college student and K-12 kids

Relevance Score: 0.01436727

Improving the Engineering Pipeline through University and Community-developed Museum-based Educational Kits

Conference Session: Community Engagement Division Technical Session 7
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Stacey V Freeman, Boston University; Sandra Lina Rodegher, Boston University
Tagged Topics: Diversity
Tagged Divisions: Community Engagement Division

, briefly practice leading the rest of the group through the activity they each learned. Metric source: observation 2) Lead: museum educators/facilitators lead activities with group of children on the public floor of a museum for 1-2 hours. Metric source: observation 3) Reflect: museum educators/facilitators discuss their experience learning and leading activitiesImproving the Engineering Pipeline Through University & Community-Developed Museum-Based Educational Kits Metric: capturing report out/discussionThe full protocol was implemented in Ontario, Portland, Los Angeles, and Fort Lauderdale atthree large museums that serve youth and families. An abridged protocol (which skipped steptwo) was also implemented in

Relevance Score: 0.013271916

Engagement in Practice: Exploring Boundary Spanning in a School-University Partnership

Conference Session: Community Engagement Division Technical Session 2
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Julee Farley, Montgomery County Public Schools and Virginia Tech; Lisa D. McNair, Virginia Tech
Tagged Topics: Diversity
Tagged Divisions: Community Engagement Division

Paper ID #30450Engagement in Practice: Exploring Boundary Spanning in aSchool-University PartnershipDr. Julee Farley, Montgomery County Public Schools and Virginia TechDr. Lisa D. McNair, Virginia Tech Lisa D. McNair is a Professor of Engineering Education at Virginia Tech, where she also serves as Director of the Center for Educational Networks and Impacts at the Institute for Creativity, Arts, and Technology (ICAT). Her research interests include interdisciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include

Relevance Score: 0.013271916

Co-creation of a systemic models to support community engagement projects

Conference Session: Community Engagement Division Technical Session 3
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Camilo Andrés Navarro Forero P.E.; Odesma Onika Dalrymple, University of San Diego
Tagged Topics: Diversity
Tagged Divisions: Community Engagement Division

this work, in the earlyeighties, Jackson [2] in his book, “Towards a Systems of Systems Methodologies,” divides the typesof complex social systems into six different categories and reflects on the engineering tools that canbe used in each.This article presents a developing methodology that through the application of pluralistic multi-methods from critical systemic thinking, seeks to reduce the complexity of Social Complex Systems(SCS) from both qualitative and quantitative perspectives. This new methodology can help decisionmakers to identify what knowledge or information should be considered when implementing anintervention, then they can decide who should participate and how this participation should takeplace. This new methodology and its

Relevance Score: 0.012850477

Can Community Development Projects in Engineering Education Be Both Responsible and Sustainable?: Theory, Education, and Praxis

Conference Session: Community Engagement Division Technical Session 3
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Juan C. Lucena, Colorado School of Mines
Tagged Topics: Diversity
Tagged Divisions: Community Engagement Division

in Fig 1), ECD projectshave been motivated by faculty and students desire to help, personal and career goals, desires tostudy and work abroad, and desires to solve problems and to gain hands on experience onimpactful work [1][2]. Since then, some scholars have called our attention to how the focus ofwell-intentioned ECD projects on technological fixes and deliverables tend to leave out criticalreflections of engineers’ motivations to be in these projects, and of the processes required tobuild trust and determine communities’ priorities and desires [3][4]. Unfortunately, these calls tocritical reflection in the ECD space are often overshadowed by the continued emergence ofmilestones and challenges (e.g., UN Sustainable Development Goals, NAE

Relevance Score: 0.011730827

Assessing Grassroots Engineering Applications in Brazil

Conference Session: Community Engagement Division Technical Session 6
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Cristiano Cordeiro Cruz, Aeronautics Technological Institute
Tagged Topics: Diversity
Tagged Divisions: Community Engagement Division

2014 called Repos (an acronym for Oswaldo Sevá Grassroots Engineering Network).Repos’ intended proposals are: to technically support social movements across the country;provide formative experiences for those interested in GE practices; and reflect on Brazilianengineering syllabuses so as to be able to lobby for an engineering education compatible with theformation of grassroots engineers, and assist universities and/or governments in theimplementation of such formation processes [3], [13].From within Repos, it has been consolidated an understanding – or definition – of whatgrassroots engineering is. That is, “a practice that, through university extension, develops socialtechnology along with solidarity enterprises, based on participatory

Relevance Score: 0.010708731

Building Engaged Engineering in Curriculum - A Review of Brazilian and Australian Cases

Conference Session: Community Engagement Division Technical Session 3
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: John Bernhard Kleba, ITA - Aeronautics Technological Institute (Brazil); Cristiano Cordeiro Cruz, Aeronautics Technological Institute (Brazil)
Tagged Topics: Diversity
Tagged Divisions: Community Engagement Division

quilombolas (that is, communities of descendants of runaway slaves)), building up cultural and economic empowerment.All projects count with undergraduate and graduate students and a project coordinator, who maybe of Soltec’s permanent staff or a volunteer collaborator.Project training is usually provided in four ways: i) on the teams’ study sessions, which are runevery two weeks or monthly, and are meant to offer space, time, and opportunities to acquiringtheoretical tools for the support of the assisted groups and to reflect and evaluate about theprovided support achievements; ii) on general educative activities offered to all of the Soltec’steams on issues such as solidarity economy, popular education, racism, sexism, LGBTQ-phobia,etc.; iii) on

Relevance Score: 0.00957818

Professional Ethics LIVE! – A Community Partnership in Continuing Education

Conference Session: Community Engagement Division Technical Session 4
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: William D Lawson P.E., Ph.D., Texas Tech University; Heather R. Keister PE, Freese and Nichols
Tagged Topics: Diversity
Tagged Divisions: Community Engagement Division

audience participation, as well ascommentary from a distinguished panel of “experts.” Prior to the event, panelists were providedthe full ethics case, alternative courses of action, and the website outcomes, so they had alreadythought about the case and could be ready with observations and insights.Figure 2. Professional Ethics LIVE! skit presentations (2012) The ethics skits, as derivative works of the published cases, warrant specific mention.The instructional approach was to dramatize ethics situations taken from actual professionalpractice, and initially these skits were done on an “improvised” basis, reflecting the initiative,creative talent, and interest of the JPI editor. However, as Professional Ethics LIVE! grew, theneed arose for

Relevance Score: 0.009481914

Designing Little Free Libraries for Community Partners in a First-Year Graphics and Design Course

Conference Session: Community Engagement Division Technical Session 7
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Elizabeth Johnson, Playful Learning Lab; Elise Rodich, University of St. Thomas; Hannah French; Annmarie Thomas, University of St. Thomas
Tagged Topics: Diversity
Tagged Divisions: Community Engagement Division

location and expectations of the library. One partner suggestedstudents in the future should create a design proposal and meet with them part way through forhelp, guidance, and improvements before they were finalized. One partner commented that theydidn’t think the students’ designs “reflect[ed] all the effort they seemed to put into it! If I'd seenthe drawing earlier on, I think I could have helped them push their ideas a little further.”In addition to surveying the partners to see if they would be willing to participate in the projectagain, they were asked if they would recommend partnering with this course’s project to othergroups or organizations similar to theirs. Three of the four partners said “yes,” and the fourthpartner said “maybe” and

Relevance Score: 0.007662544

Engagement in Practice: The SMU Maker Education Project

Conference Session: Community Engagement Division Technical Session 2
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Rob Rouse, Southern Methodist University; Juan Torralba, University of Miami; Kathryn Krummeck; DiMitri Higginbotham, Good Shepherd Episcopal School
Tagged Topics: Diversity
Tagged Divisions: Community Engagement Division

, teachers, and parents.Second, it is important to elicit educator feedback and make changes based on that feedback.Through cycles of design, reflection, and feedback, we co-designed and vetted a sizablecollection of unique curricular materials which we hope will serve as a resource for teachers atLunar Prep for years to come. The chief drawback of engaging in this sustained encounter wasthe huge time commitment required of both parties. Collaborative activities included visits,biweekly meetings, curriculum development, and professional development. Investing less timein these activities would have undoubtedly decreased the success of the partnership.Conclusion and Next StepsIn the future, we plan to grow both the number of partnerships and the