, streaming algorithms, and graph visualization. She also devotes research time to the study of computer science education in underrepresented and low income pop- ulations. One of Theresa’s current projects involves teaching programming and computational thinking at jails in SLO county; a project in which she has involved several Cal Poly Computer Science students.Dr. Lizabeth T Schlemer, California Polytechnic State University, San Luis Obispo Lizabeth is a Associate Dean at Cal Poly, SLO. She has been teaching for 22 years and has continued to develop innovative pedagogy such as project based, flipped classroom and competency grading. Through the SUSTAIN SLO learning initiative she and her colleagues have been active
). Papadopoulos has diverse research and teaching interests in structural mechanics, biomechanics, engineer- ing ethics, and engineering education. He is PI of two NSF sponsored research projects and is co-author of Lying by Approximation: The Truth about Finite Element Analysis. Papadopoulos is currently the Program Chair Elect of the ASEE Mechanics Division and serves on numerous committees at UPRM that relate to undergraduate and graduate education.Dr. William Joseph Frey, Univ. Puerto Rico - Mayaguez William J. Frey has taught research, business, engineering, and computer ethics at the University of Puerto Rico at Mayaguez since 1990. He is a member and former director of that university’s Center for Ethics in the
teaching among our increasingly under-served populations. She is grateful to such communities of practice that foster her continued education as a university professor. She challenges herself and her students to move beyond teaching and learning as compliance, towards experiencing teaching and learning as joyful, rigorous and transformative. c American Society for Engineering Education, 2017 Engagement in Practice: Outreach Program to Introduce Computer Science to Middle School StudentsI. AbstractResearch continues to show a consistent decline in the number of students entering thefield of Computer Science (CS) (Ali and Shubra, 2010). Studies also indicate that anoptimal time to promote
Paper ID #12232Ongoing Development and Evaluation of an Engineering Service CourseDr. Michael Foster, George Fox UniversityDr. Gary E. Spivey, George Fox University Page 26.1202.1 c American Society for Engineering Education, 2015 Ongoing Development and Evaluation of an Engineering Service CourseAbstractGeorge Fox University has a service-learning course required of all engineering programgraduates. The course began in 2010 as a one-credit per semester, four-semester sequencestarting
PartnershipsIntroductionThe Community Based STEM Program is an engineering focused service-learning programhoused in the College of Engineering at Drexel University. Through this program, faculty ledstudent-groups work together to solve real world challenges presented by local communitypartners. In the College of Engineering, this is one way to provide students with professionalskills and volunteer opportunities, provide faculty with an bridge to link their academic expertisewith civic engagement, promote improved perception of the University as part of the community,and equip community partners with support on STEM initiatives. In a broader sense, the programaims to develop students as leaders who can engage in critical thinking skills to addresscommunity needs and
Carla B. Zoltowski, Ph.D., is Co-Director of the EPICS Program at Purdue University. She received her B.S. and M.S. in electrical engineering and Ph.D. in engineering education, all from Purdue University. She has served as a lecturer in Purdue’s School of Electrical and Computer Engineering. Dr. Zoltowski’s academic and research interests include human-centered design learning and assessment, service-learning, ethical reasoning development and assessment, leadership, and assistive technology.Ms. Katherine SchmotzerAna Paula Valenca, Purdue EPICS Page 26.996.1 c American Society for
Paper ID #7162Spectra of Learning Through Service ProgramsDr. Angela R Bielefeldt, University of Colorado Boulder Dr. Angela Bielefeldt, P.E., is a professor and associate chair for Undergraduate Education in the De- partment of Civil, Environmental, and Architectural Engineering at the University of Colorado Boulder. She began integrating service-learning projects into her senior capstone design course for environmental engineering in 2001.Prof. Kurt Paterson P.E., Michigan Technological University Kurt Paterson is a associate professor of Civil and Environmental Engineering, but also director of Michi- gan Tech’s
cultureGovernment Service for Computer kiosks to help provide better access to Failure to assess assetsRural Citizens (GSRC)14 government information and services.Customer Service (CS)15 Mechanization of business operations with a Failure to assess assets planning machineVillage Improvement Project Nursery for the woman of the village Failure to apply knowledge(VIP)16Findings: Modes of FailureBy inductively analyzing the cases, we found that failures were due to 1) failure to learn, whichrefers to a lack of knowledge or failed attempt to learn about the context, and 2) failure to applyknowledge about the context when proper knowledge was properly gained. The failure
population of different ages, educational levels and backgrounds. In addition to parkvisitors, the trails will be available online to a global audience.”One of the learning trails projects is to study the construction and history of the old LucerneRoad Bridge. The bridge was initially built in 1900 and had a posted load limit of 6 tons [8]. SeeFigure 2 for a picture of the bridge. Figure 2 Lucerne Road Bridge in Knox County, OhioThe author was teaching a Computer Aided Engineering class in which students were to learnstructural analysis using state-of-the-art finite element analysis software ANSYS [9]. He adaptedthe class project to a study of the load capacity of the bridge. Students were asked to takemeasurements of the bridge
, its results are consistent with those found inAstin’s studies which show that participation in service impacts choice of service-relatedcareer3. Students not only benefit from a service-learning experience, but these benefits alsocontinue to impact student choices after graduation.Course DescriptionElectronic Circuits I and Electronic Circuits II are required lab-based courses in the electricalengineering and computer engineering programs at The University of Scranton. In the 2012-2013 academic year, all third-year engineering students participated in this energy saving projectduring three lab periods. The Electronics Circuits lab sequence provides a hands-on, project-based learning experience to develop skills necessary for engineering
, There was a lot to be learned through this project. The 3D-Model was based upon a fairly simple structure and design, with mostly symmetrical and basic parts. However, the assembly was not an easy task. ... This project showed that 3D-Modelling can get very complicated, very fast. ... While the 3d-Modelling of the Wrap Rack took several hours, it would most likely take only half of the time to do it again. Organization and strong visual skills are essential for a 3D-Modeller. It is impossible to do a project like this and not begin to look differently at the things around you. From simple things like a pencil to the computer this report is being typed on, everything has been intentionally and
Engineers.Dr. Carla B. Zoltowski, Purdue University, West Lafayette Dr. Carla B. Zoltowski, Ph.D., is education administrator of the EPICS Program at Purdue University. She received her B.S. and M.S. in Electrical Jngineering and Ph.D. in Engineering Education all from Purdue University. She has served as a lecturer in Purdue’s School of Electrical and Computer Engineering. Dr. Zoltowski’s academic and research interests include human-centered design learning and assessment, service-learning, ethical reasoning assessment, leadership, and assistive technology. Page 23.151.1 c American
, Washington State University Dr. Olusola O. Adesope is a Professor of Educational Psychology and a Boeing Distinguished Profes- sor of STEM Education at Washington State University, Pullman. His research is at the intersection of educational psychology, learning sciences, and instructional design and technology. His recent research focuses on the cognitive and pedagogical underpinnings of learning with computer-based multimedia re- sources; knowledge representation through interactive concept maps; meta-analysis of empirical research, and investigation of instructional principles and assessments in STEM. He is currently a Senior Associate Editor of the Journal of Engineering Education.Dr. Candis S. Claiborn, Washington
program and the Haas Centerfor Public Service to build both an educational program and research agenda that emphasize the value ofreciprocity, partnership, reflection, evaluation, and respect for diversity. In this paper, we present thelessons learned from our pilot year, including: the results from our feasibility evaluation, an assessment ofour partnership model, and our approach to scaling. Assessment of the students and their progress isongoing.Project Background and MotivationUnderrepresentation of women in computer science and engineering fields is a persistent phenomenon. Inthe US, while women earn 53% of undergraduate bachelor’s degrees overall, they represent only 18% ofcomputer science graduates [1], [2]. Underrepresented minority women
potentially applicable as an experiential-learning structure foracademically-strong students.6 AcknowledgementsThis work is supported by the National Science Foundation Award DUE-0806735.7 References1. American Competitiveness and Workforce Improvement Act of 1998 (P.L. 105-277).2. K. M. Vernaza, T. M. Vitolo, S. Steinbrink, and B.J. Brinkman. (2011). Scholars of Excellence in Engineering and Computer Science Program Phase I: Development and Implementation [CD] in Proceedings of the 2011 Page 25.1147.19 American Society of Engineering Education Annual Conference, June 26-29, Vancouver, British Columbia, Canada.3. Gannon
children affected by HIV/AIDS. Many of thechildren are orphans, and MdL is the only family they know. MdL offers a haven for childrenranging from infants to about eighteen years old with food, clean water, housing, andantiretroviral medication necessary for their condition. Since 2005, The Ohio State UniversityEngineering Education Innovation Center has partnered with MdL in its engineering service-learning program. The program has been a major success; the technologies implemented at MdLhave improved the lives of the children and staff at the orphanage. In 2013, the studentscontinued to make positive strides in water quality, computer technology, and infrastructuralimprovements.Water Quality: Sediment FilterOver the past few years, MdL expressed
AC 2012-4167: ADAPTING CURRICULAR MODELS FOR LOCAL SERVICE-LEARNING TO INTERNATIONAL COMMUNITIESJames L. Huff, Purdue University James L. Huff is a Ph.D. student in the School of Engineering Education at Purdue University as well as the Assistant Education Administrator for EPICS. He earned his BS in Computer Engineering at Harding University and an MS in electrical and computer engineering at Purdue University. A member of the engineering faculty at Harding University, he is on an academic leave to pursue his Ph.D. in engineering education at Purdue University. His research interests include ethical reasoning and social responsibility in engineering, human-centered design learning and assessment, cross-cultural
Education, particularly equitable classroom practices, integrated learning, and institutional change. She spent last academic year at Cal State LA where she taught and collaborated on research related to equity and social justice. With her colleagues at Cal State LA she recently received an NSF grant called Eco- STEM which aims to transform STEM education using an asset-based ecosystem model. Specifically, the Eco-STEM project focuses on shifting the metaphor in STEM education from a factory model to an ecosystem model. This Ecosystem model aspires towards an organic and healthy environment that nurtures students, faculty, and staff to become individuals fulfilled professionally and personally. She is also a co-advisor
Paper ID #31392Engagement in Practice: A Second Year Project-Based Learning SequenceDr. Melissa Morris, Embry-Riddle Aeronautical University - Worldwide Melissa is an assistant professor at Embry-Riddle Aeronautical University in the Department of Engi- neering and Technology of the College of Aeronautics. She is specialized in mechatronics and robotics and also has a deep interest in promoting STEAM education rounded with professional skills and ethics. She earned her PhD in Mechanical Engineering from Florida International University, MS in Mechanical Engineering with Bionengineering from Florida Atlantic University, and
AC 2012-5534: WHY THE HUMAN CONNECTIONS FORMED THROUGHSERVICE-LEARNING MATTERDr. Lynne A. Slivovsky, California Polytechnic State University Lynne Slivovsky, Associate Professor of Electrical and Computer Engineering (Ph.D., Purdue University, 2001), has led service-learning initiatives both within the College of Engineering and across the univer- sity at California Polytechnic State University, San Luis Obispo. In 2003, she received the Frontiers In Education New Faculty Fellow Award. Her work in service-learning led to her selection in 2007 as a California Campus Compact-Carnegie Foundation for the Advancement of Teaching Faculty Fellow for Service-learning for Political Engagement. She currently oversees
Paper ID #10076Immersive Community Engagement ExperienceDr. Carla B. Zoltowski, Purdue University, West Lafayette Carla B. Zoltowski, Ph.D., is Co-Director of the EPICS Program at Purdue University. She received her B.S. and M.S. in electrical engineering and Ph.D. in engineering education, all from Purdue University. She has served as a lecturer in Purdue’s School of Electrical and Computer Engineering. Dr. Zoltowski’s academic and research interests include human-centered design learning and assessment, service-learning, ethical reasoning development and assessment, leadership, and assistive technology.Ms. Antonette T
coordinator to the researchers. A representative sample of faculty waspurposefully selected from the various departments comprising of mechanical, chemical,electrical and computer, plastic, and civil. A total of currently 24 currently practicing facultymembers were interviewed of which 20 were males and 4 were females. Five faculty memberswere interviewed from each of the College’s departments with the exception of civil engineeringin which 4 faculty members participated. A total of 8 faculty members that discontinued the useof service-learning were interviewed; seven were male and 1 female. An interview protocol wasused with the interview questions designed to gather information about faculty attitudes towardsservice-learning, the perceived
employers better understand engineers of the future.Extensive qualitative data collection led to the creation of a survey to test pre-educational traits,educational gains, and career expectations between engineers involved and not involved withEWB-USA to help address whether engineers involved in EWB-USA are different fromengineers not involved in EWB-USA. This paper presents and discusses the results of responsesfrom 566 engineering students at the University of Colorado, Boulder. Results showedsignificant differences in which EWB-USA engineers displayed different personality traits andcommunity service attitudes, higher professional ABET learning outcomes, and higherexpectations of professional skills in their future careers than engineers not
motivations for taking thecourse. First and foremost was the ability to work with students from other disciplines. Thecourse was open to students in the industrial design and architecture programs as well as allengineering disciplines, including computer science. It attracted students from six differentdisciplines. Each team had at least one student from design/architecture and one student from anengineering discipline. Students reported that they learned that everyone thinks differently and Page 25.882.9the engineering students reported that they realized that not all that was technically feasible couldbe designed into a usable product and the
, and humanities and socialsciences courses. To explore design-for-social-justice education in concrete terms, ourinvestigation provides a specific, field-tested definition of social justice and draws fromenactments of engineering for social justice in specific design courses: a human-centeredproblem definition course in the Humanitarian Engineering Program at the Colorado Schoolof Mines, an interdisciplinary design studio in the Design, Innovation, and Society programat Rensselaer Polytechnic Institute, and a learning-through-service experience in a first-yearBiological Engineering design course at Louisiana State University. Our investigation culleddata from semi-structured interviews with course instructors and students, reviews of
Paper ID #19213Engagement in Practice: The Development of and Lessons Learned from aCommunity-Focused App Development CourseMs. Jessica N. Jones, University of Florida Jessica N. Jones is a Ph.D. student at the University of Florida studying Human Centered Computing in the Department of Computer and Information Sciences and Engineering. She received her B.S. in Computer Science from Hampton University in 2011 and her Master’s Degree in Computer Science from Clemson University in 2014. Her research interests include educational technologies, robotics and natural interaction.Ms. Tiffanie R. Smith, University of Florida
Paper ID #31395Everybody Needs Some Body to Teach: Embodiment, TelecommunicationandTelepresence in STEM LearningMr. Glen Hordemann, Texas A & M University Glen Hordemann is a Computer Science PhD student at Texas A&M University. He is part of the Em- bodied Interaction Lab (TEILab) and The Institute of Technology-Infused Learning (TITIL). His current research focuses on telepresence robots and AR/VR enhancements to improve the embodiment of remote users. He has a B.S. in Computer Science from Gonzaga University and an M.S. in Computer Science from Bowling Green State University. His research interests also
on 1) collaboration with peers; 2) active learning and exploration.There are many reasons to create a multidisciplinary environment. Previous literature shows thatmultidisciplinary team experiences simulate real world work environments, prepare (especiallyengineering) students for their future careers [10], enhance students’ moral development [11],multicultural competence, and civic engagement [12]. For engineering majors, “an ability tofunction on multidisciplinary teams” was listed by The Accreditation Board of Engineering andTechnology (ABET) as one of its desired educational outcomes [13]. A multidisciplinaryservice-learning approach has been used in computer-related academic programs as well todesign for social change [14] and software
Paper ID #12002Engineering Your Community: Experiences of Students in a Service-LearningEngineering Design CourseDr. Gregory Warren Bucks, University of Cincinnati Gregory Bucks joined the Department of Engineering Education in 2012. He received his BSEE from the Pennsylvania State University in 2004, his MSECE from Purdue University in 2006, and his PhD in Engineering Education in 2010, also from Purdue University. After completing his PhD, he taught for two years at Ohio Northern University in the Electrical and Computer Engineering and Computer Science department, before making the transition to the University of
Paper ID #6720Implementing a service learning class for undergraduate engineers with littlerequired budgetDr. Joan B Schuman, Missouri University of Science & Technology Dr. Joan Schuman is an assistant teaching professor in the Engineering Management at Missouri S&T. She has a B.S. in Mechanical Engineering from University of Arkansas and completed her Ph.D. in Polymer Science and Engineering. Schuman teaches a variety of courses including several in Project Management. She has several years of industrial experience in the aerospace industry but is now focusing on engineering education with a special interest in