Conference Session

Stakeholder Perspectives on Community Engagement in Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder; Kurt Paterson P.E., Michigan Technological University; Chris Swan, Tufts University; John J. Duffy, University of Massachusetts Lowell; Olga Pierrakos, James Madison University; Nathan E. Canney, University of Colorado Boulder

Tagged Divisions

Community Engagement Division

scale]. Lack of courserelevance was particularly a concern for math, engineering, and computer science faculty.The data about what concerns faculty about LTS provides an incentive to develop strategies tohelp faculty address these issues. Therefore, a summit was held to gather advice fromexperienced faculty and staff on how to most effectively design, manage, and assess LTS inengineering. This information should be helpful both to faculty who are considering engagementwith LTS and faculty who currently practice LTS and are interested in improving their programsand/or being more efficient. Page 25.546.4SummitIndividuals with a background

Conference Session

Diversity in Community Engagement Implementation II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ziyu Long, Colorado State University; Sean Eddington, Purdue University; Jessica Pauly; Linda Hughes-Kirchubel, Purdue University; Klod Kokini, Purdue University, West Lafayette; Patrice Marie Buzzanell, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

of the NFLC. Meeting new faculty members opens opportunities tocollaborate on teaching, research, and/or service. Some participants mentioned concernsregarding the process of connecting with others, yet thanks to the NFLC environment, they had ameans of interacting and connecting based on shared interests and issues. One participant, Paul, aprofessor of engineering practice mentioned, “it helped accelerate some of the relationships” inhis personal and professional life. Beyond offering opportunities to network and build relationships, the NFLC was alsoperceived as a helpful resource, revealing the ins and outs of the university and departmentalsystems and processes. Concerns such as unwritten rules, learning differences

Conference Session

Models and Practices of Community Engagement for Engineering Faculty

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeffrey Paul Walters, University of Colorado, Boulder; Kaitlin Litchfield, University of Colorado, Boulder

Tagged Divisions

Community Engagement Division

. Washington, DC: National Academies Press; 2004.4. National Academy of Engineering. Educating the Engineer of 2020: Adapting Engineering Education to the New Century. Washington, DC: National Academies Press; 2005.5. Colledge TH. Chapter 1: Rationale. Convergence: Philosophies and Pedagogies for Developing the Next Generation of Humanitarian Engineers and Social Entrepreneurs. United States of America: IJSLE; 2012.6. Fortenberry NL. Foreword to Cambridge Handbook of Engineering Education Research. Cambridge Handbook of Engineering Education Research. New York: Cambridge University Press; 2014. p. xxv – xxvi.7. Bugliarello G. Emerging and future areas of engineering. Engineering: Issues, Challenges and Opportunities for Development

Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Camille Velarde, University of New Mexico; Vanessa Svihla, University of New Mexico; Estike Kokovay Gutierrez

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division, Equity, Culture & Social Justice in Education, Liberal Education/Engineering & Society

and goals and creating programming that is culturally situated and relevant increasing the potential for long term sustainability. D on the community. This project aims to address educational deficits. These educational deficits are identified through educational outcome data not driven by the community. These programs are aimed at addressing the educational shortcomings of the community as it compares to other communities. Community was not involved in prioritizing data driven educational deficits as a primary issue of community concern. Historical and social contexts have not been understood and the community voice3 is not present. This

Conference Session

Community Engagement in Engineering Education: Program Models

Collection

2012 ASEE Annual Conference & Exposition

Authors

Carrie-Ann Miller LCSW, State University of New York, Stony Brook

Tagged Divisions

Community Engagement Division

. This program benefits the first year studentssignificantly. Any issues that may arise are immediately addressed. The mentorsalso benefit from this experience because they are interacting with graduate femalerole models, and faculty on a regular basis. In addition, mentoring helps them tosolidify their knowledge and give them an avenue to share their passion for theirSTEM. Most students in WISE identify the mentor group in their first year as asignificant factor lending to their success in collegeMany of the College WISEstudents are given an opportunity to be a mentor, either though our Jr. Mentorprogram or for one of our middle/high school programs. All of the students aretrained in how to utilize service learning pedagogy to enhance learning

Conference Session

Socio-cultural Elements of Learning through Service

Collection

2014 ASEE Annual Conference & Exposition

Authors

Bowa George Tucker, University of Massachusetts, Lowell; David O. Kazmer, University of Massachusetts, Lowell; Chris Swan, Tufts University; Angela R. Bielefeldt, University of Colorado, Boulder; Kurt Paterson P.E., James Madison University; Olga Pierrakos, James Madison University; Greg Rulifson P.E., University of Colorado, Boulder; Linda Barrington, University of Massachusetts, Lowell

Tagged Divisions

Community Engagement Division

I didn’t think about before.”This view was consistent among the faculty. Cognitive Impact on Faculty:An Inspirational Approach to Teaching: 95% of the faculty members that were interviewedindicated that service-learning has a positive impact on their teaching. For example, one facultystates: “We have this new perspective, and I think that this really inspired me to look at the future and how we should design our course modules, and design our labs.”Another faculty states: “I’ve been pretty interested in this issue of how students learn; and that’s in part why I wanted to teach a freshmen course. So that I could be more closely connected to that, and improve it. I have actually read a lot of articles

Conference Session

Models of community engagement practices

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tiago R. Forin, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

particular way ofinterpreting, which prevents further reflection. Boud states that if learner experiences feelings 5that prevent further reflection, then the learner must find some way to regain flexibility (p. 29).A common detraction from using reflective practices in engineering is that the students willfocus too much on the emotional aspect of the project, such as complaining about the amountof work to be done or the dysfunction of the team. To help avoid this issue, reflective promptscan be worded to address discoveries and anticipations. This would allow the analysis to focuson how the projects and student work would be impacted by new information

Conference Session

Learning Through Service

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Foster, George Fox University; Gary E. Spivey, George Fox University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

forinstructor approval.In addition to describing the evolution of the program, statistical analyses of student perceptionsof the design process and the influence of service experiences will be presented. Theselongitudinal data are used in the evaluation of the program as well as the overall presentation ofthe design process in the engineering curriculum.The details of this paper will provide information to other programs in their development ofsimilar courses. Through the discussion of ongoing areas of concern, those implementing similarprograms will gain exposure to issues that are sure to arise.IntroductionThe Servant Engineering (SE) program at George Fox University (GFU) began in spring 2010.As discussed in the authors’ first paper on this program1

Conference Session

Community Engagement Division Technical Session 5

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kenzell Huggins, University of Chicago; Asha Barnes; Susan D. Blum, The University of Notre Dame; Jay B. Brockman, University of Notre Dame; Gary Allen Gilot P.E., University of Notre Dame

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

- gagement. He received his Ph.D. in Computer Engineering from Carnegie Mellon University and previ- ously worked for Intel Corporation. He is also a founder of Emu Solutions, Inc., a startup company that is commercializing research in the area of high-performance computing.Mr. Gary Allen Gilot P.E., University of Notre Dame Gary A. Gilot is the Director of Engineering Leadership and Community Engagement at the College of Engineering at the University of Notre Dame. Gary is a Fellow at the University Center for Social Concerns. Gary earned his Bachelor of Science degree in Civil and Environmental Engineering from Clarkson Uni- versity in Upstate New York (1978), and Masters in Business Administration from Indiana

Conference Session

Community Engagement Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jennifer Q Retherford, University of Tennessee, Knoxville; J. A. M. Boulet, University of Tennessee, Knoxville; Chris Wetteland, University of Tennessee, Knoxville

Tagged Divisions

Community Engagement Division

immerse students in the design process and a multi-disciplinary teamwas selected not only to address the community partner needs, but also to pilot a college-widecapstone experience. Management of the project with this new academic experience provides anopportunity to research and share best practices related to such an opportunity. The design projecthas engaged students and faculty from materials science, mechanical engineering, and civilengineering through an entire academic year experience. While the student design team ischallenged with developing a final product that integrates all aspects of their engineeringdisciplines, the faculty team is also charged with ensuring the students gain a valuable academicexperience within this project. To

Conference Session

Diversity in Community Engagement Implementation I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ann-Perry Witmer P.E., Univerity of Illinois College of Engineering; Keilin Jahnke, University of Illinois, Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

community day camp taught by university students. Faculty associated with thatsummer program, after becoming familiar with the College of Engineering’s multi-disciplinary,water-system design course, learned while talking with Lumbisi community leaders that thecommunity was struggling with drought conditions in recent years, which was suppressing cropyields for indigenous farmers. This need was brought to the authors’ attention, and discussionsbegan about whether UIUC could initiate a new type of program to assist the community withirrigation design. A partner in the Global Studies program, non-government organizationFundacion Para la Educacion y el Voluntariado Internacional (FEVI), offered to act as facilitatorbetween USFQ and the community

Conference Session

Thinking Globally, Acting Locally: The Role of Engineering Education towards Attaining UN Sustainable Development Goals

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tripp Shealy, Virginia Tech; Allison Godwin, Purdue University, West Lafayette; Haley Margaret Gardner

Tagged Divisions

Civil Engineering, Community Engagement Division, Liberal Education/Engineering & Society, Minorities in Engineering

Education (ASEE) Educational Research and Methods Di- vision Apprentice Faculty Grant. She has also been recognized for the synergy of research and teaching as an invited participant of the 2016 National Academy of Engineering Frontiers of Engineering Ed- ucation Symposium and 2016 New Faculty Fellow for the Frontiers in Engineering Education Annual Conference. She also was an NSF Graduate Research Fellow for her work on female empowerment in engineering which won the National Association for Research in Science Teaching 2015 Outstanding Doctoral Research Award.Miss Haley Margaret Gardner c American Society for Engineering Education, 2017

Conference Session

Community Engagement Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Scott Gerald Shall, Lawrence Technological University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

Processes and Modest Means (A Case Study)IMAGE 01: The complete the community event- and maker-space in South Africa in only 7 daysand for less than $1500, the team had to rely upon a new process of building delivery. (Imagecourtesy of the International Design Clinic)AbstractDuring the summer of 2019, a team of eleven students, faculty and professionals withbackgrounds in architecture, design and engineering traveled to Port Elizabeth, South Africa,where they partnered with local community members to design and construct an event- andmaker-space from scavenged materials (Image 01). Now completed, the work has offered thecommunity a physical and inspirational base of operations. Physically, the makerspace providesthe members of

Conference Session

Relevance of and Models for Community Engagement in Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Susan McCahan, University of Toronto; Holly K. Ault, Worcester Polytechnic Institute; Edmund Tsang, Western Michigan University; Mark R. Henderson, Arizona State University, Polytechnic; Spencer P. Magleby, Brigham Young University; Annie Soisson, Tufts University

Tagged Divisions

Community Engagement Division

/engineering-criteria-2012-2013/ Accessed: January 2012. 4. National Science Foundation, Arlington VA, NSF Awards page: http://www.nsf.gov/awardsearch/showAward.do?AwardNumber=1022927 Accessed: January 2012 5. Jarvis, P., Adult education and lifelong learning: theory and practice, London ; New York: Routledge, 2010. 4th ed. (also described in his book Towards a Comprehensive Theory of Human Learning). 6. Butin, D.W. “Focusing our Aim; Strengthening Faculty Commitment to Community Engagement”, Change, November/December 2007, p. 34. 7. Worchester Polytechnic Institute, Projects Program, http://www.wpi.edu/Academics/Projects/ , 2012a 8. Worchester Polytechnic Institute, Global Perspective Program, http

Conference Session

Engagement In Practice: Integrating Community Engagement into Engineering Curricula

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ines Basalo, University of Miami; Jonathon Anthony Toft-Nielsen, University of Miami; Scotney D. Evans, University of Miami

Tagged Divisions

Community Engagement Division

-learning, and work with the support of the staff to modify their courses.Additional requirements added to this project were: (1) project topic must relate to aproblem/issue on campus, (2) students must reach out and communicate with the relevant officeat the university (i.e. facilities, classroom management, etc.), and (3) report must includerecommendations and action items based on the analysis of collected data.The new learning outcomes of the project are that, upon completion of the project, studentsshould be able to: 1.   Design an experiment with the purpose to test a hypothesis 2.   Apply the knowledge learned in class to a situation outside of the classroom 3.   Offer recommendations based on the analysis of the data gathered

Conference Session

Holistic Assessment and Teaching in Service-learning Environments

Collection

2018 ASEE Annual Conference & Exposition

Authors

Julia D. Thompson, San Jose State University ; Jinny Rhee, San Jose State University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

communities they serve. She is currently developing a motivational instrument that identifies factors of participation among administrators, faculty, and commu- nity partners.Dr. Jinny Rhee, San Jose State University Dr. Jinny Rhee is the associate dean of the College of Engineering at San Jose State University. She oversees all aspects of the undergraduate programs in the college. Her research interests include admin- istration of programs supporting student success, in addition to thermal management of heat and power systems. Dr. Rhee received a PhD in mechanical engineering from Stanford University (1995). c American Society for Engineering Education, 2018Developing an evaluation tool to

Conference Session

Community Engagement Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Simon Thomas Ghanat P.E., The Citadel; William J. Davis P.E., The Citadel; Timothy W. Mays, The Citadel; Rebekah Burke P.E., The Citadel; Kweku Tekyi Brown P.E., The Citadel; John C. Ryan, The Citadel

Tagged Divisions

Community Engagement Division

teamwork, 2) interacting withteammates, 3) keeping the team on track and 4) expecting quality. Furthermore, teamperformance was evaluated through three (3) criteria including team satisfaction, teamcollaboration, and individual satisfaction. In reviewing grades and feedback for each majorsubmittal, the professor counseled design teams on student interaction, specifically identifyingcollaboration successes and concerns for correction in future submittals. Figure 1 - Team OrganizationCollaboration of Faculty, Students, and Licensed Professional EngineersA critical component of the project was County Transportation Agency and engineeringconsulting firms, performing conceptual project design work, agreement to share

Conference Session

Engineers and Communities: Critical Reflections of Challenges, Opportunities, and Practices of Engaging Each Other

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elizabeth Reddy, Colorado School of Mines; Juan C. Lucena, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

two 1-hour-long in-class Skypemeetings in class with researchers, activists, and miners based at UNIMINUTO. They also had a1-hour-long in-class conversation with engineering students and researchers at UNAL.Afterward, students began to communicate directly with their Colombian contacts, managingtranslation issues with support from faculty when necessary. They were required to interview atleast one person as part of their Phase 1 course deliverables, but encouraged to do more. In Phase2, students had additional opportunities to pursue these interactions. Throughout, we emphasizedthe importance of treating Colombian contacts as experts with important perspectives and accessto information that was not available in articles or reports and, when

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

to utilize the surroundings, physical and social, that exist so as to extract from them all that they have to contribute to building up experiences that are worth while.10 Mariappan et al. note: The concept of Service Learning is not new, and it has been in use in various forms especially in liberal arts and education. Traditionally, engineering has been engaged with the community beyond the campus boundaries through technical assistance programs, university extension, and work of individual faculty serving as consultants to local community organizations. However, the community engagement is usually not systematically integrated within the engineering curriculum. Most programs tend to be

Conference Session

Impact of Community Engagement on Communities

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lindsey A Nelson, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

SocialEntrepreneurship Program at Penn State. First, faculty encourage students to learn more aboutproblems the significantly impact the lives of people living in poverty. When students conductresearch in a domain like access to health care in rural areas, the students will likely developgreater awareness of the social context and other ethical issues. Second, the program providescontinual support to students by creating classes where students can continue to develop theirideas and connecting students with other resources on campus. The Mashuvu project hasexpanded as more students have gotten involved with team members regularly traveling tocountries that have already built kiosks. This continuing engagement allows faculty and staffworking on the Mashuvu

Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

William C. Oakes, Purdue University at West Lafayette ; Paul A. Leidig P.E., Purdue University at West Lafayette; Nusaybah Abu-Mulaweh, Purdue University at West Lafayette ; Andrew Pierce, Purdue University at West Lafayette; Jorge Martinez

Tagged Divisions

Community Engagement Division, Equity, Culture & Social Justice in Education, Liberal Education/Engineering & Society

consistency across teams. Each sectioncomprises multiple project teams. A common design process, where interactions withcommunity partners is central, guides students through the design process. Once a project isdelivered, a new project is identified by students, their faculty mentor(s) and communitypartner(s). Example projects include assistive technology, database software for human servicesagencies, and energy-efficient and affordable housing solutions [1-3].Spring 2020 move to onlineLike many campuses, Purdue University moved online in March of 2020 and sent students homewhere possible. This began an odyssey that would last into 2021. The major milestones areshown in Figure 1. Before the formal announcement, the staff prepared plans to move to

Conference Session

Engineers and Communities: Critical Reflections of Challenges, Opportunities, and Practices of Engaging Each Other

Collection

2019 ASEE Annual Conference & Exposition

Authors

Malini Natarajarathinam, Texas A&M University; Wei Lu, Texas A&M University; Mary E. Campbell, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

information about thepantry, conducted research with the guidance of their faculty to “dig” for the root of the problem,and brainstormed together with their agency liaisons. Student groups held weekly or bi-weeklyteleconferences with their agency liaison. Students solved problems with their technicalknowledge learned from their own discipline and perspectives of other disciplines. IDIS students took the lead when the organizational issues were more engineering-focused. For instance, one food pantry wanted to increase their warehouse operational efficiency, 3and students proposed a new loading dock to reduce the time and manpower for unloading. Forsome projects, SOCI students took the lead, an

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

multiple members of the organization stressed that the overarchingproblem of poverty and lack of opportunities was a community concern, not just the COR’sconcern. An additional form of validation was through the exchange of information with thetechnical memo. The end users were eager to share their opinion about their village, availablematerials, need for an energy source, and constraints for the design. This helped to engage theend users and give them a role in the design of the device. The villagers would be more likely touse the new device if they felt they had a role in its development.The influence of the COR was exhibited in the design of some of the devices. Initially whenconsidering the problem, the COR envisioned a proposed solution that

Conference Session

Learning Through Service

Collection

2015 ASEE Annual Conference & Exposition

Authors

Malini Natarajarathinam, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

Paper ID #14178Service learning as a philanthropy effort of a student organizationDr. Malini Natarajarathinam, Texas A&M University Dr. Malini Natarajarathinam is an Associate professor with Department of Engineering Technology and Industrial Distribution. She teaches classes on strategic relationships for industrial distribution, distribu- tion information systems and new directions in Industrial Distribution. She is also the founding faculty and advisor for the Society of Women in Industrial Distribution (SWID). She works on many service learning projects with her students where they work with many local

Conference Session

Engagement in Practice: Engaging the Community through Educational Outreach

Collection

2018 ASEE Annual Conference & Exposition

Authors

Matthew Aruch, University of Maryland College Park; David Tomblin, University of Maryland, College Park; Nicole Farkas Mogul, University of Maryland

Tagged Divisions

Community Engagement Division

through the addition of UMDstudents or K-12 partner schools. Instead, the goal is to “build out” the K-12 and UMDcurriculum and “build upon” relationships with our partners. During this phase, theprogram addresses new tensions including curriculum refinement, maintaining andengaging our school partners, and understanding our program through research.Maintaining and engaging existing K-12 partners. Program implementation brings to light several tensions with our K-12 servicesites. For example, there are consistent questions around the number and length of visitsto school sites. While most of our visits occur after school, we have one partner thatincorporates our program into the school day. We are also concerned with the number ofK-12

Conference Session

What Are Crucial Barriers and Opportunities to Bring Our Whole Selves to Engineering Education? Moving Watermelons Together

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Angela R. Bielefeldt, University of Colorado Boulder; Jon A. Leydens, Colorado School of Mines; Ann D. Christy P.E., The Ohio State University; Marybeth Lima P.E., Louisiana State University and A&M College; Malini Natarajarathinam, Texas A&M University; Julia D. Thompson, University of San Francisco

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

was leaving the cross-disciplinary collaborationI experienced in the engineering workplace and entering the isolating individualism Iencountered upon joining academia as a faculty member. While in my role as senior engineer fora mid-sized environmental consulting firm, I routinely worked on teams of engineers, geologists,and environmental scientists. We each had different ways of thinking and seeing as well asdifferent knowledge bases and skillsets. Each new project was an opportunity to learn morethrough these close collaborations. Each team had diverse members who all shared the samegoal: serving our client through the ethical practice of our professions. The secondary resultswere tangibles: cleaning up the environment and making enough

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

Month,” actual production was typically two to fourcases per year. Case details focused on professional practice, and issues were customarilyembedded within the disciplines of geotechnical, environmental, structural, and general civilengineering design and construction projects. Content emphasized ethical and professionalpractice issues such as contract management, the job interview process, expert impartiality,disclosure, gift-giving, marketing and business development practices, intellectual property, timereporting and billing, political contributions, privacy, human resources concerns, design-buildconflicts, project communications, and more. Each case study was linked to a series of possible solutions, not all of which werenecessarily

Conference Session

Socio-cultural Elements of Learning through Service

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christopher Papadopoulos, University of Puerto Rico, Mayaguez Campus; William Joseph Frey, Univ. Puerto Rico - Mayaguez; Marcel J. Castro-Sitiriche, Department of Electrical and Computer Engineering, University of Puerto Rico-Mayagüez; Joann M. Rodriguez, University of Puerto Rico, Mayaguez Campus; Jeffrey Santiago, University of Puerto Rico, Mayaguez Campus; Tyrone Medina, University of Puerto Rico at Mayaguez; Ricardo Maldonado; Cristina Rivera-Vélez, GREAT IDEA; Davis Chacon-Hurtado, University of Connecticut; Pablo Jose Acevedo, UPRM

Tagged Divisions

Community Engagement Division

Professions. He and a team of ethicists have worked with different universities in the Latin American context on faculty development workshops for identifying issues in engineering ethics, developing course modules in this area, and designing curricular strategies for integrating ethics across the engineering curriculum. His publications cover moral psychology, moral pedagogy, and engineering ethics in Puerto Rico. Most recently, he has been working on the GREAT IDEA project, an NSF-funded project that explores research in appropriate technology and community development.Marcel J. Castro-Sitiriche, Department of Electrical and Computer Engineering, University of Puerto Rico- ¨Mayaguez Marcel J. Castro-Sitiriche is a

Conference Session

Perspectives on Service Learning: Challenges, Successes, and Opportunities

Collection

2019 ASEE Annual Conference & Exposition

Authors

Andrew Pierce, Purdue University-Main Campus, West Lafayette (College of Engineering); William C. Oakes, Purdue University-Main Campus, West Lafayette (College of Engineering); Nusaybah Abu-Mulaweh, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

3-4 sections providing a mechanism for consistency across teams. Each teamor course section comprises multiple sub-teams, each one of which supports a single designproject. A typical project team comprises 4-5 students. Once a project is delivered, a new projectis then identified by students under the guidance of their faculty mentor(s) and communitypartner(s). Example projects include designing assistive technology for people with disabilities,developing database software for human services agencies, and developing energy-efficient andaffordable housing solutions, as described in more detail in previous publications [25]Assessment Methods in EPICSTwo core values guide the overall philosophy of EPICS. First, it seeks to provide an

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

; recognizing how projectwork intersects with issues of social justice and inequality; and systematically assessing impactson all relevant stakeholders, including students, partners, community members, etc.6-7 Moregenerally, addressing such issues often demands that faculty and students meaningfully engagewith the full spectrum of social, cultural, and political considerations that necessarily emergewhen working on real-world problems. Yet despite considerable passion and enthusiasm, manyparticipants lack the training and experience needed to proactively deal with these kinds ofissues, which in turn inhibits their ability to truly serve their community partners.To begin addressing these challenges, Purdue's Global Engineering Program (GEP) organized