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

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Community Engagement Division

Paper ID #34629Engagement in Practice: Capstone Design of a Real-world TransportationInterchange ProjectDr. Simon Thomas Ghanat P.E., The Citadel Dr. Simon Ghanat is an Associate Professor of Civil and Environmental Engineering at The Citadel (Charleston, S.C.). He received his Ph.D., M.S., and B.S. degrees in Civil and Environmental Engineering from Arizona State University. His research interests are in Engineering Education and Geotechnical Earthquake Engineering. He previously taught at Bucknell University and Arizona State University.Dr. William J. Davis P.E., The Citadel William J. Davis is Dept. Head, D. Graham

Conference Session

Community Engagement Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cristiano Cordeiro Cruz, Aeronautics Technological Institute

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Diversity

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Community Engagement Division

Paper ID #28669Assessing Grassroots Engineering Applications in BrazilDr. Cristiano Cordeiro Cruz, Aeronautics Technological Institute I currently develop a post-doctorate research at the Aeronautics Technological Institute (ITA) with a schol- arship from FAPESP (#2018/20563-3). I hold a PhD degree in Philosophy (University of S˜ao Paulo, 2017), a bachelor degree in Philosophy (Jesuit Faculty of Philosophy and Theology, 2008), a master degree in Electrical Engineering (University of Campinas, 2002), and a bachelor degree in Electrical Engineering (University of Campinas, 1999). My research area encompasses philosophy of

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

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Community Engagement Division

, since the students do not select theirsection of FYEP knowing the type of project in which they will participate.Our focus groups reflected the overall quantitative gains in perceived knowledge and skills Page 23.1213.13across treatment conditions. All three focus groups involved discussions on learning, theusefulness of knowledge gained on future experiences, and wishing they had better understoodthe applicability of the projects course at the time. Students who engaged in community ortheoretical client-based projects spoke more often of real-world motivation and practicality,while students within the different conditions preferred the type

Conference Session

Impact of Community Engagement on Communities

Collection

2014 ASEE Annual Conference & Exposition

Authors

Carlos German Montoya Rodriguez, Ohio State University; Mariantonieta Gutierrez Soto, The Ohio State University; Roger Dzwonczyk, The Ohio State University; John A Merrill, Ohio State University; Howard L. Greene, Ohio State University; Miriam Cater, Ohio State University

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Community Engagement Division

(CoE), Engineering Education Innovation Center (EEIC)at The Ohio State University has conducted an engineering service-learning program inHonduras. The program consists of three components: preparation, implementation, andevaluation. These components are aimed to introduce and teach students the concepts ofhumanitarian engineering through a practical, real-world, hands-on experience. During the firststage, the students assess needs in collaboration with in-country partners, and then research,design, develop, prototype, test and document their chosen projects. In the second stage, thestudents implement and execute these projects. Finally, the students evaluate their designs anddocument their results as well as make recommendations for future

Conference Session

The D/M/A of CE

Collection

2013 ASEE Annual Conference & Exposition

Authors

Daniel M. Dulaski, Northeastern University

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Community Engagement Division

Transportation Engineers (ITE) student chapter. Page 23.721.1 c American Society for Engineering Education, 2013 Improving Students’ Capstone Experience with Community ParticipationSenior design projects are a culmination of students’ academic and lifelong lessons, and as aresult, should be meaningful, have multiple outcomes, and far-reaching benefits. Moreover, theyshould challenge students and provide a real-world experience. One component of the designprocess it that is often overlooked is community involvement. Local citizens are a critical part ofthe project success and must be included.In order to

Conference Session

Community Engagement Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Patrick Sours, Ohio State University; Michael J. Hagenberger, Ohio State University

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Diversity

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Community Engagement Division

experience that offersstudents an opportunity to work collaboratively on real world engineering projects in collaboration withinternational institutions and communities. The overarching aim of the course sequence is to preparestudents for the multidisciplinary, multicultural environment that they will experience upon entering theworkforce.The swiftly changing world has inspired a review of how engineering courses are preparing students forthe globalizing workforce (1-4). Engineers will engage with others with diverse backgrounds involvingeducation, culture, language, and experiences (3). This will require skills beyond the technicalcompetencies students gain from their traditional coursework and include intercultural and social skills(2).The Global

Conference Session

Engagement in Practice: Creating a Robust Infrastructure for Community Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Raghu Pucha, Georgia Institute of Technology; Carol J Thurman, Georgia Institute of Technology; Ruth Yow, Georgia Institute of Technology; Connor Rylan Meeds; Jennifer Hirsch, Georgia Institute of Technology

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Community Engagement Division

aims to develop an efficient method to transform student projects into applicable case studies for eventual real-world application. Outside of the normal engineering curriculum, Connor is an exceptionally moti- vated entrepreneur in the start-up circle. Bringing up two self-made businesses and working his off-hours at a web-design agency start-up, Connor has high ambitions to bring new ideas into the world. .Dr. Jennifer Hirsch, Georgia Institute of Technology Dr. Jennifer Hirsch is an applied anthropologist specializing in sustainability, cultural diversity, collab- orative governance, community development, networks, and experiential education. She is recognized nationally for fostering grassroots participation in

Conference Session

Community Engagement Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Simon Thomas Ghanat P.E., The Citadel; William J. Davis P.E., The Citadel; Dan D Nale PE, The Citadel - Civil & Environmental Engineering; Rebekah D Burke, The Citadel

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Community Engagement Division

, performed various laboratory tests, seepage analysis and evaluatedresults. Students were required to work in teams of 4-5 to develop solutions. This projectmotivated students to think critically in identifying assumptions, methods, and components, andthen integrating technical requirements to solve a real-world problem. As students began toexplore the complexity of real-world aspects of this project, they acquired a first-handappreciation and understanding for how engineering principles, professional practice, andpractical considerations fit together to provide the best solution. Students received technicalsupport from local Geotechnical professional engineers. The most tangible outcome from thisstudent-to-professional engineer dialogue was that

Conference Session

Measuring the Impact of Community Engagement on Students

Collection

2015 ASEE Annual Conference & Exposition

Authors

Keilah Maria Tablante Bias, University of Prince Edward Island; Daniel Larsen, University of Prince Edward Island; Libby Osgood P. Eng, UPEI & Dalhousie University; Alex Gamble, University of Prince Edward Island; Spencer Paul Montgomery, University of New Brunswick

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Community Engagement Division

students are motived by their engineering mentor’s engagement in their learning and driveto seek improvement. The authors were also enthused by the desire to make a difference, makingtheir learning experience more meaningful. Design projects that address problems posed by realclients, especially those that involve third-world problems, provide that opportunity. Through anevaluation of the design curriculum the authors made recommendations to strengthen studentengagement in engineering education.1 Introduction and BackgroundContext based education methods, where students are presented with application before science,are proven to be significantly more effective than traditional approaches that teach science first,then apply it to real life.1,2 The

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

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Community Engagement Division

was incorporated into their classes as a way for students to really understand moredeeply how their ideas have to be tried out in the real world and then most likely modified. Theprocess forced students to think and talk about both the content of the theory they read and whatthat theory means in practice. In their view, discussions helped students determine whether thetheory was applicable in a given situation. It also helped students to look at the gaps andsyntheses between theory and practice.3. BarriersI. Institutional and Departmental Commitment: There were many challenges at the departmentaland institutional levels for most of the participants. One participant states: “The number one challenge for me is even though my university

Conference Session

Perspectives on Service Learning: Challenges, Successes, and Opportunities

Collection

2019 ASEE Annual Conference & Exposition

Authors

David C. Che, Mount Vernon Nazarene University; Steve Feazel, Vision Word

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Community Engagement Division

combine it with a real life practical application. Along with the knowledge of the software, we gained insight into potential real world applications of our engineering knowledge.Another student commented8, The Wrap Rack project was very useful for Mr. Feasel and the MVNU engineering students. Mr. Feasel was able to gain a 3D model of his invention and the MVNU students were able to further their knowledge and skills in 3D modeling and printing. I learned many lessons and skills throughout the project that will be useful in my future engineering career. The Wrap Rack project was a very applicable project and I look forward to seeing the Wrap Rack in stores soon.Still another student commented9

Conference Session

Experiences in Engineering Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Joan B Schuman, Missouri University of Science & Technology; Kellie Grasman, Missouri University of Science & Technology

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Community Engagement Division

to affect the student’sview of their work in the class. Although, more study is needed for this class, the act ofrequiring the students to reflect upon these topics has been shown to make them more aware ofthe impact they have had or could have in the future9.Future workAlthough the projects outlined in the paper do provide a real world example for students,experience is only gained in the planning, budgeting and scheduling aspects of projectmanagement and not project execution. The class is viewed as a first step in building a service-learning component for the students. The ideal next step would be to acquire funding tocomplete a select number of projects and offer a course in which projects that were plannedduring the fall and spring

Conference Session

Community Engagement Division Technical Session 5

Collection

2017 ASEE Annual Conference & Exposition

Authors

Derek Breid, Saint Vincent College; Lawrence Machia, Saint Vincent College

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Diversity

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Community Engagement Division

in the context of project-based learning (PBL). When properlyimplemented, PBL can greatly increase the sense of engagement among students, while alsoimproving retention of course concepts and the development of related soft skills[5].Incorporation of PBL techniques has been successfully demonstrated for a wide variety ofprojects and settings in thermal and fluid engineering courses, including the design of abrewery[6], HVAC equipment[7], and thermal insulation devices[8]. In addition, the inclusion of“real-world” clients has been shown to have positive impacts on student engagement in courseprojects[9].The course had been taught in a traditional lecture format in the previous year (Fall 2015). Theintent for 2016 was to restructure the course

Conference Session

Global Community Engagement in Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Aditya Johri, Virginia Tech; Akshay Sharma, Virginia Tech

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Community Engagement Division

application. To provide empirical support forour ideas and implementation, we present both quantitative and qualitative assessment datacollected from students using focus groups and survey. The goal of the assessment was tounderstand student motivation and to document students’ experiences working as a part ofinterdisciplinary teams.IntroductionEngineers are often motivated by the desire to have a real world impact through their work. Thisdesire is present not only among practicing engineers but also among engineering students andfaculty. Over the past couple of decades, engineering faculty members across institutions haveleveraged this motivation to design courses and experiences for students where they can make apositive impact in the life of

Conference Session

Community Engagement in Engineering Education: Program Models

Collection

2012 ASEE Annual Conference & Exposition

Authors

Shoba Krishnan, Santa Clara University; Tonya Lynn Nilsson P.E., Santa Clara University

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Community Engagement Division

Pital and I have decided that I want to make a difference. I feel that with everything I’ve been given, I need to give back to my community. Yes, El Pital is my community.Student perceptions of the effect of the service learning experience.Student reflections provide a valuable insight on the impact of community projects on studentlearning and student perception of their chosen career path. Below are highlights from studentcomments.The effect on student learning:As with any real world project, the EWB project provided the students with a chance to applytheir new skills. As one student noted: There are many benefits for the travel team from this experience. As students, we get to see real world applications for the

Conference Session

Holistic Assessment and Teaching in Service-learning Environments

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nicole M. Smith, Colorado School of Mines; Benjamin A Teschner, Colorado School of Mines; Robin Bullock, Colorado School of Mines

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Diversity

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Community Engagement Division

, mineral processing technologies forASM communities. The students were required to employ a Human-Centered Design (HCD)protocol, with a significant stakeholder engagement component. Through an analysis of studentfeedback, this paper identifies two major themes. First, integrating sustainable developmentprojects into the engineering design classroom provides students with deeper insights regardingthe challenges of sustainable development projects. Second, students are able to make a clearerconnection between the social and technical aspects of engineering and sustainable developmentproblems. This paper concludes that introducing sustainable development projects into theengineering classroom that have real-world applications and allow students to

Conference Session

Experiences in Engineering Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Farzana Ansari, University of California, Berkeley; Jennifer Wang, University of California, Berkeley; Ryan Shelby, University of California, Berkeley; Eli Patten, University of California, Berkeley; Lisa A Pruitt, University of California, Berkeley

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Community Engagement Division

, which gave students insight into how engineers work in the real world;and (5) classes, which, through projects and labs, gave students exposure to team work andhands-on application of technical skills. Table 6 provides some sample quotes.In terms of what students stated they wanted out of their first-year course, they mentioned hands-on projects that would give them practical skills such as management and communication. Theyalso wanted to learn more about the discipline of engineering – what it’s like

Conference Session

Stakeholder Perspectives on Community Engagement in Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Christopher Bull, Brown University School of Engineering; Maureen Kay Sigler, Brown University; Michael Lye, Rhode Island School of Design

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Community Engagement Division

higher education inpreparing students to be citizens of the world. A report on undergraduate education from theDean of the College at Brown University supports this idea: “Real-world experiences anchorintellectual pursuits in practical knowledge and help students develop a greater sense of socialand global responsibility, thus preparing them to lead future lives of ‘usefulness andreputation.’”3We define community based learning (CBL), and its complement on the research side, engagedscholarship, as work that is centered on complex and significant social problems that come to lifethrough engaging with community. As Smith defines the term, “In reality, a truly engagedscholar should be a collaborator whose curiosity and skill allow him or her to

Conference Session

Humanitarian Engineering, Social Entrepreneurship and Communitarian Innovation in the Global South

Collection

2018 ASEE Annual Conference & Exposition

Authors

Diana Duarte, Distancia Cero; David Leonardo Osorio, Distancia Cero; Carolina González Barahona, Distancia Cero; Sandra Milena Melo Perdomo; Juan C. Lucena, Colorado School of Mines

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Community Engagement Division

Mines c American Society for Engineering Education, 2018 Engagement in Practice: Regional Innovation Cluster: The Role of Entrepreneurship as a Tool for Closing the Gap BetweenEngineering Education and the Challenges of Local Communities.1. IntroductionTodays education is facing the challenge of preparing students and professionals to thrive in afast-changing world. To this gold, students should develop abilities like critical thinking,problem solving, persistence and collaborative work, beside science, math and language.However, a lot of countries are not working to develop these abilities [1].In order to strengthen the connection between what students need to learn and what theyactually do in the classroom, is

Conference Session

Community Engagement Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shoshanah Cohen, Stanford University; Jeff Wood, Stanford University

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Diversity

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Community Engagement Division

engineering design Deliver an engineering system addressing a real-world problem, to produce solutions that meet using (1) the engineering analysis and design skills learned specified needs with consideration of through the first 3 years of their undergraduate education, in public health, safety, and welfare, as conjunction with (2) the engineering design process taught in well as global, cultural, social, ME 170. Solutions must be tested against design requirements. environmental and economic factors. Ability to function effectively on a Work as part of a team to design and develop an engineering team whose members together system. Students bring their technical expertise, rely on and provide leadership, create a

Conference Session

Community Engagement Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Glen Hordemann, Texas A&M University; Malini Natarajarathinam, Texas A&M University; Sharon Lynn Chu, University of Florida; Mathew Kuttolamadom, Texas A&M University; Francis Quek, Virginia Polytechnic Institute and State University; Osazuwa John Okundaye Jr, Texas A&M University

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Diversity

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Community Engagement Division

physically-predicated technical learning in a distal high school at theTexas-Mexico border. These university students fill in a key gap in these high schools as STEMmentors, role-models, and instructors. Our interventions took place at a school many hours distantfrom the supporting university students, which makes the use of remote technologies essential forproviding STEM support. University students met with high school students through videoteleconference. We compared mentor representations and interactions with these models andcompare them to the ”gold-standard” of co-present instruction.This paper lays out the real-world context in which our research takes place, explaining thepractical testing grounds for the research being conducted. It

Conference Session

Models of community engagement practices

Collection

2014 ASEE Annual Conference & Exposition

Authors

Bill B. Elmore, Mississippi State University

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Community Engagement Division

levels of education, and, in some forms, is described variously as “hands-on” education12, “problem- based”13-14 or “project-based” learning15. Such approaches provide strong links between science and mathematics concepts and real-world problems as students “construct” new content knowledge Figure 4. ChE Analysis Team Design while investigating a problem through a physical system (i.e. actual physical elements used toanalyze a problem and

Conference Session

Community Engagement in Engineering Education Projects

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Thomas Pitcher, The University of Texas, El Paso; Pedro Arturo Espinoza, University of Texas, El Paso; Hugo Gomez, University of Texas, El Paso; Herminia Hemmitt, University of Texas, El Paso; Oscar Antonio Perez, University of Texas, El Paso; Hector Erick Lugo Nevarez, University of Texas, El Paso; Randy Hazael Anaya, University of Texas, El Paso; Peter Golding, University of Texas, El Paso

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Diversity

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Community Engagement Division

believes that by providing exceptional customer service that UGLC patrons will return to make use of the various services the university offers. Mr. Perez enjoys working on the professional development of the students’ employees at the UGLC. He shares with his student employees his practical experience in using electrical engineering concepts and computer technologies to help in everyday real-world applications. Mr. Perez has worked with the UTeach program at UTEP since its creation to streamline the transition process for engineering students from local area high schools to college by equipping their teachers with teaching strategies and technologies each summer. Oscar enjoys teamwork, believes in education as a

Conference Session

Community Engagement in Diverse Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jo-Ann Panzardi PE, Cabrillo College; Terra D. Morris, The RP Group; Xitlali Galmez-Marquez, Cabrillo College; Patricia E. Sanders; Eva Schiorring, StemEval; Kurt Degregorio, Cabrillo College

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Diversity

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Community Engagement Division

could be useful or applicable to the real world gave them anew perspective.“Now, when I take it again, I will really want to learn it not for the grade but because I now seehow useful it is.”The students reported that the activities that followed the experience in the spring semesterincreased their confidence and comfort level with public speaking, networking, and pursuinginternship and employment opportunities. The students spoke of spending long hours workingtogether to develop and practice their presentations.“Presentations and working together on a poster really increased my confidence – we work waybetter as a team from coordinating all the presentations we had to prepare.”They agreed that they had approached their assignments with some

Conference Session

Diversity in Community Engagement Implementation I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ranjeet Agarwala, East Carolina University; William Juhling McClung, Pitt County Robotics; Tijjani Mohammed, East Carolina University; David M. White, East Carolina University; Merwan B Mehta, East Carolina University; Jimmy Bill Linn, East Carolina University; Tamer Omar, East Carolina University

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Community Engagement Division

and 1) enhance their awareness of regional advancedmanufacturing careers; 2) increase their STEAM skills, knowledge and abilities; 3) develop theircompetency in innovation processes; 4) develop their leadership/soft skills; and 5) prepare themfor successful, employment and entrepreneurship1,2,3. To meet these objectives, it is required thatstudents demonstrate effective use of technology in real-world, authentic student-centeredapplications. The CET partnered with several departments on campus, middle schools fromaround 13 surrounding counties, and several local industries. Beginning with these objectives,the CET designed and implemented four primary educational modules/components. They were1) Robotics; 2) 3D modeling; 3) 3D Printing or

Conference Session

Diversity in Community Engagement Implementation II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jennifer L Sullivan, Rice University; David Daniels, DREAM - Achievement Through Mentorship; Imani O. Butler, Rice University; Brent C Houchens, Rice University

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Diversity

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Community Engagement Division

rewardingfeelings. Finally, Interpersonal Interactions describes satisfaction found in interactions withmentors, mentees and school staff, and in forming friendships and a network. All of the free-responses on the MSAS were coded to these six concepts. Table 2. Concepts and Categories from the MSAS open-coding. Concepts Categories External Applications Educational satisfaction, outreach, mentoring (in career), recruiting (for employer), real-world (application of coursework or as part of career) Skills Development Research, content knowledge (solidification, refresh), written communication, oral communication, teaching

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

1008speaking, report writing, communicating with clients)Organization and planning (organization, project planning, time 793management, meeting deadlines and timelines, goal setting,Technical skills (technical expertise, programming, design process, 754testing, technical procedures)Real World Experience (real applications, realistic view of working 222world, experience for real life)Customer Awareness (Customer needs, customer support) 174Community Awareness (Community needs

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

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Community Engagement Division

, and see the relevance of theircoursework and its real-world applications are much more likely to graduate.6 This fits withwhat Belenky et al. have long shown about women’s learning styles: women generally ground Page 23.435.2what they believe in personal experiences; taking in facts and reason, integrating it with theirsense of themselves in their lived world.7 At the University of Massachusetts Lowell, the collegewishes to attract and retain underrepresented groups in engineering. Without any programs,scholarships or resources targeted to women, the 2011 women represented 10.6% engineeringundergraduate enrollment8 compared to the 2011

Conference Session

Measuring the Impact of Community Engagement on Students

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jo-Ann Panzardi P.E., Cabrillo College; Kate A. Disney, Mission College & Cabrillo College; Natalia Cordoba-Velasquez, Cabrillo College; Brandon Faria, Cabrillo College; Sarah E. Kalman, Cabrillo College; Patrick Mojica, Cabrillo College; Jose Horacio Jimenez, Cabrillo College

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Diversity

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Community Engagement Division

thisobjective is addressed is by promoting a student community and a culture of respect and support. Page 26.540.4Through an engineering abroad program with service learning projects in Spanish speakingcountries, non-traditional engineering students are able to capitalize on skills they already have,such as language skills or hands-on work experience, and apply those abilities to an engineeringgroup project. It is in this setting that many of these non-traditional students are able to “shine”and be a critical teammate in a real world engineering project.Engineering Abroad ProgramThe Engineering Department established Cabrillo’s Engineering Abroad

Conference Session

Designing Opportunities for Youth Engagement in STEM

Collection

2019 ASEE Annual Conference & Exposition

Authors

Yanjun Yan, Western Carolina University; Mary Anna LaFratta, Western Carolina University; Hugh Jack P. Eng. P.E., Western Carolina University; Lane Graves Perry III, Western Carolina University

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Community Engagement Division

opportunities for the engineering and artstudents to learn to apply their discipline knowledge in real-world applications, practicecollaboration, develop mentoring skills, critically reflect upon their learning, and integrate sound,technology and visual graphics into interactive two-dimensional compositions. For the FSFclients, it is an opportunity for them to work directly with university students on the universitycampus and to engage in experiential learning by making and designing a two-dimensionalcomposition that extends the boundaries of traditional design and imagination. The initiation ofthis idea started more than two years ago and has been shaped by many discussions between theauthors and one author’s participation in the WCU Faculty Institute