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

the greater SL community, from the business, education, psychology, law, computerscience, occupational therapy, and sociology faculties.11-16 Projects included (a) event planning,(b) researching, (c) developing programs, (d) mentoring youth to build self-esteem, (e) traininganimals, (f) tutoring, and (g) providing occupational therapy.The following criteria were identified as critical in determining whether a COR developed apositive or negative view of the SL experience11-16: • whether objectives were clearly aligned and defined; • level of communication and preparation between the COR and faculty member; • amount of student motivation and conduct; and • whether the COR’s problem was resolved.Two of the studies that focused on the

Conference Session

The D/M/A of CE

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Community Engagement Division

is “a course based, credit-bearing, educationalexperience in which students (a) participate in an organized service activity that meets identifiedcommunity needs and (b) reflect on the service activity in such a way as to gain furtherunderstanding of course content, a broader appreciation of the discipline, and an enhanced senseof civic responsibility" [4]. This type of curricular community engagement has been shown tohave many benefits for undergraduates including: enhanced critical thinking and betterunderstanding of course material, cooperative learning and tolerance for diversity, self-efficacyand leadership, recruitment and retention of students, community-college connections andcitizenship [5, 6]. These community engagement activities

Conference Session

The D/M/A of CE

Collection

2013 ASEE Annual Conference & Exposition

Authors

Greg Kremer, Ohio University

Tagged Divisions

Community Engagement Division

College. Chapter written by Kremer, G. Designing to Make A Difference: Authentic Integration of Professional Skills in an Engineering Capstone Design Course. Indiana University Press, May 23, 20138. Sandmann, L., Kiely, R., and Grenier, R. Program Planning: The Neglected Dimension of Service-Learning, Michigan Journal of Community Service Learning, Spring 2009, pp.17-339. Mooney, L., and Edwards, B. Experiential Learning in Sociology: Service Learning and other Community- Based Learning Initiatives, Teaching Sociology, V. 29, No. 2 (April 2001), American Sociological Association, pp. 181-19410. Carter, M., Rivero, E., Cadge, W., and Curran, S. Designing Your Community-Based Learning Project: Five Questions to ask

Conference Session

The D/M/A of CE

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lindsey Anne Nelson, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

):25-37.4. Zoltowski CB, Oakes WC, Cardella ME. Students' Ways of Experiencing Human-Centered Design. Journal of Engineering Education. 2012;101(1):28-59.5. Eyler J, Giles DE. Where's the Learning in Service-Learning? San Fransciso, CA: Jossey-Bass; 1999.6. Paton B, Dorst K. Briefing and reframing: A situated practice. Design Studies. 2011;32(6):573-587.7. Nolan R. Development Anthropology: Encounters in the Real World. Boulder, CO: Westview Press; 2002.8. Schon D. Educating the Reflective Practitioner. San Fransciso, CA: Jossey-Bass; 1987.9. Jarvis P. Towards a comprehensive theory of human learning. Vol 1. New York: Routledge; 2006.10. Kolb DA. Experiential Learning: Experience as the Source of Learning and

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

Tagged Divisions

Community Engagement Division

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

Conference Session

The D/M/A of CE

Collection

2013 ASEE Annual Conference & Exposition

Authors

Daniel M. Dulaski, Northeastern University

Tagged Divisions

Community Engagement Division

Paper ID #6162Improving Students’ Capstone Experience with Community ParticipationDr. Daniel M. Dulaski, Northeastern University Dr. Daniel M. Dulaski, PE, joined the Department of Civil and Environmental Engineering Department at Northeastern University in 2009. His research is primarily in transportation engineering which includes safety, roadway design, human factors, and sustainable transportation systems. He holds a Ph.D. in Civil Engineering and is a registered professional engineer in Massachusetts. He is the academic advisor for the American Society of Civil Engineers (ASCE) student chapter, and the Institute of

Conference Session

The D/M/A of CE

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Community Engagement Division

Paper ID #7725Differences by Student Gender in Engineering Service-LearningLinda Barrington, University of Massachusetts, Lowell Linda Barrington is the Francis College of Engineering service-learning coordinator.Dr. Emmanuelle Reynaud, University of Massachusetts, LowellElla Willard-Schmoe, University of Massachusetts Lowell Ella Willard-Schmoe is a graduate research assistant in Solar Energy Engineering. Page 23.435.1 c American Society for Engineering Education, 2013 Differences by Student Gender

Conference Session

Socio-cultural Dimensions of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Community Engagement Division

and CraftsArts and Crafts were covered from Jun. 11 to Jun. 29. The educational objectives includedgeometry, shapes, system of measurement, artistic imagination and critical thinking. Using theart of Paper Mache, students were introduced to shapes, primary and secondary colors, artisticimagination and critical thinking. When designing the Marshmallow Catapult and Popsicle StickHouse students were also introduced to some construction technology such as the housefoundation and the general structure of a building. They also used clay to explore theirimagination. Page 23.696.7 Figure 1 Arts & Crafts Activities: (a) Clay Work, (b) Popsicle

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

Tagged Divisions

Community Engagement Division

, teamwork and other professionalskills, and are forced to learn “on the job.”2,11-13 Skills outlined by ABET criteria further reflectthe necessity for integrating such attributes in engineering education, including: (a) an ability toapply knowledge of mathematics, science, and engineering; (b) an ability to design and conductexperiments, as well as to analyze and interpret data; (c) an ability to design a system,component, or process to meet desired needs within realistic constraints such as economic,environmental, social, political, ethical, health and safety, manufacturability, and sustainability;(d) an ability to function on multidisciplinary teams; (e) an ability to identify, formulate, andsolve engineering problems; (f) an understanding of

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

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

Conference Session

Socio-cultural Dimensions of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Community Engagement Division

lessons learned from ourexperiences in the past, b) a workshop on design that included the importance of identifying andtracking social constraints, c) design reviews by faculty and class alumni that included a critiqueof social constraints, and d) sociology instruction that addressed how to effectively communicatewith community members and how to gather information towards identifying and refining socialconstraints.This paper provides the details of the social constraint material incorporated into the coursealong with a review of specific examples related to past projects. The understanding andincorporation of social constraints is critical towards the development of sustainable projects.IntroductionIn 2007, a two-semester multi-disciplinary

Conference Session

Experiences in Engineering Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Edmund Tsang, Western Michigan University; Darrell G. Harden II, Michigan Department of Transportation; Danielle Elise Larson- Jaramillo, Western Michigan University

Tagged Divisions

Community Engagement Division

2012 American Society for Engineering Education Annual Conference, June 10-13, San Antonio, TX6. American Society for Engineering Education, 1994. Engineering Education for a Changing Word: A Joint Report of the Engineering Deans’ Council and the Corporate Roundtable of the American Society for Engineering Education.7. The Engineer of 2020: Visions of Engineering in the New Century, 2004. National Academy of Engineering, The National Academies Press.8. Jacoby, B., and Associates, editors. 1996. Service-Learning in Higher Education: Concepts and Practices, San Francisco, CA: Jossey-Bass. Page 23.1066.99

Conference Session

Assessment of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Community Engagement Division

Case for Servant Leadership, Westfield, IN: Greenleaf Center for ServantLeadership, 2008.[6] E. Tsang, J. Van Haneghan, B. Johnson, E. J. Newman, S. Van Eck, “A Report on Service-Learning and Engineering Design: Service-Learning’s Effect on Students Learning EngineeringDesign in ‘Introduction to Mechanical Engineering’,” International Journal of EngineeringEducation, Volume 17, Number 1, 2001, pp. 30-39.[7] D. Howell, “Yearly Report for: Suzanne and Richard Pieper Family Foundation, LTD.,”Milwaukee School of Engineering Office of Servant Leadership, December 21, 2012, url:http://www.srpieperfamilyfoundation.com/CharacterEducation.asp (accessed 4/1/2013

Conference Session

INTERACTIVE SESSION – Measuring the Impact on Communities

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Community Engagement Division

toencourage participation, including small gift cards and free food. Students who completed thesurvey were invited to participate in focus groups (or individual interviews when more feasible)to gather more detailed information about their experience with communities. A total of 944students from the five institutions participated in the survey data collection and 169 in the focusgroups.Instruments: A range of instruments were used to understand student connections tocommunity including (a) Likert scale survey items that evaluated validated constructs ofbelonging and connection to community; (b) open-ended survey questions intended to furtherexplore how students experienced and valued community; (c) focus group and interviewquestions for students that

Conference Session

Experiences in Engineering Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mary Cardenas, Harvey Mudd College

Tagged Divisions

Community Engagement Division

Paper ID #6381A Community-Engagement-Based Design Project in Introductory Environ-mental EngineeringDr. Mary Cardenas, Harvey Mudd College Dr. Mary P. Cardenas is the LaFetra chair in Environmental Engineering at Harvey Mudd College at Claremont, Calif. Dr. Cardenas earned her B.Sc. in Aerospace Engineering from Iowa State Engineering. She joined Rocketdyne as a propulsion engineer and worked on the Space Shuttle Main Engines, Atlas Engine, and the X-30 propulsion system. Dr. Cardenas received her M.Sc. and Ph.D. in Environmental and Mechanical Engineering from the University of California, Santa Barbara, studying the

Conference Session

Community Engagement Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jessica Drennan MSW, Centers for Disease Control ; Mary Y. Lanzerotti, Air Force Institute of Technology; Maggie Varga, Southwestern Ohio Council for Higher Education; Sean J Creighton, Southwestern Ohio Council for Higher Education; Derrick Langley, Air Force Institute of Technology; Diana Lynn Cahill, Air Force Institute of Technology

Tagged Divisions

Community Engagement Division

Paper ID #6708Developing Best Practices for an Undergraduate STEM Summer ResearchProgram in a Government Institution through a Higher Education Partner-shipJessica Drennan MSW, Centers for Disease Control Jessica Drennan received a B.A. in Communication Arts from the College of Mount St. Joseph in Cincin- nati, OH and a M.S.W. from Washington University in St. Louis, MO. She is currently an ORISE Evalua- tion fellow at Centers for Disease Control and Prevention in Atlanta, Ga. From 2011 to 2012, she was the Internal Program Evaluator and Evaluation Committee chair with the LEADER Consortium, a National Science Foundation

Conference Session

Socio-cultural Dimensions of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Community Engagement Division

. Miguel A. Pando, University of North Carolina, Charlotte Dr. Miguel Pando is an associate professor in the Civil and Environmental Department of UNC Charlotte. Page 23.348.1 c American Society for Engineering Education, 2013 Creating Socially Aware Engineers through International Service Learning A great deal of research and policy attention in the last decade has emphasized the needto reform engineering education to produce engineering professionals that can respond tochanging societal needs (e.g., ASCE, 2007; 2008; Duderstadt, 2008; NAE

Conference Session

Experiences in Engineering Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Marybeth Lima, Louisiana State University

Tagged Divisions

Community Engagement Division

semesterrepresents half a year of enrollment).The biological engineering program used this course to meet several a-k outcomes during ABETaccreditation in 2009. This service-learning component was used to successfully illustratestudent mastery of the following outcomes: (a) an ability to apply knowledge of mathematics, science, and engineering (b) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, Page 23.248.9 manufacturability, and sustainability (d) an ability to function on multi-disciplinary teams (h

Conference Session

Community Engagement Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Community Engagement Division

students inLTS, and b) understand how engineering faculty implement LTS initiatives. (This studyexplores faculty efforts in both service-learning and community service). This study is focusedon engineering faculty members who integrate LTS efforts in engineering across a broad rangeof institutions of higher education. Twenty-nine interviews were conducted with engineeringLTS practitioners to explore their interests, challenges, and results of their efforts. Analysis ofthe interview transcripts reveals 1) faculty members who are passionate about LTS tend to play aleading role in promoting LTS within their institution; 2) faculty’s primary interest in integratingLTS is predominantly motivated by a desire to improve the quality of their teaching and

Conference Session

Assessment of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Community Engagement Division

students to engineering; (b) how students talk about engineers interactingwith society; and (c) what role feedback from society, the community, or the client should playin the engineering design process.Purpose “While engineering is a profession with a strong ethical dimension, and while we have explicitly stated in our various codes of conduct that we must hold paramount the public safety, there has been until very recently no reference to addressing two of the most important issues of our times – poverty and underdevelopment and environmental degradation. It is as if engineering as a profession is somehow excused from such deliberations or that if we serve our employers faithfully and professionally, it will

Conference Session

Community Engagement Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Community Engagement Division

engagement, and b) the positive impacts reported by students are much more prevalent thannegative impacts, in both science and engineering.These findings should be of interest to engineering educators, as first-year engineering studentstake a heavy load of courses in science and math departments, and the dropout rate is typicallyhighest in the first year. Since our data, in this paper and previous papers9-24, show that S-L has apositive effect on retention, it may be to any College of Engineering’s benefit to advocate for S-L in the core courses required in other departments. Why should science faculty be concernedabout S-L in their courses? While by comparison with engineering students, science and mathstudents are less positively impacted by S-L

Conference Session

Community Engagement Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nathan E Canney P.E., University of Colorado Boulder; Kaitlin Litchfield, University of Colorado, Boulder; Molly Victoria Shea, University of Colorado

Tagged Divisions

Community Engagement Division

of small water supply systems," IRC International Water adn Sanitation Centre, 1995.3 A. Diallo and D. Thuillier, "The success of international development projects, trust and communication: an African perspective," International Journal of Project Management, vol. 23, no. 3, pp. 237-252, 2005.4 C. Denizer, D. Kaufmann and A. Kraay, "Good Countries of Good Projects? Macro and Micro Correlates of World Bank Project Performance," Macroeconomics and Growth Team, Development Research Group, 2011.5 D. B. Khang and T. L. Moe, "Success Criteria and Factors for International Development Projects: A Life-Cycle-Based Framework," Project Management Journal, vol. 39, no. 1, pp. 72-84, 2008.6 B. Amadei and R. Sandekian

Conference Session

Socio-cultural Dimensions of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Community Engagement Division

Press, 2004.3. The National Academy of Engineering. Educating the Engineer of 2020: Adapting Engineering Education to the New Century. Washington, DC: The National Academy Press, 2005.4. J.J. Duderstadt. Engineering for a Changing World: A Roadmap to the Future of Engineering Practice, Research, and Education. The Millenium Project: Ann Arbor, MI, 2008.5. The Boeing Company and Rensselaer Polytechnic Institute (RPI). A Manifesto for Global Engineering Education: Summary Report of the Engineering Futures Conference, Seattle, WA, January 22–23, 1997.6. GlobalHUB - Newport Declaration (2008) Retrieved January 7, 2013, from http://globalhub.org/newportdeclaration.7. B. K Jesiek, and K. Beddoes. From diplomacy and

Conference Session

Community Engagement Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Shannon Weiss, David Heil & Associate, Inc.; David R. Heil, David Heil & Associates, Inc.; Thalia Anagnos, San Jose State University

Tagged Divisions

Community Engagement Division

  a.  Model  without  lower  truss  deck, while the second model included lower  trusses. Handles were placed on one end of  each model, which allows visitors to twist the  decks and feel the difference in stability.  Gavin Daly produced another component to  demonstrate how winds can dynamically    affect structures. The research associated with  this component was complex and resulted in                                                                            b.  Model  with  lower  truss  his Master’s thesis. And finally, Tara Wigandproduced a galvanic corrosion study used todetermine the appropriate material for

Conference Session

Socio-cultural Dimensions of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Community Engagement Division

” is shown in the table. Additionally, results from a 2007 national study of collegeseniors is indicated as a comparative baseline.36 As noted in the table, this study featured twostatements with different wording and did not include a spirituality question. Hence, results froma different national study are reported for the spirituality statement.37 Table 4. Summary Results for Political and Social Involvement Scale Diff b/w Diff b/w CSS GEDS GEDS GEDS GEDS Student objectives noted as “Very 2007 2012 2012 & 2013 2013

Conference Session

Socio-cultural Dimensions of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Community Engagement Division

. 4, pp. 207-212, 2011.[23] G. Cajete, "Land and Education," American Indian Science and Engineering Society, pp. 42-47, 1994.[24] NCES, "National Indian Education Study 2011 (NCES 2012–466)," Institute of Education Sciences, U.S. Department of Education, Washington D.C., 2012.[25] S. F. C. B. Semken, "Sense of place in the practice and assessment of place-based," Science Education, vol. 92, Page 23.670.12 pp. 1042-1057, 2008.[26] J. Jabosz, "Engineering for Native Americans," Winds of Change, vol. Technology, no. Summer, pp. 52-57, 2003.[27] D. A. Gruenwald, "The best of both worlds: A critical pedagogy of place

Conference Session

Community Engagement Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Community Engagement Division

, K. (2009). Real Outreach Experiences In Engineering: Merging Service-Learning and Design in a First-Year Engineering Course. ASEE Annual Conference Proceedings. Austin, TX.[4] Zarske, M. S., Reamon, D. T., Bielefeldt, A. R., & Knight, D. W. (2012). Service-Based First Year Engineering Projects : Do They Make a Difference? Proceedings in Annual Conference of the American Society for Engineering Education. San Antonio, TX[5] Jacoby, B (1996). Service-learning in Higher Education: Concepts and Practices.[6] Freeman, S. F. (2011). Service-Learning vs. Learning Service in First-Year Engineering: If We Cannot Conduct First-Hand Service Projects, is It Still of Value? ASEE Annual Conference Proceedings. Vancouver, BC

Conference Session

Experiences in Engineering Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Francis J. Hopcroft, Wentworth Institute of Technology

Tagged Divisions

Community Engagement Division

quantify those risks in some fashion in order to judge the overall riskassociated with a specific activity or program. A method is proposed here to do that based, ratherloosely, on the format used by the National Fire Protection Association for classifying risk tostructures. That is used to determine how much water should be made available to fight fires inthose structures. This system is designed to determine how much risk management to makeavailable to mitigate risks for specific activities.Consider the following formula.R = TR + TL + H + B + WA + LT + FW + D + L + E + UWhere: R = Risk Number TR = Transportation Risk Factor TL = Travel Risk Factor H = Housing Risk Factor B = Behavioral Risk Factor

Conference Session

Community Engagement Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Community Engagement Division

from curricular service-learning to extracurricular community engagement efforts;each enhancing the educational experience for engineering students. The EFELTS projectinvolves a team of investigators from five, diverse institutions invoking a 4D Process (Discover,Distill, Design, and Disseminate) to realize two project goals: a) evaluate the impacts onengineering faculty currently engaged in LTS efforts; and b) empower and aid faculty toimplement new, or enhance existing, LTS efforts. This paper focuses on the Design componentof the process, specifically the development and implementation of a series of faculty workshopson LTS efforts and faculty views on LTS in engineering education.The EFELTS project team developed and conducted two, 2-day

Conference Session

Assessment of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Community Engagement Division

, and are all tenured.Hence, many of the demographic and attribute elements of the survey are irrelevant.What is relevant are the elements questioning work effort relative to personal values. TheSEECS Faculty Satisfaction Assessment (see Appendix B) uses a subset of questions from theHERI survey. To emphasize the association between the personal statement and the facultymember‟s perspective on the value of the SEECS work to realize the personal value, an emphasisaspect is included in the assessment. Hence, a faculty member is not only asked whether thepersonal statement is important, but also whether the SEECS program is viewed as beingimportant relative to the statement. Essentially, if faculty members highly rate a value statementand if the