Community Service Projects As Integrated Undergraduate Learning Experiences
- Conference
- Location
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Honolulu, Hawaii
- Publication Date
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June 24, 2007
- Start Date
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June 24, 2007
- End Date
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June 27, 2007
- ISSN
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2153-5965
- Conference Session
- Tagged Division
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Engineering Technology
- Page Count
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12
- Page Numbers
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12.379.1 - 12.379.12
- DOI
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10.18260/1-2--2074
- Permanent URL
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https://peer.asee.org/2074
- Download Count
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452
Paper Authors
Thomas Nicholas University of North Carolina-Charlotte
Thomas Nicholas II is currently a Faculty Associate in Civil Engineering Technology at the University of North Carolina at Charlotte. He has received a B. S. in Civil Engineering Technology degree from Fairmont State and a B.S. and M.S. in Civil Engineering from West Virginia University. Mr. Nicholas’ scholarly activities have included funded projects in transportation and structural engineering for West Virginia Department of Transportation. Mr. Nicholas was employed as a Structural Engineer and Project Manager for the West Virginia Department of Transportation and an Assistant Professor at Fairmont State University prior to joing the faculty at the Univeristy of North Carolina at Charlotte.
Anthony Brizendine University of North Carolina-Charlotte
Ted Stilgenbauer Fairmont State University
Ted M. Stilgenbauer is currently an Assistant Professor and Program Coordinator of Civil Engineering Technology at Fairmont State University. He has received a M.S. in Safety and Environmental Management from West Virginia University (1996) and a B.S. in Civil Engineering Technology from Fairmont State College (1994). Mr. Stilgenbauer has been involved in the construction industry for over 10 years and has represented both the owner and contractor in multi-million dollar construction projects that include federal, state and private contracts.
Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract
Community Service Projects as Integrated Undergraduate Learning Experiences
Abstract
Community-based projects in engineering and engineering technology education have been around for many years in various forms. Recent examples include community-based design projects and partnerships, community outreach for capstone design, capstone design projects for special needs or disabled persons, K-12 community outreach, and international and humanitarian projects.
For obvious reasons, community organizations tend to be very receptive to the assistance afforded through these collaborations. Many community programs, including non-profit organizations, operate on minimal funding and rarely have the in-house expertise to perform technical work. Academic programs, eager to insert students into practice-type experiences make excellent partners for these community organizations.
The authors of this paper have incorporated local and regional community service projects as integrated learning experiences in engineering technology programs. The results benefit both the community and the engineering technology program. Community programs presented in this paper received technical expertise and volunteer hours at no cost while students in the engineering technology program were provided with “real-world” project experience, exposing them to the significance engineering technology can have in society and providing lifelong contacts for volunteer work in the future. Projects are selected which are technical in nature, can be completed in one to two semesters, and meet the societal impact objectives of the program.
In this paper, the authors present two community service projects which were completed by engineering technology students. The first project, “The Magnetic Survey,” was developed as a class project for a construction surveying class. The project was provided by the Department of Natural Resources Geodetic Survey Division, and consisted of locating magnetic monuments thought to have been lost for over six decades. The second project, “Soccer Complex Pedestrian Bridge,” was provided by the Department of Parks & Recreation. This project required a bridge to be designed and constructed to provide pedestrian and ADA access from a parking lot to the soccer complex.
The paper will cover all aspects of the projects to include selection, course and program relevance, course management, and project assessment. The paper will outline project development, eye-openers for the students, surprises for the sponsor, deliverables and final products, and student and community reactions for each project.
Introduction
The use of community or social projects as capstone experiences is not new to the engineering technology field.1,2,3,4 However, as in many instances, the resources and impact that a single course can provide to a project are sometimes limited. When choosing projects for capstone
Nicholas, T., & Brizendine, A., & Stilgenbauer, T. (2007, June), Community Service Projects As Integrated Undergraduate Learning Experiences Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. 10.18260/1-2--2074
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