Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Engagement in Practice: Creating a Robust Infrastructure for Community Engagement
Community Engagement Division
Serve-Learn-Sustain (SLS) is an Institutional effort to equip our university students to learn and serve around the theme “creating sustainable communities” through engagement with content and context. This initiative was formally began in 2016 at our university as part of Quality Enhancement Plan (QEP), as a key component to its reaffirmation of accreditation.This work is part of ongoing SLS efforts through classroom, co-curricular, and real-world learning- both on campus and off- enabling students to contribute to the task of "creating sustainable communities".
This paper presents ongoing activities that bring social justice and sustainability into the classroom through socio-technical project-based learning in a freshman engineering design course. Design based activities that incorporate social justice and sustainability are engaged by both individual and team projects in these courses. The content of the paper includes (i) a description of pedagogical approaches to socio-technical learning, (ii) a database of socio-technical projects for engineering courses, (iii) strategies and challenges for implementation and assessment of socio-technical project activities, (iv) data analysis on student reflection, pre and post-survey data analysis (v) end of semester student comments (open coding) analysis, (vi) learning outcomes and assessment tools, and (vii) lessons learned.
References: 1. Lucena, J., Engineering Education for Social Justice: Critical Explorations and Opportunities, ed. J. Lucena. Jun 5, 2013: Springer Netherlands. 2. Chandrasekharan, S. and M. Tovey, Sum, quorum, tether: Design principles underlying external representations that promote sustainability. Pragmatics & Cognition, 2012. 20(3): p. 447-482.
Pucha, R., & Thurman, C. J., & Yow, R., & Meeds, C. R., & Hirsch, J. (2018, June), Engagement in Practice: Socio-technical Project-based Learning Model in a Freshman Engineering Design Course Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30390
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