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Engineering Faculty Engagement in Learning Through Service Summit: Best Practices and Affinity Mapping

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Conference

2012 ASEE Annual Conference & Exposition

Location

San Antonio, Texas

Publication Date

June 10, 2012

Start Date

June 10, 2012

End Date

June 13, 2012

ISSN

2153-5965

Conference Session

Stakeholder Perspectives on Community Engagement in Engineering Education

Tagged Division

Community Engagement Division

Page Count

16

Page Numbers

25.546.1 - 25.546.16

Permanent URL

https://peer.asee.org/21304

Download Count

32

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Paper Authors

biography

Angela R. Bielefeldt University of Colorado, Boulder

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Angela Bielefeldt has been a professor in the Department of Civil, Environmental, & Architectural Engineering at the University of Colorado, Boulder, since 1996. She has taught first-year introductory courses, senior capstone design, and specialty senior-level/graduate courses in environmental engineering. Her research interests in engineering education have focused on service learning, sustainability, and ethics.

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biography

Kurt Paterson P.E. Michigan Technological University

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Kurt Paterson, Associate Professor of civil and environmental engineering, is also Director of Michigan Tech's D80 Center. D80 has the mission to develop contribution-based learning, research, and service opportunities for all students and staff to partner with the poorest 80% of humanity, together creating solutions that matter. As Director of several international programs at the undergraduate and graduate levels, Paterson, his colleagues, and his students have conducted numerous community-inspired research and design projects. Paterson is an educational innovator, recently adding courses for first-year students, Great Ideas, and graduate students, Discover Design Delight. At the intersection of these two fields, Paterson leads several national initiatives for learning engineering through service, recently taking the reins for the American Society for Engineering Education’s newest Division startup, Community Engagement in Engineering Education. He is PI, or Co-PI, on several large projects assessing the impacts of learning through service on students, faculty, and communities around the world.

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Chris Swan Tufts University Orcid 16x16 orcid.org/0000-0001-5670-8938

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Chris Swan is an Associate Professor of civil and environmental engineering with additional appointments in the Jonathan M. Tisch College of Citizenship and Public Service and the Center for Engineering Education and Outreach at Tufts University. He has served as Chair of Tufts CEE Department (2002-2007) and has been active in the ASEE since 2001, currently serving as the Program Chair for the Community Engagement in Engineering Education constituent committee. Swan’s current research interests in engineering education concern project-based learning and service-based pedagogy.

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John J. Duffy University of Massachusetts Lowell

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Olga Pierrakos James Madison University

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Olga Pierrakos is an Associate Professor and founding faculty member in the School of Engineering, which is graduating its inaugural class May 2012, at James Madison University. Pierrakos holds a B.S. in engineering science and mechanics, an M.S. in engineering mechanics, and a Ph.D. in biomedical engineering from Virginia Tech. Her interests in engineering education research center around recruitment and retention, engineering design instruction and methodology, learning through service (NSF EFELTS project), understanding engineering students through the lens of identity theory (NSF BRIGE grant), advancing problem-based learning methodologies (NSF CCLI grant), assessing student learning, and understanding and integrating complex problem solving in undergraduate engineering education (NSF CAREER grant). Her
other research interests lie in cardiovascular fluid mechanics, sustainability, and K-12 engineering outreach.

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Nathan E. Canney University of Colorado Boulder

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Nathan Canney received bachelor's degrees from Seattle University in civil engineering and applied mathematics. After graduation, he worked for Magnusson Klemencic Associates in Seattle, Wash., as a structural engineer on high-rise residential buildings. Canney returned to school at Stanford University for a master's degree and is currently pursuing a doctoral degree at the University of Colorado, Boulder, in civil engineering, with an engineering education research focus.

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Abstract

Engineering Faculty Engagement in Learning Through Service Summit: Best Practices and Affinity MappingAlthough research has shown that different Learning Through Service (LTS) activities cansuccessfully meet a variety of learning outcomes for engineering students, the best practices,benefits, and challenges from a faculty perspective are poorly understood. A fall 2011 summitbrought together ~30 individuals to explore these questions. LTS as defined for the summitincluded both service-learning (in courses) and extracurricular activities with significant learningoutcomes (such as working on a design project for Engineers Without Borders). There are somecommon issues for these activities, as well as very unique attributes. The summit participantsindividually generated ideas about design of LTS, management of LTS, and assessment of LTSfrom a faculty perspective. About one-third of the group focused on each of these three themeareas. For each of these three elements, best practices, benefits, and pitfalls were explored.After the individual ideas were recorded on post-it notes, sub-groups of four to twelveindividuals clustered the ideas into broader theme areas. Similar exercises were conducted fromthe perspectives of the University, students, and community partners; this paper will focus on thefaculty perspective. The individual thoughts and themes will be analyzed and presented in theconference paper. Some preliminary findings are presented below.From a faculty perspective, LTS design best practices included: leadership; various programfeatures; resources; logistical support; training; community partners; promotion and tenureissues; student learning outcomes and ABET; and multi-disciplinary elements. Personal benefitsto faculty included adventure, leadership, delight, and teaching. Professional benefits to facultypotentially included funding, research, teaching, leadership, and recognition. A number ofpitfalls were also noted including time, rigid curricula, peer attitudes, resources, training,burnout, legal liability, assessment, student engagement, and communication with communitypartners.The group felt that engineering LTS assessment best practices may not yet be available. Forfaculty outcomes, assessment should include both professional development and selfdevelopment aspects. From the professional development side, faculty must be able todistinguish between assessment of LTS and LTS-related research. A good practice is to alignassessments with university goals, and student outcomes that encompass both the ABET A-Kand broader outcomes. Community assessment was believed to be one of the weakest elements.

Bielefeldt, A. R., & Paterson, K., & Swan, C., & Duffy, J. J., & Pierrakos, O., & Canney, N. E. (2012, June), Engineering Faculty Engagement in Learning Through Service Summit: Best Practices and Affinity Mapping Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. https://peer.asee.org/21304

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2012 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015