Implementing community-engaged learning (CEL) in a second-year engineering design course

Jonathan Verrett; Siba Saleh; Tasnia Naim Anika

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Conference: 2022 ASEE Zone IV Conference
Location: Vancouver
Publication Date: May 12, 2022
Start Date: May 12, 2022
End Date: May 14, 2022
Conference Session: Engineering and Society
Tagged Topic: Conference Submission
Page Count: 9
DOI: 10.18260/1-2--44742
Permanent URL: https://peer.asee.org/44742
Download Count: 94

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Paper Authors

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Jonathan Verrett P.Eng. University of British Columbia, Vancouver orcid.org/0000-0003-4709-6276

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Jonathan Verrett is an Associate Professor of Teaching in the Department of Chemical and Biological Engineering and holds the Bauder Chair in Experiential Learning and Leadership at UBC’s Vancouver Campus. He teaches a variety of topics with a focus on design in chemical and biological engineering. His pedagogical interests include leadership development, open education and peer-learning.

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Siba Saleh University of British Columbia, Vancouver

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Tasnia Naim Anika University of British Columbia, Vancouver

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Abstract

This is intended to be submitted as a full paper

Community engaged learning (CEL) involves students interacting with community groups through a partnership which provides benefits to the community group and furthers student learning. In partnership with the Centre for Community Engaged Learning (CCEL) at [University name redacted] a CEL project was integrated into a second-year chemical engineering design course.

The course consisted of 125 students and has 3 hours of lecture and 2 hours of tutorial per week. Tutorial sessions are used for students to work in teams of 4-5 students on a number of design deliverables for the first nine weeks of the term. Following this, teams were then assigned to work on a CEL project during the tutorial sessions for the last 3 weeks of the term. Teams and design deliverables are coordinated with a communications course occurring the same term. Students submit project documents to both courses and receive feedback and a grade from each course.

Initially a number of potential partners were approached for developing the CEL project. In the end the project focused on sustainability at [University name redacted] and specifically the [program name redacted] program which creates partnerships between students, faculty, staff and community partners. The project focused on assessing greenhouse gas (GHG) emissions from food delivery services to student residences. A project was selected based on a number of criteria. Notably the project had to be relevant to engineering training, it also had to be something implementable by a large number of teams (in this case 27). Other items explored included waste audits at food service sites and campus transportation data collection.

Students were familiarized to the specific project by reading a news article related to the issue to be studied. Students were then individually surveyed on their opinions on CEL before the project was presented (pre survey). In the first tutorial session students were presented with a background and rationale for the study. Data collection locations, being certain residences, and the rationale for these choices were shared with the students. Students then chose a location and time to collect data. Expected project outcomes were also discussed and students were expected to produce a 1000-1200 word memo report outlining their data collection and GHG emissions assessment.

Following the project, students completed another individual survey and self-reflection exercise (post survey). This study will present details on setting up the CEL project as well as data from student surveys. The discussion will focus on CEL project implementation from the instructional side and student reception as well as suggestions moving forward.

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Verrett, J., & Saleh, S., & Anika, T. N. (2022, May), Implementing community-engaged learning (CEL) in a second-year engineering design course Paper presented at 2022 ASEE Zone IV Conference, Vancouver. 10.18260/1-2--44742

TY - CPAPER
AB - This is intended to be submitted as a full paper

Community engaged learning (CEL) involves students interacting with community groups through a partnership which provides benefits to the community group and furthers student learning. In partnership with the Centre for Community Engaged Learning (CCEL) at [University name redacted] a CEL project was integrated into a second-year chemical engineering design course.

The course consisted of 125 students and has 3 hours of lecture and 2 hours of tutorial per week. Tutorial sessions are used for students to work in teams of 4-5 students on a number of design deliverables for the first nine weeks of the term. Following this, teams were then assigned to work on a CEL project during the tutorial sessions for the last 3 weeks of the term. Teams and design deliverables are coordinated with a communications course occurring the same term. Students submit project documents to both courses and receive feedback and a grade from each course.

Initially a number of potential partners were approached for developing the CEL project. In the end the project focused on sustainability at [University name redacted] and specifically the [program name redacted] program which creates partnerships between students, faculty, staff and community partners. The project focused on assessing greenhouse gas (GHG) emissions from food delivery services to student residences. A project was selected based on a number of criteria. Notably the project had to be relevant to engineering training, it also had to be something implementable by a large number of teams (in this case 27). Other items explored included waste audits at food service sites and campus transportation data collection.

Students were familiarized to the specific project by reading a news article related to the issue to be studied. Students were then individually surveyed on their opinions on CEL before the project was presented (pre survey). In the first tutorial session students were presented with a background and rationale for the study. Data collection locations, being certain residences, and the rationale for these choices were shared with the students. Students then chose a location and time to collect data. Expected project outcomes were also discussed and students were expected to produce a 1000-1200 word memo report outlining their data collection and GHG emissions assessment.

Following the project, students completed another individual survey and self-reflection exercise (post survey). This study will present details on setting up the CEL project as well as data from student surveys. The discussion will focus on CEL project implementation from the instructional side and student reception as well as suggestions moving forward.

AU - Jonathan Verrett P.Eng.
AU - Siba Saleh
AU - Tasnia Naim Anika
CY - Vancouver
DA - 2022/05/12
PB - ASEE Conferences
TI - Implementing community-engaged learning (CEL) in a second-year engineering design course
UR - https://peer.asee.org/44742
DO - 10.18260/1-2--44742
ER -