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Making Engineering Relevant and Making Our Community a Better Place with Service-Learning

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Conference

2015 ASEE Workshop on K-12 Engineering Education

Location

Seattle, Washington

Publication Date

June 13, 2015

Start Date

June 13, 2015

End Date

June 13, 2015

Page Count

9

Page Numbers

18.20.1 - 18.20.9

Permanent URL

https://peer.asee.org/17119

Download Count

22

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Paper Authors

biography

William C. Oakes Purdue University, West Lafayette

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William (Bill) Oakes, P.E. is a Professor of Engineering Education and the Director of the EPICS Program at Purdue University having held courtesy appointments in Mechanical and Environmental and Ecological Engineering as well as Curriculum and Instruction in the College of Education. He was the first engineer to win the Campus Compact Thomas Ehrlich Faculty Award for Service-Learning. He is a fellow of the ASEE and NSPE.

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Abstract

WORKSHOP PROPOSAL FORM 2015 Annual ASEE K-12 Workshop on Engineering Education “Authentic Engineering: Representing & Emphasizing the E in STEM” Presented by Dassault Systems Saturday, June 13, 2015 8:00 A.M. – 5:00 P.M. Sheraton Seattle | Seattle | WAPlease complete this form, save it as a PDF file only and upload it through the ASEE PaperManagement system as shown in the K12 Workshop Presenter’s Kit.All notifications will be by email from the ASEE Paper Management system.NOTE: To ensure that emails are not obstructed by spam blockers, please make sure to WHITELIST theemail addresses: monolith@asee.org and conferences@asee.org and s.harrington-hurd@asee.org.Direct questions to Stephanie Harrington-Hurd, ASEE K-12 Activities Manager, at s.harrington-hurd@asee.org. Additional workshop details are available at: http://www.asee.org/K12Workshop.Thank you! Deadline Friday, January 23, 2015 by 5:00PM EST Presenters will be notified of acceptance status by March 14. Late submissions will not be accepted. Advanced Workshop Registration will open December 6, 2013. SUBMISSION INFORMATIONProvide the first and last name of each presenter, including affiliations. If there is more than onepresenter, designate one person as the organizer and provide only that person’s contactinformation. The organizer is responsible for communicating to co-presenters.Number of Presenters: 1Presenter Name(s):1) Last Oakes First William Affiliation Purdue University EPICS2)Contact Person’s Name: William OakesContact Person’s Email: oakes@purdue.eduContact Person’s Phone: 765-494-3892Contact Person’s Alternate Phone: 765-418-80292015-ASEE-K12-Proposal-Form_EPICS_SL_submit.docx Page 1 of 8 WORKSHOP PROPOSAL FORM 2015 Annual ASEE K-12 Workshop on Engineering Education “Authentic Engineering: Representing & Emphasizing the E in STEM” Presented by Dassault Systems Saturday, June 13, 2015 8:00 A.M. – 5:00 P.M. Sheraton Seattle | Seattle | WAPlease provide a one-paragraph bio for each presenter (in the order listed above). The bio shouldnot exceed 70 words and should be written as you would want it to appear on the ASEE websiteand program materials.1) William (Bill) Oakes, P.E. is a Professor of Engineering Education and the Director of theEPICS Program at Purdue University having held courtesy appointments in Mechanical andEnvironmental and Ecological Engineering as well as Curriculum and Instruction in the Collegeof Education. He was the first engineer to win the Campus Compact Thomas Ehrlich FacultyAward for Service-Learning. He is a fellow of the ASEE and NSPE. WORKSHOP INFORMATIONProposed Title:Making Engineering Relevant and Making Our Community a Better Place with Service-LearningAbstract: Please provide a concise description that includes the workshop’s learning objectives(maximum 750 characters). The abstract is used on the ASEE website, program materials, andotherK-12 Workshop promotional activities.Many schools engage in community service or service-learning but these are not often connectedto the engineering, math or science. Linking these offers a multitude of opportunities to changethe conversation about STEM, engage the next generation of leaders and make our owncommunities a better place to live. It can also impact the diversity in our classrooms. Thisinteractive workshop engages participants in developing a plan for linking service-learning andSTEM. The Learning Objectives are:1: Describe at least 1 STEM community project2: List at least 3 standards that could be enhanced through service-learning3: Describe how to use reflection to enhance learning4: Describe at least 3 examples of engineering service-learning2015-ASEE-K12-Proposal-Form_EPICS_SL_submit.docx Page 2 of 8 WORKSHOP PROPOSAL FORM 2015 Annual ASEE K-12 Workshop on Engineering Education “Authentic Engineering: Representing & Emphasizing the E in STEM” Presented by Dassault Systems Saturday, June 13, 2015 8:00 A.M. – 5:00 P.M. Sheraton Seattle | Seattle | WAWorkshop Description- Please provide a detailed description of the proposed workshop that, atminimum, explicitly addresses the following (maximum 4,000 characters): a. Learning objectives b. Hands-on activities and interactive exercises c. Materials that participants can take with them d. Practical application for teachers and outreach staffMany schools engage in community service or service-learning but often miss an enormousopportunity by not connecting service to engineering or STEM topics. Linking communityservice with engineering or STEM can change the conversation about engineering and increaseinterest for students, their parents and the community. Service opportunities are a way tointroduce early engineering into classes from math, science or technology without the cost ofequipping a lab or purchasing expensive equipment. It is also a way to easily engage practicingengineers from the community.This interactive workshop will guide participants through the development of a customized planto make such connections in their own classrooms. It will move rapidly between shortpresentations, readings, small group discussions, plan creations, demonstrations and reflections.The workshop will use reflection as a vital activity and demonstrate its power in STEM relatedservice-learning. The facilitator has conducted over 100 presentations and workshops onengineering and service-learning.Small and large group discussions will be used to generate and refine ideas that can be tried attheir own schools. Each participant will leave with a set of resources and ideas for service-learning projects and sample lesson plans to implement within their own classroom. Participantsshould be ready for active engagement to cover a lot of material in our brief session.The four Learning Objectives for the workshop include: 1: Describe at least 1 community project related to STEM 2: List at least 3 standards that could be enhanced through service-learning 3: Describe how to use reflection to enhance student learning 4: Describe at least 3 examples of engineering service-learningAgenda • Introductions and overview • Service-Learning Defined • Teacher activity - where is the engineering?2015-ASEE-K12-Proposal-Form_EPICS_SL_submit.docx Page 3 of 8 WORKSHOP PROPOSAL FORM 2015 Annual ASEE K-12 Workshop on Engineering Education “Authentic Engineering: Representing & Emphasizing the E in STEM” Presented by Dassault Systems Saturday, June 13, 2015 8:00 A.M. – 5:00 P.M. Sheraton Seattle | Seattle | WA • Debrief • Engineering Applications • Mapping to their own schools • Small group discussions • Reflection Activity • Debrief • Filling in the gaps • ConclusionParticipants will be given access to online resources through the EPICS K12 that includescurriculum to introduce service-learning into any STEM classroom and a full year-longcurriculum of service-learning design.Standards ITEEA Technological Literacy: • Standard 8: Students will develop an understanding of the attributes of design • Standard 9: Students will develop an understanding of engineering design • Standard 10: Students will develop and understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving. NGSS Engineering Design HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. National for ELA ELA/Literacy – SL.11-12.1d- Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. ELA/Literacy – SL.11-12.3- Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. National - Mathematics2015-ASEE-K12-Proposal-Form_EPICS_SL_submit.docx Page 4 of 8 WORKSHOP PROPOSAL FORM 2015 Annual ASEE K-12 Workshop on Engineering Education “Authentic Engineering: Representing & Emphasizing the E in STEM” Presented by Dassault Systems Saturday, June 13, 2015 8:00 A.M. – 5:00 P.M. Sheraton Seattle | Seattle | WA Mathematical Practices MP.2 Reason abstractly and quantitatively MP.4 Model with mathematics2015-ASEE-K12-Proposal-Form_EPICS_SL_submit.docx Page 5 of 8 WORKSHOP PROPOSAL FORM 2015 Annual ASEE K-12 Workshop on Engineering Education “Authentic Engineering: Representing & Emphasizing the E in STEM” Presented by Dassault Systems Saturday, June 13, 2015 8:00 A.M. – 5:00 P.M. Sheraton Seattle | Seattle | WAAuthentic Engineering Connection- Identify and describe how you will explicitly address theways in which your lesson or activity is representative of the processes, habits of mind andpractices used by engineers, or is demonstrative of work in specific engineering fields.i At leastone of those must be within the first four listed, below; i.e., do not only check “other”. Check allthat apply: Use of an engineering design process that has at least one iteration/improvement Attention to specific engineering habits of mind Attention to engineering practices (as described in the NGSS/Framework and as practiced by engineers) Attention to specific engineering careers or fields related to the lesson/activity Other (please describe below)Provide a description of how you will explicitly address these aspects of authentic engineering inyour workshop (maximum 2,000 characters):Service-learning engages students in real needs for real people. The workshop will address theseapproaches and link engineering with service-learning. While service-learning is not traditionalengineering, there is a rapidly growing awareness of how engineering can impact communitiesglobally (e.g. EWB-USA) and locally (e.g EPICS). Participants will be engaged in exploringthese connections and how to make them in their own classrooms. The workshop will equipteachers to engage students authentically in the engineering processes (e.g. NGSS framework)while they develop solutions to local or global needs. The materials will allow teachers to takeback their approach and impact their own classrooms.The engineering habits of the mind will be used and linked with developing solutions to localneeds within a school’s own community. This adds dimension of people and the environment toany design solution, which adds authenticity to the design experience.There is an opportunity to continue to nurture teachers and students to create programs whereengineering is used to address real needs locally. Links will be provided for additional resourcesif they teachers desire to further develop their programs. Within a single session, it is notrealistic to equip them to develop real solutions to local needs. However, that is the opportunity.Participants will be given access to materials and networks of practicing engineers who can helpfacilitate this process.Diversity- This year is the American Society for Engineering Education’s “Year of Action onDiversity.” It is essential that we have a diverse engineering workforce to solve diverseproblems. To do that and to have an engineering-literate public, it is essential that we reach every2015-ASEE-K12-Proposal-Form_EPICS_SL_submit.docx Page 6 of 8 WORKSHOP PROPOSAL FORM 2015 Annual ASEE K-12 Workshop on Engineering Education “Authentic Engineering: Representing & Emphasizing the E in STEM” Presented by Dassault Systems Saturday, June 13, 2015 8:00 A.M. – 5:00 P.M. Sheraton Seattle | Seattle | WApreK-12 student with high-quality engineering education, drawing on issues of access and equityin the classroom and in the curriculum. Reviewers would like to know how your proposedworkshop will address diversity.Provide a description of how you will explicitly address diversity – e.g., diversity with respect togender/sex, ethnicity or race, special education inclusion, socio-economic status, or LGBT status– in your workshop (maximum 2,000 characters):This workshop addresses a consistent theme of the research on diversity over the last two orthree decades, the context of engineering. Service-learning places the learning explicitly withina context of the local community. A first step in the service-learning process is a communityneeds assessment. This asks the students to identify what matters to them and their families.This approach puts engineering into a context that they care about. It has the opportunity toconnect with underserve populations within urban and rural communities. It can also helpconnect to their families and support networks. Addressing needs within a community in atangible way through an engineering class can send positive messages to the entire communityabout the students, schools and our profession. Additionally, service-learning has the potential tohelp communities increase their own capacity. For example, a high school engineering class canbe designing and building hands-on science activities for a feeder elementary school to enhancethe science education in elementary school. The approach of service-learning explicitly engagesstudents in underserved communities and the reflective components address both technical andhuman aspects of their experiences. These integrate opportunities to address issues of diversitywithin the context of the engineering design.Data from these approaches have shown significant impact on diversity. The EPCS HighProgram had over 40% female and more participants of color than Caucasian in 2013. Purdue’sEPICS Learning Community had 54% female participation in 2014.Are there any online components to the proposal or presentation? (Note that these onlinecomponents may only be available to presenters or those who have their wireless subscriptions,since wireless may not be available during the workshop sessions.) No Yes Please describe:Grade Level Target Audience (check all that apply): Primary (EC–2)2015-ASEE-K12-Proposal-Form_EPICS_SL_submit.docx Page 7 of 8 WORKSHOP PROPOSAL FORM 2015 Annual ASEE K-12 Workshop on Engineering Education “Authentic Engineering: Representing & Emphasizing the E in STEM” Presented by Dassault Systems Saturday, June 13, 2015 8:00 A.M. – 5:00 P.M. Sheraton Seattle | Seattle | WA Elementary (3–5)X Middle School (6-8)X High School (9-12)Maximum Number of Participants:25 If this number is greater than 25, please describe how your workshop will equally engage all participants.All Seating is Classroom (tables and chairs).Audio Visual Equipment Requests:Note: An LCD projector, screen and podium with attached microphone are provided. Requestsfor additional equipment or resources (e.g., internet connection or laptops) will incur extracharges. If you do not have additional requests, please indicate with “Not applicable.” Reminder:Presenters must register and pay the registration fee to support their workshop attendance and audio/video costs. Thank you for completing this proposal form! Please review this document prior to submitting it to ensure that all items are complete. ASEE USE ONLYDate Received:Received By:Proposal ID Number:2015-ASEE-K12-Proposal-Form_EPICS_SL_submit.docx Page 8 of 8

Oakes, W. C. (2015, June), Making Engineering Relevant and Making Our Community a Better Place with Service-Learning Paper presented at 2015 ASEE Workshop on K-12 Engineering Education, Seattle, Washington. https://peer.asee.org/17119

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