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Ongoing Development and Evaluation of an Engineering Service Course

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Conference

2015 ASEE Annual Conference & Exposition

Location

Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015

ISBN

978-0-692-50180-1

ISSN

2153-5965

Conference Session

Learning Through Service

Tagged Division

Community Engagement Division

Tagged Topic

Diversity

Page Count

18

Page Numbers

26.1202.1 - 26.1202.18

DOI

10.18260/p.24539

Permanent URL

https://peer.asee.org/24539

Download Count

114

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Paper Authors

author page

Michael Foster George Fox University

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Gary E. Spivey George Fox University

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Abstract

Ongoing Development and Evaluation of an Engineering Service CourseABC University has a service-learning course required of all engineering program graduates.The course began in 2010 as a one-credit per semester, four-semester sequence starting in thespring of the sophomore year. This structure provided an overlap of students in their first andsecond year in the course. All student teams met concurrently one evening per week to work onfaculty-provided projects. Each faculty member was responsible for approximately four teams.Faculty and students began each year of the program with excitement, but over time, a number ofsignificant challenges emerged, among these the explosive growth of the ABC Universityengineering program and its potential effect on the sustainability of the program. Therefore, inthis paper we follow-up on our published review of the first few years of the program. Here wediscuss the mechanics of these changes and their continuing effect on the overall program.An increasing number of students necessarily required an increasing number of projects. Facultyhad already expressed difficulty in managing four projects and in finding clients with appropriateengineering challenges. Faculty had also recognized that some students lacked motivation toparticipate in some of the provided projects, especially during their second year of the course. Tomeet these challenges, the course was restructured as a two-credit per semester, two semestersequence in the junior year. This cut the number of students (and therefore projects) in half.Faculty were generally assigned to oversee one team. Finally, the task of finding projects wasgiven to the incoming juniors who became responsible to propose and present projects forinstructor approval.To provide feedback to students as they progressed through these experiences, instructorsimplemented both a weekly grading form and, most recently, CATME Peer Evaluations. TheCATME feedback specifically addressed a discrepancy in instructor evaluation of teams versusthe individual students.In addition to describing the evolution of the program, statistical analyses of student perceptionsof the design process and the influence of service experiences will be presented. Theselongitudinal data are used in the evaluation of the program as well as the overall presentation ofthe design process in the engineering curriculum.The details of this paper will provide information to other programs in their development ofsimilar courses. Through the discussion of ongoing areas of concern, those implementing similarprograms will gain exposure to issues that are sure to arise.

Foster, M., & Spivey, G. E. (2015, June), Ongoing Development and Evaluation of an Engineering Service Course Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24539

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