Parents (n=500) were surveyed about which professional groups they were most likely to seek and follow advice from regarding child discipline as well as their use of corporal punishment (CP). Nearly half of parents reported that they were most likely to seek child discipline advice from pediatricians (48%), followed by religious leaders (21%) and mental health professionals (18%). Parents that sought advice from religious leaders (vs. pediatricians) had nearly 4 times the odds of reporting use of CP. Parents reported they were more likely to follow the advice of pediatricians than any other professional; however, Black parents were as likely to follow the advice of religious leaders as that of pediatricians. Pediatricians play a central role in advising parents about child discipline. Efforts to engage pediatricians in providing violence prevention counseling should continue. Increased efforts are needed to engage other professionals, especially religious leaders, in providing such advice to parents.
The College of Engineering at the University of Massachusetts Lowell (UML) has integrated service-learning (S-L) into many of its core required undergraduate courses over the last three years. Projects that meet real community needs and that help students achieve academic objectives in these core courses are percieved to be difficult to create, but, in this paper, projects for 35 different undergraduate required courses are summarized to help faculty, staff, and students develop S-L projects for their own courses. Faculty at UML were encouraged to “start small rather than not at all.” Courses and projects include, for example, a first-year introduction to engineering course in which 340 students, divided into teams, designed and built moving displays illustrating various technologies for 60,000 middle school students that every year visit a history center that is part of a national park. Another example is a sophomore kinematics course in which student teams visited local playgrounds to assess their safety using deceleration, force, and impact equations learned from the course. Junior heat transfer courses focused in analyzing heat loss and making suggestions for heating system savings for a local food pantry, a city hall building, and a community mental health center, as well as for the university itself; these analyses were developed and presented to the stakeholders. Sophomore student teams from the materials course presented findings to the staff of a local textile history museum to help it begin updating its displays on recent developments in materials. Junior fluids, junior circuits, senior microprocessor, senior design of machine elements, and senior capstone design are having students design and build various parts of an automated canal lock opener for a local national park. Many of the projects are low-cost and can be implemented by individual faculty members without the requirement of a formal institutional program. These S-L projects are integrated into a wide variety of core courses (and not just design courses) and represent typically from 10 to 20 percent of the grade.
The College of Engineering at the University of Massachusetts Lowell (UML) has integrated service-learning (S-L) into many of its core required undergraduate courses over the last three years. Projects that meet real community needs and that help students achieve academic objectives in the courses are difficult to create. Projects for 35 different undergraduate required courses are summarized to help faculty, staff, and students develop S-L projects for their own courses. Faculty at UML were encouraged to "start small rather than not at all." Courses and projects include, for example: first-year introduction to engineering with 340 students in which student teams have designed and built moving displays illustrating various technologies for 60,000 middle school students that every year visit a history center which is part of a national park; sophomore kinematics in which student teams visit local playgrounds to assess safety using the equations for deceleration, forces, and impact from the course in a structured way; junior heat transfer courses in which analyses of heat loss and suggestions for heating system savings for a local food pantry, a city hall building, and community mental health center as well as the university itself were developed and presented to the stakeholders; sophomore materials in which student teams presented findings to the staff of a local textile history museum to help it begin updating its displays on recent developments in materials; junior fluids, junior circuits, senior microprocessor, senior design of machine elements, and senior capstone design are having students design and build various parts of an automated canal lock opener for a local national park. Many of the projects are low-cost and can be implemented by individual faculty members without the requirement of a formal institutional program. These S-L projects are integrated into a wide variety of core courses (and not just design courses) and represent typically from 10 to 20% of the grade.
A comprehensive program in Engineering for Developing Communities (EDC) is being created at the University of Colorado at Boulder (CU). As part of the program, an EDC option in the Environmental Engineering (EVEN) B.S. degree is being proposed. Given the success of the Engineers Without Borders (EWB) outreach and service program, it is expected that student interest in the EDC option will be significant. At a workshop on "Integrating Appropriate-Sustainable Technology and Service-Learning in Engineering Education" held at CU on September 27-29, 2004, participants were surveyed on existing courses and programs at their universities that are relevant to EDC. A description of the proposed curriculum, option courses and technical electives for the proposed EDC emphasis in EVEN are provided. Relevant social science and humanistic electives are recommended. The information will provide a foundation for other universities interested in an EDC program, although it will take a number of years before outcomes assessments are available.
at Boulder (CU-Boulder) hosted a workshop entitled, Integrating Appropriate-Sustainable Technology and Service-Learning in Engineering Education on September 27-29, 2004. This workshop was funded in part by the National Science Foundation (NSF) and the National Collegiate Inventors and Innovators Alliance (NCIIA). One objective of this workshop was to provide a forum for engineering educators and students as well as representatives from NGO's, governmental agencies and international consultants to share information and exchange ideas regarding appropriate technology program and course development and/or the integration of appropriate, sustainable technology concepts into existing programs and courses. A second objective of this workshop was to explore the challenges and benefits associated with incorporating service-learning into engineering courses. Objective 1: To Provide a Forum to Share Information and Exchange Ideas Sixty-three participants from 45 different organizations in eight countries attended the workshop that consisted of keynote lectures, presentations, breakout sessions, and plenary discussion periods. Facilitated discussion periods explored the strengths, weaknesses, opportunities and implications of incorporating appropriate technology, sustainability and service-learning into the engineering curriculum. Topics addressed in this workshop included: (i) the university perspective on incorporating service-learning, appropriate technology and sustainability in engineering education; (ii) presentations of the views of the various stakeholders involved in service-learning and appropriate technology; (iii) information regarding what is currently going on in engineering education as related to service-learning; and (iv) appropriate technology and sustainability and the implications of this new mindset on education, industry and society. Thanks to an NSF-funded Department-Level Reform (NSF-DLR) one-year planning grant, a subgroup of participants met for several hours to help develop new Engineering for Developing Communities tracks within the Civil Engineering and the Environmental Engineering B.S. programs and incorporate Earth Systems Engineering and sustainability ideas throughout the curriculum within the Department of Civil, Environmental, and Architectural Engineering (CEAE) at the University of Colorado at Boulder. Once designed, the new curriculum will be the basis for an NSF-DLR three-year implementation grant proposal. Speakers presented a variety of options to integrate appropriate/sustainable technology concepts into the engineering curriculum. Those options ranged from adding pre-developed modules (such as those presented by Karlson "Charlie" Hargroves of The Natural Edge Project) into existing syllabi, to teaching interdisciplinary courses specifically focused on solutions for the
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