Forging Partnerships, Experiential Learning, and Community Impact: Capacity Building Matters

Sawyer, John F. A.; Kant, Joanita M.; Benning, Jennifer L.; Fick, Damon R.; Burckhard, Suzette R.

doi:10.17077/aseenmw2014.1015

Cited by 6 publications

(9 citation statements)

References 20 publications

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“…In real terms, this means developing an undergraduate engineering program that focuses on the community articulated needs for sustainable housing and greenhouses, healthy streams and aquifers, and renewable energy development. OSSPEEC is both more successful and more challenging than expected as reported by Fick et al 3,4,5 ; and by Kant et al 6 and by Sawyer, et al 7 , both related articles in these proceedings.…”

Section: Introductionmentioning

confidence: 66%

Building Trust, Experiential Learning, and the Importance of Sovereignty: Capacity Building in Pre-Engineering Education - a Tribal College Perspective

Tinant

Kant

LaGarry

et al. 2014

2014 ASEE North Midwest Section Conference: Engineering Something More

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Program success at tribal colleges and mainstream universities is often identified solely with matriculation and graduation rates. However, particularly for new STEM programs, capacity building is another key measure of success. In this paper, three of the co-authors, who are faculty members at a tribal college and participants in a multi-year collaborative pre-engineering education initiative between a tribal college and two Regental universities, provide their perspectives on capacity building in summer research activities within the alliance. The three each wrote essays reflecting on capacity building guided by pre-determined questions written by another co-author. Through qualitative analysis, we present common themes, divergent opinions, and quotations extracted from the essays from their unique perspective as faculty at a tribal college. We emphasize impacts among the partnering schools, faculty, students, and communities where the summer research activities took place. Three common themes dominated the essays including the importance of (1) building trust within the reservation community, (2) employing experiential and aspects of project-based service-learning approaches, and (3) encouraging tribal college and university leadership in the determination of research and educational foci in institutional collaborations such as ours.

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Section: Introductionmentioning

confidence: 66%

Building Trust, Experiential Learning, and the Importance of Sovereignty: Capacity Building in Pre-Engineering Education - a Tribal College Perspective

Tinant

Kant

LaGarry

et al. 2014

2014 ASEE North Midwest Section Conference: Engineering Something More

Self Cite

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“…This allows students the opportunity to earn credits and to establish personal partnerships, friendships, and mentorships at SDSMT that will encourage them in pursuit of their engineering degrees. These relationships have been identified as critical to student success [27,28,29]. Fig.…”

Section: Past Collaborations As Foundation For Future Projectsmentioning

confidence: 99%

Promoting Sustainabiliy In Engineering Through EPICS Program

Long¹,

Benning²,

Shearer³

et al. 2017

Proceedings of the 15th LACCEI International Multi-Conference for Engineering, Education, and Technology: “Global Partnership F

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Future engineers must be able to incorporate sustainability into all aspects of their designs to meet the increasing demands for the world's resources. Consequently, engineering educators have been challenged to integrate sustainability into existing curricula. Sustainability is a particularly complex problem requiring innovation, which often stems from diversity. Service learning programs have been shown to be an attractive and effective method to blend sustainability into engineering education curricula while also encouraging diversity in engineering. In particular, Engineering Projects in Community Service (EPICS) is a well-established service-learning program at 24 universities that has been known to accomplish this by presenting engineering in social context and engaging students in designing solutions to real world problems. This paper describes the complex problem of sustainability and its relationship with diversity and student attitudes in engineering, demonstrates the EPICS program's ability to promote sustainability and diversity in engineering, presents a research plan to evaluate its effectiveness, and provides preliminary results.

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“…) Despite (Boyer, n.d., ca. 2012 andKant et al, 2014a and2014b;Sawyer et al, 2014;Tinant et al, 2014).…”

Section: South Dakota Set Apartmentioning

confidence: 99%

Why Don’t More American Indians Become Engineers in South Dakota?

Kant

Thunder

Burckhard

et al. 2015

IJESJP

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American Indians are among the most under-represented groups in the engineering profession in the United States. With increasing interest in diversity, educators and engineers seek to understand why. Often overlooked is simply asking enrolled tribal members of prime college age, "Why don't more American Indians become engineers?" and "What would it take to attract more?" In this study, we asked these questions and invited commentary about what is needed to gain more engineers from the perspectives of enrolled tribal members from South Dakota, with some of the most poverty-stricken reservations in the nation. Overall, results indicated that the effects of poverty and the resulting survival mentality among American Indians divert attention from what are understood to be privileged pursuits such as engineering education. The study's findings indicated American Indian interviewees perceived the need for consistent attention to the following issues: 1) amelioration of poverty; 2) better understanding of what engineering is and its tribal relevancy; 3) exposure to engineering with an American Indian cultural emphasis in K-12 schools; 4) presence of role-model engineers in their daily lives; 5) encouragement and support from their peers, families, teachers, Elders, and tribal governments to value science, technology, engineering, and mathematics (STEM) education, particularly engineering fields; and (6) the embedded perceptions of math as a barrier to engineering studies.

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Forging Partnerships, Experiential Learning, and Community Impact: Capacity Building Matters

Cited by 6 publications

References 20 publications

Building Trust, Experiential Learning, and the Importance of Sovereignty: Capacity Building in Pre-Engineering Education - a Tribal College Perspective

Building Trust, Experiential Learning, and the Importance of Sovereignty: Capacity Building in Pre-Engineering Education - a Tribal College Perspective

Promoting Sustainabiliy In Engineering Through EPICS Program

Why Don’t More American Indians Become Engineers in South Dakota?

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