Preparing engineers for the challenges of community engagement

Harsh, Matthew; Bernstein, Michael J.; Wetmore, Jameson M.; Cozzens, Susan E.; Woodson, Thomas; Castillo, Rafael

doi:10.1080/03043797.2016.1270902

Cited by 17 publications

(16 citation statements)

References 37 publications

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“…This involves talking with and listening to the community (Bielefeldt & Lima, 2019). Having a broad understanding of the issue ensures that the technical design is coupled with social and political changes that have a positive effect on the community (Harsh, et al, 2017 2. Listening to and learning from communities: addressing personal biases and developing a sense of humility in order to learn from others rather than impose upon them; and 3.…”

Section: The Human-centred Design Processmentioning

confidence: 99%

“…The short timeframe also ironically highlighted that engagement takes time, often longer than expected. One proposed method to overcome this limitation was to pair the workshop with an engineering course that involves engaging with a community (Harsh, et al, 2017); examples of such courses are provided in the next section.…”

Section: The Human-centred Design Processmentioning

confidence: 99%

“…Engineering and Technology (ABET) in the United States requires engineers to "acquire the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and social context", while the Canadian Engineering Accreditation Board (CEAB) requires that engineers possess "an ability to design solutions… that meet specified needs with appropriate attention to… economic, environmental, cultural and societal considerations" (Harsh, et al, 2017(Harsh, et al, , p. 1155.…”

Section: Examples Of Public Engagement In Engineering Design Pedagogymentioning

confidence: 99%

“…Perhaps the most well-known example is the Engineering Projects in Community Service (EPICS) program at Purdue University, which brings together students from first-year to fourthyear, from different disciplines including outside of engineering, to work together on addressing community issues using human-centred design. Past projects include hands-on exhibits for science museums, custom toys for children with accessibility needs, and software for elementary schools, non-profits, and public agencies (Harsh, et al, 2017;Cardenas, 2013). The following subsections showcase examples of community-engaged learning that are student-directed, or humanitarian engineering efforts, respectively.…”

Section: Examples Of Public Engagement In Engineering Design Pedagogymentioning

confidence: 99%

“…Second, students developed a new set of non-technical skills, including communication and listening, observation and notetaking, and research (Chong, Irish, & Foster, 2019;Gilbert, Held, Ellzey, Bailey, & Young, 2015). Despite being outside of the standard engineering curriculum, these skills are crucial for 21 st century engineers as they face global challenges that are complex and require interdisciplinary solutions (Harsh, et al, 2017;Wallen & Pandit, 2009). Third, students learned that engagement necessitates a heavy time investment, as they found it challenging to complete the project thoroughly under the time constraints of the course.…”

Section: Lessons Learned From Community-engaged Learningmentioning

confidence: 99%

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An Engineer’s Guide to Public Engagement in Renewable Energy Projects

Moy¹

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This thesis examines the public engagement process for renewable energy projects, focusing on the extent to which public engagement factors into the technical design of the projects. This interdisciplinary research features a two-part literature review, summarizing the key academic literature on public engagement and engineering design, respectively. The resulting insights are distilled into eight guidelines directed to engineers looking or needing to incorporate public engagement into their design processes for renewable energy projects. A case study of the renewable energy landscape in Eastern Ontario under the Green Energy Act tests the validity and applicability of the guidelines. The analysis is based on consultation reports from eight solar and wind projects, supplemented by eight interviews with renewable energy stakeholders in the same geographical area. This research has implications for renewable energy projects, for policymakers, and for the engineering profession, particularly in the context of current initiatives to improve public engagement processes. v

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Section: The Human-centred Design Processmentioning

confidence: 99%

Section: The Human-centred Design Processmentioning

confidence: 99%

Section: Examples Of Public Engagement In Engineering Design Pedagogymentioning

confidence: 99%

Section: Examples Of Public Engagement In Engineering Design Pedagogymentioning

confidence: 99%

Section: Lessons Learned From Community-engaged Learningmentioning

confidence: 99%

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An Engineer’s Guide to Public Engagement in Renewable Energy Projects

Moy¹

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Measuring the amorphous: Substantive and methodological outcomes from concept maps

Foley

Ferguson

Pollack

2021

J of Engineering Edu

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Background Accreditation organizations broadened program assessment criteria in ways that present challenges for the evaluation of learning outcomes. This is especially the case in courses where there are not narrowly defined questions or definitive solutions, such as engineering ethics. While protocols for learning assessment exist, there is limited research exploring sociotechnical learning outcomes in a manner that combines theoretical, empirical, and procedural aspects of assessment. Purpose/Hypothesis This paper shares 3 years of research into the effectiveness of concept maps as an assessment tool for engineering students in courses that prioritize professional skills development and sociotechnical thinking. We show that concept maps can offer evidence of knowledge formation and learning outcomes associated with courses that introduce complex problems with multiple possible interpretations or viable solutions. Design/Method A concept mapping activity was completed by 614 undergraduate engineering students at the start and end of three different courses to evaluate sociotechnical thinking. Student‐level longitudinal changes were evaluated using paired t tests and simple linear regression. The concept mapping activity was improved iteratively in response to pilot tests and focus groups. Results Undergraduate engineers demonstrated greater complexity in the representation of sociotechnical relationships as observed in the structure and content of the concept maps. The methodological results offer lessons about the administration and analysis of concept maps often excluded from conversations on course and curriculum level assessment. Conclusions Concept maps offer insights into student learning outcomes, and they can be deployed and analyzed with minimal resources. However, assessments must be carefully designed to account for administrative and analytical challenges.

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Community engagement in engineering education: A systematic literature review

Natarajarathinam

Qiu

Zoghi

2021

J of Engineering Edu

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Background: Community engagement has recently become a focus in engineering education. However, systematic reviews that catalog best practices and identify research patterns and gaps remain scarce. Purpose: The purpose of this systematic review is to generate insights and findings by reviewing studies focused on community engagement programs in engineering education from 1980 to 2019. This review offers new findings for practitioners and researchers with a menu of proven ideas and provides directions for community engagement practice and future research. Method: Articles were obtained via keyword searches for "Engineering" AND "service-learning," "community engagement" OR "civic engagement" using available databases. Search constraints included the year of publication, peerreviewed articles, and articles written in English. The content analysis method was used to categorize, summarize, and evaluate selected articles. A total of 120 articles have been reviewed.Results: This systematic review identified recent trends in engineering community engagement programs. Undergraduate students were the main program participants. The vast majority of projects took place in the United States.Overall, community engagement projects increasingly recruited multidisciplinary students. Factors such as logistics constraints, cultural barriers, and disconnect issues were reported as major challenges to the success of engineering community engagement programs. Qualitative research dominated community engagement studies. The community partner remains a less-studied subject. Research focusing on engineering graduate students in community engagement was rare. Conclusions: To obtain a holistic understanding of community engagement in engineering education, additional research should focus on community partners' perspectives, graduate students in engineering, diversity, and holistic assessments.

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Preparing engineers for the challenges of community engagement

Cited by 17 publications

References 37 publications

An Engineer’s Guide to Public Engagement in Renewable Energy Projects

An Engineer’s Guide to Public Engagement in Renewable Energy Projects

Measuring the amorphous: Substantive and methodological outcomes from concept maps

Community engagement in engineering education: A systematic literature review

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