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Service-Learning Integrated throughout a College of Engineering (SLICE)

Service-Learning Integrated throughout a College of Engineering (SLICE).

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Service-Learning Integrated throughout a College of Engineering (SLICE)

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  1. Service-Learning Integrated throughout a College of Engineering (SLICE) The vision of the project is to integrate service learning[1] into a broad array of courses so that students will be exposed to service-learning every semester in the core curriculum in every program in the entire college of engineering at U Mass Lowell. [1]Service-learning is the integration of academic subject matter with service to the community in credit-bearing courses, with key elements including reciprocity, reflection, coaching, community voice in projects. (Jacoby and Associates, 1996, p. 5)

  2. Examples of Community Partners • Tsongas History Center of National Park Service • Cambodian Mutual Assistance Association • St. Francis, Lowell General, and Spaulding Rehab Hospitals • Clinics, schools, town governments in 24 villages in remote Andes • City of Lowell • Coalition for a Better Acre, Lowell • Many local schools

  3. Assistive Technology Program, Profs. Donn Clark and Alan Rux Example projects: Voice-controlled apartment [individual]. Talking telephone training aid [Perkins School for the Blind]. Sip-Puff pinball arcade game [New England Sinai Hospital & Rehab. Center]. Environmental control device for child [Franciscan Children’s Hospital]. Voice-controlled electric wheelchair [individual]. Suction control switch interface [individual]. Single switch talking scanning device [Franciscan Children’s Hospital]. Time switch control radio training device [Kennedy Day School, Boston]. Telephone switchboard interface device [Perkins School for the Blind] Program is 15 years old with hundreds of partners, many sponsors

  4. Example: Playground Safety • Sophomore required course in kinematics in ME • Forty-two students Spring 2004 • Analyze kinematics of children on different rides and impact from falls, test surface. • Write report to responsible party on safety of playground From textbook to reality:

  5. Village Empowerment Project 60 student-designed systems installed in 26 villages in Peru; 15 trips; 70 students

  6. Dilemma: Should we provide TV for Andean Villages? Engineering Ethics Course, 180 engineering students Prof. Gene Millican Miniproject (pros and cons essay for takehome exam)

  7. Client Objective Replace cement grave vaults with plastic or composite systems Challenges Learning about soil loading Prof. Pradeep Kurup Designing for 100 years + Meeting cost requirements Final design presentations Dec. 17 at 11:30 am http://www.cem.va.gov/index.htm Mahanth, Rios, Truong Senior-Graduate Design Project26.518 Plastics Product Design (Carol Barry)

  8. Service Learning in a College Wide Introduction to Engineering Course 270 students + open ended problem = Museum exhibit with 60,000 grade school visitors (Prof. Dave Kasmer)

  9. 14.460 Water Resources Eng. • Homework Project: Design an open channelstructurefor irrigation villagers in Peru.

  10. Expected Outcomes: Students • Attraction of underrepresented groups into engineering, • Sufficient knowledge to solve “real world” problems, • Enhanced motivation, active learning, experience with serving others, while covering the same course material, • More practical applications in the courses, • Treatment of the sociological and environmental consequences of engineering decisions, • Application of “good engineering practice” for community “customers” for quality improvement, • All the positive cognitive and affective benefits found in previous studies.

  11. Expected Outcomes: Community • technical design and testing services available that otherwise would not be, • infusion of new ideas, • exposure to innovative, efficient, environmentally appropriate engineering systems, • assistance in attaining the goals of the particular community group, • transfer of knowledge and skills to community groups and vice-versa, • transfer of perhaps donated equipment to those in need.

  12. Expected Outcomes: Faculty • Revitalization in teaching and service • Coincidental generation of ideas for research and service through course projects • Enhanced cooperation and unity among departments • Engaged students, departments, and college • Promotion and tenure

  13. Expected Outcomes: Institution • Reform of many courses, • Increased economic and social benefit to the region, which is in the charter of the university, • Improved community relations and support, • Increased recruitment and retention of students, • Graduates with more civic responsibility

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