THE ROLE OF COMMUNITY LEARNING IN ENGINEERING PROFESSIONALISM

OBJECTIVES OF THIS SESSION: To prompt discussion about the role of engineers as citizens. To consider links between civic praxis and research applications. To discuss specific projects this semester.

BROADER IMPACTS OF SCIENTIFIC RESEARCH National Science Foundation grants are reviewed on the basis of both intellectual merit and broader impacts. Broader impacts refers to the educational or potential long-term impact on technology, another field, or society in general.

WHAT ARE CRITERIA FOR BROADER IMPACTS? Advances discovery and understanding while promoting teaching, training, and learning. Broadens participation of underrepresented groups. Enhances infrastructure for research and education. Disseminates results broadly to enhance scientific and technological understanding. Benefits society.

EXAMPLES OF BROADER IMPACTS Integrating research into K-12 education. Providing professional development for teachers. Mentoring junior faculty, especially women and minorities. Partnering with museums and nature centers. Presenting research to the general public through popular media venues. Linking research findings to community problem solving. Identifying public applications for research discoveries.

THE PURPOSE OF THE BROADER IMPACTS REQUIREMENT: Requires scientists to think more carefully about the ways in which their work impacts society, Provides the public with more information about what scientists are doing.

11 educational objectives 6 of these are nontechnical objectives An ability to function on multi- disciplinary teams. An understanding of professional and ethical responsibility. An ability to communicate effectively. Broad knowledge to understand the impact of engineering solutions in a global, economic, environmental, and societal context. A recognition of the need for, and an ability to engage in life-long learning Insight into contemporary issues. ABET ACCREDITATION

SERVICE-LEARNING AND ENGINEERING Engineering is uniquely situated for integration service-learning into its curriculum because of its emphasis on experiential learning, problem-solving, and working in groups.

STEP BY STEP PROCEDURES FOR CHOOSING A PROJECT

1.Link will be sent by Dr. Pendleton when signups are available. 2.Canvas site will offer a description of all projects. 3.Groups set up for each project (join the group of the project you want) 4.Announcements will be posted to each group with directions on how to begin.

WORDS OF ADVICE… Students who work out their community learning arrangements within the first three weeks of the semester have the highest quality experiences and make the most meaningful impacts in their projects. Students who delay in signing up often experience problems in finding a placement, frequently miss the required pre-service trainings and orientations that allow them to work at particular sites, and are often unable to fulfill the full hour requirement.

PROCESS FOR STARTING WHERE PROFESSIONALISM COUNTS

Sign-up at the link provided when it is sent out. Look for within the week with instructions on who you are working with and how to begin your project. Be persistent. If you are having trouble hearing back from a contact try again or call during business hours. Check junk filters. If you experience difficulty in making contact with your partner organization, contact VT Engage. We can help determine what the problem might be, or identify another placement for you.

WHAT QUESTIONS SHOULD I ASK? When will I be volunteering (date & time)? Where will I be volunteering? (Ask for specific directions if they are not listed in the site description.) Where should I park? Who should I report to and where will I find him/her? What will I be doing? What is appropriate dress (casual, business casual, closed- toed shoes, outdoors?) What should I bring with me? Is there anything else that I need to know before arriving?

PRACTICES FOR SUCCESS BEING SAFE AND ACCOUNTABLE

Community partners who have worked with Virginia Tech report that student volunteers enhanced the work of their organization and often provided the additional staff power needed to offer additional services. In order to insure the best possible experience for you and your partner, it is important to know what is expected of you, and to uphold your responsibilities to the project and volunteer relationship. The project to which you are assigned will include in its description information about pre-service trainings and other requirements.

ACTION POINTS FOR ACCOUNTABILITY Maintain consistent, professional contact with your community partner. Observe organizational protocol and appropriate dress. Follow the protocol established by the partner at the start of your project. This is especially important if you are working with children or vulnerable populations, or in situations that may pose safety risks. Respect confidentiality. Maintain an accurate, signed log of hours throughout the semester. Communicate concerns with agency, faculty, or service-learning staff in a timely manner. Be willing to learn and overcome minor obstacles. Notify the appropriate person at your site if you need to miss or are unable to fulfill any aspect of the project. Be aware that breaking protocol can be a cause for dismissal from your site. This includes not participating in activities or engaging with clients, falling asleep, or behaving inappropriately.

BE “ABOVE SUSPICION” In order to insure that community service activities are above suspicion of inappropriate behavior, service-learners and site supervisors are expected to conduct activities in a supervised area and to avoid situations that isolate a single volunteer with a single child / individual.

PROJECTS FOR ECE 2014

PROJECTS AARP – Digital Document Creation Afterschool/In school STEM Program Assistance Craig County – Greenhouse Design Project Coder Dojo Design for America SMART Beginnings Reading Hour Program Let’s Code Blacksburg Kenya School Foundation – Website Creation Kids Tech Kindergarten to College

QUESTIONS