CHURCH RENOVATION/ADAPTIVE USE STUDY: A COMMUNITY ACTION DESIGN EDUCATION EXPERIENCE

1977 ◽  
Vol 3 (1) ◽  
pp. 35-44 ◽  
Author(s):  
Victoria Jane Willis ◽  
Reed Benhamou
Keyword(s):  
Design Education ◽  
Community Action ◽  
Adaptive Use ◽  
Education Experience ◽  
Church Renovation

A Framework for Integrating Design Education, Research and Outreach: The Center for Innovation and Engineering at West Point

2011 ◽  
Author(s):  
Bruce Floersheim ◽  
J. Ledlie Klosky ◽  
Matthew Flynn
Keyword(s):  
Education Research ◽  
Engineering Education ◽  
Real World ◽  
Undergraduate Education ◽  
Design Education ◽  
Educational Outreach ◽  
West Point ◽  
Assessment Data ◽  
Technical Problems ◽  
Education Experience

The Department of Civil and Mechanical Engineering at West Point has recently established a multi-disciplinary research and educational outreach center that has a two-fold mission: enhance the undergraduate educational experience of students and assist in solving real-world technical problems, supporting global Army operations. This is accomplished by tying projects directly to the undergraduate education mission and gaining efficiency by consolidating administrative and outreach functions for multiple existing research programs. The paper describes the Center for Innovation and Engineering (CIE), its lines of effort, and several past and current initiatives. Assessment data from students participating in the senior capstone design course, which is closely tied to the CIE, reinforces the importance of multi-disciplinary, client-based projects in the engineering education experience.

LEARNING FROM MISTAKES. PATIENT CENTRIC DESIGN EDUCATION EXPERIENCE

2019 ◽  
Author(s):  
Valeria Maria Iannilli ◽  
Antonella Valeria Penati ◽  
Carlo Emilio Standoli
Keyword(s):  
Design Education ◽  
Education Experience ◽  
Patient Centric

Urban Design Build: The Frederick Douglass Peace Park - Community-Based Learning Through Making

2015 ◽  
Vol 40 (3) ◽  
pp. 5-10
Author(s):  
Anna Grichting ◽  
Kyle Sturgeon
Keyword(s):  
Civil Rights ◽  
Service Learning ◽  
Urban Design ◽  
Design Education ◽  
Learning Model ◽  
Community Action ◽  
Academic Learning ◽  
Community Members ◽  
Design Build ◽  
Service Learning Projects

By way of its uniquely concurrent practice + academic learning model, the Boston Architectural College (BAC) has begun a thriving tradition of community engagement through design. This paper uncovers how design/build formats -cast as a service-learning projects - have the potential to foster profound student learning opportunities, improve the urban environment through design engagement and community action, and inform architectural accreditation. Though exceptionally rewarding, the design/build model is not without challenges. The authors utilize their unique perspectives as design educators and community members to deliver both a narrative account and critical analysis for a case study of one such learning model. The Frederick Douglas Peace Park project, conducted in 2008 as part of the authors’ Urban Design Build (UDB) format is an example of a grassroots initiative met with the support of an institution of design education. The project revitalizes a neglected neighborhood by activating forgotten space - rebuilding a sense of community and creating a place of memorial for a much-revered American Civil Rights Activist. Emanating from Grichting’s neighborhood peace park, Sturgeon’s UDB project extended grassroots momentum to community event programming and served as a catalyst for additional reclamation projects: a string of public spaces and the rehabilitation of a community center once on the verge of being torn down and privatized.

Development of a Breadboard System for Process Control Design: Part I

2002 ◽  
Author(s):  
Jeffrey R. Mountain
Keyword(s):  
Process Control ◽  
Undergraduate Students ◽  
Design Education ◽  
Control Design ◽  
Proof Of Concept ◽  
Hand Tools ◽  
Education Experience ◽  
Design Build ◽  
K 12 ◽  
And Control

This paper presents initial planning for the development of a process control breadboard system. The proposed system will be composed of mechatronic, thermal/fluid, and control elements that using simple hand tools can be easily reconfigured by undergraduate students. An approach for integrating the breadboard system throughout the curriculum, enhancing the design education experience beginning with freshmen and continuing through the senior capstone experience, is proposed. This system is expected to significantly enhance the ability of students to work with a thermal/fluid-based process control system, and to provide the opportunity for design/build/test realization for a variety of completely functional systems. A sampling of configurations will be presented to demonstrate how this proposed system might be used to address an open-ended design problem with external constraints. A comparison with existing educational trainer systems commonly found at academic institutions will be presented, along with preparations for a proof-of-concept adaptation to occur during the fall semester of 2002. Support for K-12 outreach activities and EC2000 professional component program criteria will also be discussed.

scholarly journals Development of a Global Design Education Experience in Bioengineering Through International Partnerships

2019 ◽  
Vol 141 (12) ◽  
Author(s):  
Melissa McCullough ◽  
Nicodemus Msafiri ◽  
William J. Richardson ◽  
Melinda K. Harman ◽  
John D. DesJardins ◽  
...  
Keyword(s):  
South Carolina ◽  
Global Health ◽  
Undergraduate Students ◽  
Design Education ◽  
Solution Space ◽  
Clemson University ◽  
International Partnerships ◽  
Education Experience ◽  
Health Initiatives ◽  
Social Media Platforms

Abstract The field of engineering is increasingly appreciating the value of diversity for innovative design solutions. Successful engineering depends on our ability to explore constrained parameter spaces for finding the best solutions, and more diverse minds and experiences enable us to explore the entire potential solution space more thoroughly, more quickly, and more creatively. With a goal to expand the diversity of experiences and mindsets in our undergraduate bioengineering curricula, Arusha Technical College (ATC) in Arusha, Tanzania and Clemson University (CU) in Clemson, South Carolina, U.S., have partnered together over the past 5 years to provide intercontinental educational opportunities for undergraduate students, graduate assistants, and faculty. In 2018, CU and ATC collaborated on an international design course targeting undergraduate students in biomedical engineering focused on global health solutions for resource poor communities. Undergraduate students from ATC and CU collaborated on design projects through formal videoconferenced group meetings, e-mail, and various social media platforms. The year ended with a joint design symposium in Arusha where the students presented on their work in a public poster forum. This successful ATC-CU Global Health Design Collaboration pilot year provides a solid model upon which to build. Students reported overall positive experiences and plans to continue in their curriculum to graduation, as well as some ATC and CU students changing their career direction to include global health initiatives.

scholarly journals COMMUNITY FINDING AS LEARNING: IMPACTS OF A NOVEL MODEL FOR COMMUNITY ENGAGED, PROJECT BASED LEARNING IN ENGINEERING

2019 ◽  
Author(s):  
Alan Chong ◽  
Robert K. Irish ◽  
Jason Foster
Keyword(s):  
Engineering Design ◽  
Design Education ◽  
Project Based Learning ◽  
Personal Contact ◽  
Engaged Learning ◽  
Education Experience ◽  
Personal Investment ◽  
Community Finding ◽  
Specific Implementation ◽  
The Impact

This paper explores the impact of a specific implementation of community engaged engineering design pedagogy. By asking students about their experience in choosing, engaging with, and researching a community to develop an understanding of and clearly articulating a design problem in a Requests for Proposals, we seek to understand how student initiated community engaged learning (CEL) can contribute to learning about design. Results of the survey show that students did pick up skills and experiences that reflected course and activity learning objectives. Students engaged and relied on – sometimes to their detriment – personal contact and communication with stakeholder communities for information. They expressed an awareness of the importance of personal investment in the community, even if that investment was limited in their own projects. Not unexpectedly, students also reported a preference for and greater perceived learning in a more conventional design education experience. However, the act of community finding and engagement did impact their understanding of engineering design, particularly around often neglected aspects, and helped them to see design more holistically.  

Psychologists Encounter Community Action

1975 ◽  
Vol 20 (2) ◽  
pp. 133-134 ◽  
Author(s):  
J. R. NEWBROUGH ◽  
MICHAEL BERGER
Keyword(s):  
Community Action
Sign in / Sign up

Export Citation Format

Share Document