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FUSE (First Undergraduate Service learning Experience):
Real-World Adaptive Engineering Design
Lead Institution: Boise State University, Boise, ID
Collaborating Institutions: Non-profit and community organizations
Category: First Year/Service Learning
Date Implemented: Spring 2009
Website: http://coen.boisestate.edu/fuse
Program Description: The Introduction to Engineering course evaluation, client evaluations,
is a project-based lab course designed to provide students consultant/instructor design
greater insights into the activities and challenges that engineers reviews, and evaluation of project
in all disciplines encounter in their jobs. A service learning deliverables required at each milestone in the design process.
option, FUSE (First Undergraduate Service learning Experi- Most students develop a strong rapport with clients and design
ence): Real-World Adaptive Engineering Design, was added to a customized solution to meet their needs. Understanding the
the course during the spring 2009 semester and focuses on benefit of their work for the client often motivates students to
adaptive technology design where students modify or adapt put forth more effort than for a normal class project.
equipment for a person with a disability. Students have disabil- Assessment Information: We investigated the effectiveness of
ity awareness training before arranging their using service-learning (SL) compared to non
first client meeting and spend the last half of -service-learning (NSL) on influencing
the semester working in teams to understand introductory engineering students' (1)
the problem and develop a solution. Clients motivational attitudes toward collaborative
work closely with students throughout the project-based learning and (2) self-
project to help them fully understand the assessment of engineering abilities measured
problem, evaluate design options and against ABET outcomes. The motivational
prototypes, and ensure a successful solution. attitudes investigated were interest in
Students are required to brainstorm multiple learning, relevance of learning, confidence in
design options and evaluate them as to which is most likely to engineering knowledge, confidence in collaborative learning,
meet the project requirements, cost, and schedule goals. They and satisfaction in learning. Significant changes in student
are encouraged to develop prototypes using inexpensive, engagement in class activities and ability to work with team
readily available materials and use them to conduct functional- members were noted in several students as they worked with
ity testing to further verify the design. The results of these tests their client in solving a problem. Results showed that the SL
allow students to refine their product plans and increase the method was significantly more effective than the NSL method
chances of success with their final product. Projects are in terms of positively influencing students' motivational
carefully screened for scope and scale to ensure students have attitudes toward collaborative project-based learning and
the time and ability to successfully complete them. Consultants improving self-assessment of abilities. Follow-on research
and mentors from the university and community are available showed that SL students' motivation, interest in learning,
to students. Over 60 projects have been completed, and students relevance of learning, and satisfaction in learning scores were
experience tremendous satisfaction when they are able to see significantly higher than NSL students' scores. SL students'
tangible results of their efforts, solve a "real" problem, under- confidence levels in their engineering knowledge and collabo-
stand the impact they have had on their client's quality of life, rative learning were higher than NSL students', but the differ-
and see a project through to completion. Several students have ences were not statistically significant. SL students' self-
offered support to their client long after the class has ended. For assessed engineering abilities were higher than the NSL
each non-profit and community organization, there is a personal students' in c, e, and k ABET outcomes.
point of contact serving as liaison. Relationships with people at Funding/Sustainability: Because the instructor was already a
these organizations, coupled with successful completion of full-time employee, there was only incremental additional cost,
projects, are key to building the program. approximately $50/student, associated with adding the SL
Anticipated and Actual Outcomes: The objectives are for program to the existing course. Funds for the first semester
students to: (1) discover the creativity, challenge, and rewards pilot program were provided by an internal university grant for
in solving an engineering problem; (2) apply critical thinking approximately $1200. Existing laboratory space, fabrication
and problem-solving skills using the engineering design equipment, and resources were shared with other programs with
process, to identify, analyze, and solve a problem from the no costs incurred. The College's long-term goal is to solicit
community; (3) practice the skills necessary to be a successful funds from alumni and private individuals to help sustain and
engineer, including project management skills, working on a grow the program. In the near term, the program will be funded
multi-disciplinary team, and communicating within a project at the current rate with general funds and donations of goods
team, with instructors, with clients, with community partners, and services from the community. FUSE has its own course
and with industry experts; (4) contribute to the community; and name, number, and an extra credit hour so students receive
(5) better understand themselves, including their strengths and credit for the extra work. This allows our college to pay
weaknesses, by reflecting upon these experiences. FUSE is adjuncts who sponsor a section and makes it easier to schedule
assessed using self-reflections, team member evaluations, self- as it increases the visibility as a distinct course offering.
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