Krishnan, S., & Nilsson, T. L. (2015, June), Civic Engagement as a Component of Engineering Education  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23688

\bibitem{asee_peer_23688}
  Krishnan, S., \& Nilsson, T. L. (2015, June), \emph{Civic Engagement as a Component of Engineering Education}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.23688

Shoba Krishnan and Tonya Lynn Nilsson P.E..  "Civic Engagement as a Component of Engineering Education".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://strategy.asee.org/23688 Internet.  18 May, 2024

\bibitem{asee_peer_23688}
  Shoba Krishnan and Tonya Lynn Nilsson P.E..
  "Civic Engagement as a Component of Engineering Education".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://strategy.asee.org/23688 Internet.  18 May, 2024

@INPROCEEDINGS{asee_peer_23688
author = "Shoba Krishnan and Tonya Lynn Nilsson P.E."
title = "Civic Engagement as a Component of Engineering Education"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/23688}
number = {10.18260/p.23688}
}

TY  - CPAPER
AB  -            Civic Engagement as a Component of Engineering EducationEngineers in practice are required to insure their designs meet a variety of civic codes andstandards. Often the engineer is required to educate their client to the prevailing codes that affectthe project and guide them through the implications of said regulations. Typical course designprojects rarely require students to meet with a client, help the client define their actual need,develop a problem statement and determine what codes apply to their given situation.At our school, all students are required to have a civic engagement experience, which is definedas: the ability to work with the community, develop a realization of their vocation, and todevelop an understanding of the civic bodies who oversee projects that impact the public. Toprovide engineering students with a relevant engineering experience and meet the university’scivic engagement requirement, the “Engineering Projects for the Community” course wasdeveloped and has been taught for the past twelve quarters.This paper highlights a variety of projects for community clients that required students todetermine what civic requirements must be met and what public organizations play a role in theproject. These civic requirements can have a significant impact on design decisions and projectcosts and help students make informed decisions for their clients as they work with them fromproblem definition to project deliverable phases. Projects range a wide variety of engineeringmajors including civil, mechanical, electrical, bio and computer. Through the use of studysurveys and student reflections, this paper attempts to identify the influence of civic engagementon student learning and student perception of their chosen career path. As one group noted theregulations impacting their project resulted in unforeseen costs but the entities who establishedthese regulations were both purposeful and necessary to protect the environment.
AU  - Shoba Krishnan
AU  - Tonya Lynn Nilsson P.E.
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Civic Engagement as a Component of Engineering Education
UR  - https://strategy.asee.org/23688
DO  - 10.18260/p.23688
ER  -