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Service-Learning: Engineering in Your Community, Second Edition, links design methodology and engineering analysis to the socially beneficial application of engineering principles. Authors Marybeth Lima and William C. Oakes emphasize the importance of reflection, teaming skills, project management, communications, and ethics, carefully considering the integral roles that they play in the process of engineering for the common good.New to this Edition:* Four new chapters: - Chapter 2: Best Practices in Engineering Service-Learning- Chapter 5: Ethics in Learning through Service- Chapter 6: Sustainable Citizens and Citizen Engineers- Chapter 12: International Service-Learning

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• Preface to Second Edition(p. xiii)
• Preface to the Student(p. xvii)
• Acknowledgments(p. xix)
• Chapter 1 Introduction(p. 1)
• Definition of Engineering(p. 1)
• Definition of Service-Learning(p. 2)
• Components of Service-Learning(p. 2)
• Service-Learning and Engineering(p. 5)
• Conclusion(p. 6)
• Chapter 2 Best Practices in Engineering Service-Learning(p. 9)
• Frequently Asked Questions(p. 9)
• Partnership Principles(p. 18)
• Shared Mission(p. 18)
• Reciprocal Benefits(p. 18)
• Clear Communication(p. 18)
• Shared Resources and Rewards(p. 19)
• Sustained Commitment (if Applicable)(p. 19)
• Do No Harm(p. 19)
• Rules of Conduct in a Sustainable Service-Learning Partnership(p. 20)
• Conclusion(p. 23)
• Chapter 3 Reflection(p. 25)
• Forms and Models of Reflection(p. 26)
• Forms of Reflection(p. 26)
• Models of Reflection(p. 27)
• Technical Level Reflection(p. 33)
• Personal Values Reflection(p. 35)
• Personal Values Reflection: Engineering as a Career (Co-Author Oakes)(p. 36)
• Lifelong Learning(p. 36)
• Social Systems and Issues(p. 38)
• You and Social Systems and Issues(p. 38)
• The Engineering Profession and Social Systems and Issues(p. 40)
• Conclusion(p. 42)
• Chapter 4 The Engineering Design Method for Service-Learning(p. 47)
• Human-Centered Design(p. 49)
• The Design Cycle(p. 51)
• Divergent Thinking: Brainstorming(p. 52)
• Going Slow to Go Fast(p. 57)
• Document as You Go(p. 58)
• The Design Process(p. 58)
• 1 Problem Identification(p. 58)
• 2 Specifications Development(p. 61)
• 3 Conceptual Design(p. 69)
• 4 Detailed Design and Development(p. 72)
• 5 Delivery(p. 75)
• 6 Service and Maintenance(p. 77)
• 7a Redesign(p. 78)
• 7b Retirement or Disposal(p. 78)
• Conclusion(p. 80)
• Chapter 5 Ethics in Learning Through Service(p. 85)
• Moral Decision-Making(p. 85)
• Engineering Codes of Ethics(p. 87)
• NSPE Code of Ethics for Engineers(p. 87)
• Ethical Decision-Making Beyond the Codes(p. 92)
• Ethically Responsible Engineering(p. 93)
• Green Engineering and Life Cycle Design(p. 97)
• Ethics and Socially Responsible Engineering: Putting It All Together(p. 99)
• Conclusion(p. 101)
• Chapter 6 Sustainable Citizens and Citizen Engineers: Listening to the Wisdom of the System(p. 105)
• Sustainability(p. 107)
• Systems Thinking and Service-Learning(p. 109)
• Civic Engagement as Service(p. 110)
• A Framework for Engagement(p. 111)
• SWOT Analysis(p. 112)
• Student Reflections(p. 114)
• Democratic Dialogue(p. 116)
• Dialogue and Citizenship(p. 119)
• Wicked Problems(p. 120)
• Engineering and Service(p. 121)
• Conclusion(p. 122)
• Chapter 7 Teaming Skills and Conflict Resolution(p. 129)
• The Keirsey-Bates Personality Indicator and Working in Groups(p. 129)
• The Source of Energy: Extroverts (E) versus Introverts (I)(p. 130)
• The Information-Gathering Function: Sensors (S) versus Intuitives (N)(p. 132)
• The Decision-Making Function: Thinkers (T) versus Feelers (F)(p. 133)
• The Lifestyle Orientation Function: Judgers (J) versus Perceivers (P)(p. 134)
• Team Dynamics(p. 135)
• Features of Successful Teams(p. 136)
• Stages of Team Development(p. 139)
• Leadership Skills(p. 139)
• Conflict Resolution and Problem Characters(p. 141)
• Preventative Strategies(p. 143)
• Corrective Strategies(p. 144)
• Conclusion(p. 145)
• Chapter 8 Project Management(p. 149)
• Creating a Project Charter(p. 150)
• Task Definitions(p. 151)
• Example(p. 153)
• Milestones(p. 153)
• Defining Times(p. 154)
• Organizing the Tasks(p. 155)
• PERT Charts(p. 156)
• Critical Paths(p. 157)
• Gantt Charts(p. 157)
• Details, Details(p. 158)
• Delivery Timing(p. 159)
• Personnel Distribution(p. 160)
• Money and Resources(p. 160)
• Document as You Go(p. 161)
• Team Roles(p. 161)
• Project Management Software(p. 162)
• Fundraising(p. 166)
• Publicity(p. 168)
• Conclusion(p. 168)
• Chapter 9 Technical Communications(p. 171)
• Visual Communication(p. 173)
• Oral Presentations(p. 176)
• Poster Presentations(p. 177)
• PowerPoint Presentations(p. 181)
• Written Documents(p. 190)
• Technical Reports(p. 190)
• Revising and Editing(p. 196)
• Revision(p. 198)
• Editing(p. 199)
• Conclusion(p. 199)
• Chapter 10 Profiles of Engineering Service-Learning Projects(p. 203)
• Terre Haute Bike Trail(p. 204)
• The Girl Scout Climbing Wall Multidisciplinary Service-Learning Project(p. 206)
• Cleanup of Environmental Hazards(p. 209)
• Service-Learning Student Profile: Stuart Feilden(p. 213)
• Environmental Impact of Chemical Processes(p. 216)
• Hands on Atlanta: Improvements to the Design of Hands on Atlanta's Project Development Process(p. 218)
• Spanish in Action (SIA) Project(p. 220)
• Trinity Mission Outlet Store(p. 222)
• Adaptive Agricultural Machinery(p. 224)
• Children's Clinic at Wabash Center(p. 225)
• Interactive Displays in a Children's Museum(p. 228)
• Constructed Wetland(p. 232)
• Light Manufacturing Environment for Adults with Disabilities(p. 234)
• Partnerships in Remote Villages of Peru(p. 237)
• Conclusion(p. 238)
• Chapter 11 Helpful References for Service-Learning in Engineering(p. 243)
• Campus Resources(p. 244)
• Faculty(p. 244)
• Graduate Students(p. 244)
• Technical Staff Members(p. 244)
• Student Organizations(p. 245)
• Service-Learning/Community Service/Volunteer Office(p. 245)
• Extension Offices(p. 245)
• The Library(p. 246)
• Off-Campus Resources(p. 249)
• Professional Societies(p. 249)
• Community Partners(p. 249)
• Community Volunteer Bureau(p. 250)
• Service Organizations(p. 250)
• Local Companies(p. 250)
• Patents(p. 250)
• Intellectual Property(p. 251)
• Other Service-Learning Programs(p. 251)
• Local Communities(p. 252)
• International Projects(p. 252)
• Other Resources(p. 252)
• Outreach and Education(p. 253)
• Other Service-Learning Resources(p. 253)
• Fundraising(p. 254)
• Conclusion(p. 254)
• Appendix: Engineering and Technical Organizations(p. 257)
• Chapter 12 International Service-Learning: How History, Engineering Cultures, and Views of Communities Should Matter to Engineers Serving Abroad(p. 263)
• What Can the History of Engineers in International Development Teach Us about ISL?(p. 266)
• Engineers, Sputnik, and International Development (1955-1970s)(p. 266)
• Engineers and Development in the 1980s(p. 271)
• Engineering for Sustainable Development and Globalization (1990s)(p. 272)
• Engineering to Help (2000s)(p. 275)
• Engineering Cultures: How to Understand and Value Engineers from Other Parts of the World(p. 278)
• Why Care about Engineering Cultures?(p. 278)
• What Is Engineering Culture?(p. 279)
• Engineering Culture: A Very Brief Look at Mexico(p. 281)
• Sustainable Community Development(p. 285)
• What Is Sustainable Community Development?(p. 285)
• Example: Do Bridges to Prosperity Promote Sustainable Community Development?(p. 286)
• How to Listen to Communities(p. 288)
• How Were We Listening?(p. 289)
• Toward an Ethics of International Service-Learning(p. 291)
• Ethical Leadership I Mapping Perspectives(p. 291)
• Ethical Leadership II Seeking Resolutions(p. 291)
• Ethical Leadership III Working with Local Engineers(p. 293)
• Ethical Leadership IV SCD versus Hidden Interests(p. 293)
• Conclusion(p. 293)
• History Matters(p. 293)
• Index(p. 301)

Notas de autor provistas por Syndetics

Marybeth Lima teaches biological engineering at Louisiana State University and, as LSU's '02-'03 Service-Learning Fellow, has received funding from Housing and Urban Development for service learning work. William C. Oakes teaches freshman engineering at Purdue and is the co-director of the EPICS program, which has received an NSF grant to expand the program nationwide.