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Postponed -  Engineering Community Engagement and Service-Learning Workshop


Given the global health concerns and limits on travel we have postponed the workshop.  We hope to host the even in 2021 but will need to assess as conditions unfold.  We will share information as soon as we know.



A new and exciting event is planned to bring faculty, professionals, researchers, students community members and others interested in engineering-based community-engagement and service-learning  together to discuss the state of the art, best practices, challenges and opportunities to enhance learning and make a difference in the world.  Engineering, technology and computing have enormous opportunities to impact our world.  Community-engaged learning is a proven pedagogy that has made significant impacts in engineering and the STEM disciplines and has tremendous opportunities to address many of the challenges that educators face to enhance learning, prepare students for today’s global workplace and increase diversity.   This interactive workshop is designed to promote discussion and interactions between participants to exchange ideas, share research findings and explore opportunities.

The format is modelled after the successful Clive L. Dym Mudd Design workshops that has brought design researchers and practitioners together.  Our intent is to bring researchers and practitioners from community engagement, service-learning, engineering, technology and computing education together in a smaller and more interactive venue than at a typical conference.  There are thee ways to participate by submitting a full paper, abstract and poster or as a participant

Full papers:   Authors can submit a maximum two page abstract for a full paper for a special of the International Journal for Service Learning in Engineering,  Humanitarian Engineering and Social Entrepreneurship (  Accepted abstracts will submit a review copy of the paper before the conference and an author from each paper will present a brief summary as part of a themed panel session followed by extended open discussion.  The near-final review copies of the papers will be shared as part of the conference proceedings.  Following the conference, papers will be reviewed and refined for the special journal issue and will be managed within the journal process by editors from the special issue.  Each author will also review papers for the special issue.

Posters:  300-500 word abstracts can be submitted for poster sessions imbedded in the workshop to encourage the exchange of ideas and best practices and include multiple perspectives across the field.   Abstracts will also be published as part of the proceeding.

Participants:  The interactive format allows ample opportunities for contributions from participants who are not authors through open discussions in the panel sessions and breakout sessions within the workshop.


Themes and Topics:  The broad workshop theme covers topics related to engineering, technology and computing education and community engagement and service-learning.  Topics can include but are not limited to:

  • Impact on student learning in community-engaged learning
  • Impact on community partners in community-engaged learning
  • Evaluation of models of service-learning
  • Experiences of students or graduates from engineering-based service-learning
  • Model of reflection
  • Impact of reflection
  • Case studies of community-engaged learning in engineering, technology
  • Impact on student experiences in community-engaged learning in engineering
  • Development of professional skills
  • Ethics development in community-engaged learning
  • Design thinking and service-learning
  • Balancing community impact and student learning
  • Integration of community-engaged learning into engineering, technology or computing curricula
  • Models to support fielded design projects
  • Models in first-year service-learning experiences
  • Models for integrating capstone design experiences and service-learning
  • Development of civic engagement through engineering-based engagement
  • Peace engineering
  • Social justice in engineering
  • Diversity and community-engaged learning
  • International engagement in engineering, technology and computing





Angie Bielefeldt, University of Colorado; Libby Jones, University of Nebraska; Marybeth Lima, LSU;  William Oakes, Purdue University; Kurt Paterson, James Madison University; Chris Swan, Tufts University