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The Advanced Engineered Wood Composites Center
Promising
Approaches
Instruction
in Government, History, Law, and Democracy
Guided
Discussions of Issues and Current Events
Simulations
of Democratic Processes
Overview
From the AEWC Center
web site: The ASC Laboratory/AEWC Center
began in 1991 as a small pilot study (2% of a National Science Foundation [NSF]
- Experimental Program to Stimulate Competitive Research [EPSCoR]
grant to the University
of Maine). The success of
this study culminated in 1995, when the University developed the first
Fiber-Reinforced-Polymer (FRP)-reinforced timber ocean pier in the world. Featured in national publications, this
124-foot-long experimental pier used native Maine timbers and was 25% less expensive
than steel. The success of this pilot
project and its potential economic benefits for Maine attracted the attention
of the US composites and wood industries, state and national media, the Maine
legislature, the Maine Science and Technology Foundation (MSTF) , and Maine Governor
Angus King. While Maine
is the most heavily forested state in the nation, much of the available wood
resource is lower grade timber. The ability to reinforce these timbers with FRPs such that they can be used in heavy construction has
significant commercial potential. http://www.aewc.umaine.edu/About/history.htm The AEWC Center
provides an interdisciplinary, experiential learning environment introducing
students to issues of workplace safety, regulation, cost efficiencies, project
management, and human relations. Students also learn from role models: faculty coaches and mentors as well as role models from AEWC’s industrial partners (from both local and national
companies).
The AEWC center
focuses on leadership development by involving our students in all aspects of
Center operations. Students participate
in Center governance; they are full research partners included as inventors on
patent applications and as co-authors on scholarly papers; they participate
fully in the Center’s ISO testing (the only students in the nation to be
included in this work); they often assume responsibility for research design;
they perform public relations.
Special Features
Civic Learning Goals
- Civic knowledge: Identify, define, and describe local problems and their connections to
problems on the state and national level; understanding and awareness of public
and community issues.
- Civic skills: Process and evaluate information for objectivity, accuracy, and point of
view; use critical-thinking skills and ethical reasoning to make informed and
responsible decisions; use verbal and written communication skills to convey
ideas, facts, and opinions in an effective and reasonable manner; work
cooperatively with others and develop effective team building practices;
effectively advocate individual and shared interests; public speaking; contact
public officials; organize meetings to insure that all participants have a
voice in the process; active listening/perspective taking; how to become
informed about community affairs, political issues, and the processes by which
citizens effect change; competencies in achieving group goals; work together to
overcome problems.
- Civic attitudes: Develop a sense of personal efficacy; build social trust; become
confident in one’s capacity to make a difference; strike a reasonable balance
between one’s own interest and the common good; value and practice civic
duties.
Contact Information
Bryan Pearse, Ph.D.
Professor of Civil Engineering
Department of Civil and Environmental Engineering
The University of Maine
brp@maine.edu
