Service-Learning, a methodology for engineering students' integral development

Experiential learning has become a common part of many engineering students undergraduate experience and is frequently accomplished using the service learning model. Intensive service learning for engineers is typically characterized by the type of “high risk” projects associated with developing world, humanitarian based service programs. In this research an expectancy-value theory model is used to evaluate student perceived value of service learning experiences. The model is applied to a case study where both engineering and non-engineering student participated in more than 25 projects over a 12 year period. Seventy-six percent of the respondents indicated that they most highly valued either the importance of the humanitarian mission or the impact of the experience on their perspective on life. Cost (monetary, time and effort) was ranked the least important factor. In all eight categories students rated the value (quality) of the experience higher than their expectation. Evidence suggests that, for engineering students, the value of the experience relative to their career should receive more emphasis and that professional role confidence may be an issue for female students. The results aid in assessing program efficacy and identifying areas where improvements can be achieved.

Download Full-text

Integrated Service Project for Junior and Senior Students

International Journal for Innovation Education and Research ◽

10.31686/ijier.vol2.iss4.174 ◽

2014 ◽

Vol 2 (4) ◽

pp. 93-108

Author(s):

Wael A. Mokhtar

Keyword(s):

Service Learning ◽

Engineering Students ◽

Local Community ◽

Second Phase ◽

Final Project ◽

Service Project ◽

Children's Museum ◽

Unique Experience ◽

Two Phases ◽

Senior Students

Project-Based Service-Learning (PBSL) offers a unique and rich educational experience for engineering students. The present work highlights some of its aspects through the discussion of a multi-level design and build project. A service project was assigned to two teams of junior and senior students. The project was to design and build a bubble tower for the local children’s museum. The tower was completed in two phases. In the first phase, it was assigned as a final project in a junior level course. In the second phase, another team of seniors was added to lead the design optimization and building of the tower as their capstone experience. The Service-Learning (SL) nature of the project and having two teams at different academic levels added challenges and benefits to the students. The details of this unique experience are discussed and samples from the students’ work are presented. The project was completed successfully with positive feedback from the students, the customer and the local community. Reflections about this project and recommendations for future use of similar SL are also presented.

Download Full-text

5-Year Evaluation of a Course Model for Student-Initiated Engineering Service Learning

International Journal for Service Learning in Engineering Humanitarian Engineering and Social Entrepreneurship ◽

10.24908/ijsle.v6i1.3211 ◽

2011 ◽

Vol 6 (1) ◽

pp. 1-13 ◽

Cited By ~ 1

Author(s):

Heather N. Bischel ◽

Eric R. Sundstrom

Keyword(s):

Service Learning ◽

Student Satisfaction ◽

Engineering Design ◽

Engineering Students ◽

Underserved Populations ◽

Course Evaluation ◽

Course Structure ◽

International Service ◽

Unit Design ◽

Service Projects

Student-initiated projects in engineering service learning represent an opportunity to educate engineering students on topics of sustainability, motivate new engineers to work on humanitarian focused projects, and provide impact on projects for underserved populations in partnership with community organizations. Based on iterations of an engineering design course operated by student participants of Engineers for a Sustainable World at Stanford University, we provide an analysis and discussion of the structural and operational components of a student-initiated engineering design course created to support international service projects. Course ratings demonstrate overall improvement through time in student satisfaction, indicating continued improvement of the course structure and execution despite yearly turnover in personnel. The current two-part course model consists of a one-unit lecture series followed by a three-unit design course, with classroom components complemented by opportunities for international service including project and community assessments and a summer internship program. Overall, course evaluation results were comparable to or better than faculty-led engineering design courses in mechanical, civil and environmental engineering at Stanford. While concerns over consistency persist, overall performance demonstrates successful integration of student-initiated design into the engineering curriculum.

Download Full-text