scholarly journals Pedagogical Implications of Service-Learning Integration in Engineering Education

2020 ◽  
Vol 8 (5) ◽  
pp. 349-357
Keyword(s):  
Service Learning ◽  
Engineering Education ◽  
Learning Strategies ◽  
Engineering Students ◽  
Practical Knowledge ◽  
Real Life ◽  
Learning Opportunities ◽  
Use Of Resources ◽  
Effective Pedagogy ◽  
Engineering Programme

Today, researchers and engineering educators are much concerned about the future of engineering students who do not receive sufficient practical knowledge about their field and its context. Some criticize the issues related to the use of resources and retention while others feel that the teaching practices in terms of effective pedagogy do not match the required learning strategies and approaches of engineering students. Thus, many educators see service-learning as one of the most crucial solution to several problems and issues that arise in the field of engineering education currently. It has been observed that over the years, the curriculum of engineering education has been subjected to fluctuations. Much work exists that focuses on the theoretical aspects of engineering education but less work has been done on the practical aspects of engineering education. In this paper we assess the potential contributions of service-learning in helping out engineering students in developing the required knowledge and skills which are applicable in the field of engineering. The results showed that integration of service-learning in engineering education was found useful for engineering students in many respects. It was found that integrating service-learning into the engineering programme was offered practical learning opportunities, experiences, contexts, and motivation to engineering students. It was further found that service-learning also promoted the goals of engineering education by engaging engineering students in a real life practical learning which enhanced their capability towards problem solving and critical thinking.

scholarly journals Logbook: a Tool for Learning Inside and Outside the Language Class

EL LE ◽  
2018 ◽  
Author(s):  
Marcella Menegale
Keyword(s):  
Knowledge Transfer ◽  
Language Learning ◽  
Learning Strategies ◽  
Experimental Research ◽  
Real Life ◽  
Learning Opportunities ◽  
Metacognitive Awareness ◽  
Language Competence ◽  
Language Class

One of the aims of language learning is that learners can apply outside the classroom what they learn at school and, vice versa, can use in classroom what comes from their experience in ‘real’ life, that is, outside school walls. However, as nearly a century of experimental research on the field has proved, knowledge transfer does not occur spontaneously, on the contrary, this capacity seems to be particularly complicated and difficult to encourage. It is therefore crucial to help learners gain awareness and make use of existing language learning opportunities as well as the learning strategies they can employ so to increase their capacity to make connections. Among the different tools that can be used to enhance both language competence and metacognitive awareness, logbook is considered one of the most handy and purposeful. This paper will try to explain what a logbook is and how it can be used with students with the intention to promote their language learning both in and out of the classroom.

scholarly journals Experiential Learning in MPA Programs: A Case for Complementarity between Internship and Service Learning Requirements

2016 ◽  
Vol 49 (01) ◽  
pp. 132-138 ◽  
Author(s):  
John David Gerlach ◽  
Tyler P. Reinagel
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Public Administration ◽  
Real Life ◽  
Learning Opportunities ◽  
Learning Activities ◽  
Learning Approach ◽  
Community Benefit ◽  
Education Today ◽  
Additional Exposure

ABSTRACTExperiential learning is a growing practice in higher education today. Master of Public Administration (MPA) programs use experiential learning to expose students to application and reinforcement of academic theories and concepts. This most often is accomplished through a required internship. This article argues for the addition of service learning requirements to MPA curricula. A complementary relationship between internship and service learning requirements yields four primary benefits: (1) further involvement of pre-service and in-service students in experiential-learning activities; (2) additional exposure to real-life application of course concepts; (3) better and more targeted classroom reinforcement mechanisms; and (4) additional community benefit. Complementarity between internship and service learning requirements allows the best of each experiential-learning approach to augment the other. We contend that this produces better-prepared MPA graduates by exposing them to a more diverse set of immersive learning opportunities and application scenarios.

scholarly journals Theory or Practice? the Search for Value for Money in Engineering Education

2020 ◽  
Vol 9 (3) ◽  
pp. 325-330
Keyword(s):  
Engineering Education ◽  
Practical Knowledge ◽  
Educational Institution ◽  
Specific Aspect ◽  
Value For Money ◽  
Use Of Resources ◽  
The World Bank ◽  
Or Practice ◽  
Economic Use

Engineering education was predicated on two sources. One on trade apprenticeship where people that are trained locally under the tutelage of someone are engaged in further studies to broaden their theoretical and practical knowledge. The other source of engineering education was within the four walls of the educational institution which has in its core natural sciences and it emphasizes specialization in a specific aspect of engineering. This study seeks to understand if value for money in engineering education is in theory or practice. Value for money is one of the measures of quality of education. Value for money as a concept that has been defined by various authors and the World Bank defined value for money as the effective, efficient, and economic use of resources, which requires the evaluation of relevant costs and benefits with the assessment of risks and of non-priced items and/or cost of life cycle. The objective of this research is to determine if the search for value for money in engineering education is a theory or practice. Findings from the study revealed that engineering education is one of foundation for the development of the society. By engineering education, the dynamics of life has been influenced and also human culture giving more substance to civilization and politics. It was also found out that value for money is not only a financial marker but it has with it various economic, social, physical dimension. In engineering education costs are expended and this this necessitates the drive for value for money. This study recommends that there is a need for better measures of value for money in engineering education and there is a need to advance knowledge on the theories of engineering to ensure relevance in this changing era.

scholarly journals SLICING AND DICING COMMUNITY ENGAGED LEARNING IN ENGINEERING EDUCATION

2017 ◽  
Author(s):  
Lauren Jatana ◽  
Robert Brennan ◽  
Marjan Eggermont
Keyword(s):  
Service Learning ◽  
Literature Review ◽  
Engineering Education ◽  
Learning Community ◽  
Thought Experiment ◽  
Middle Ground ◽  
Engaged Learning ◽  
Graduate Attributes ◽  
Body Of Knowledge ◽  
Effective Pedagogy

Community engaged learning (community engagement or service learning) is known to be an effective pedagogy to develop social responsibility and many engineering graduate attributes (outcomes). However, as community engaged learning is a pedagogy still establishing  itself in engineering education the scope and boundaries are stillbeing defined.Studies that report on implementation of community engaged learning have sometimes been characterized as anecdotal and isolated. Before we increase focus on work that measures impact and suggests strategic use ofcommunity engaged learning pedagogy – we must begin to tie down the scope, terminology and types of community engaged learning to ensure that a cohesive body of knowledge is formed.This paper is largely a literature review of community engaged learning and how categorizing has been approached. The purpose of this paper is to call attention for the need of more systemized reporting of community engaged learning. In our review, we find that there are two general strategies for distinguishing one type of community engaged learning type from another. In a collaborative spirit, we use the merits of both pproaches to categorizing community engaged learning to conduct a thought- experiment towards finding a middle ground for conventions when reporting community engaged learning experiences.

scholarly journals SOCIAL INNOVATION IN ENGINEERING EDUCATION

2015 ◽  
Vol 1 ◽  
pp. 185
Author(s):  
Andreas Ahrens ◽  
Jeļena Zaščerinska
Keyword(s):  
Engineering Education ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Social Innovation ◽  
Practical Knowledge ◽  
Peer Learning ◽  
Shared Knowledge ◽  
The Novel ◽  
Modern Life ◽  
Individual Knowledge

<p>Traditionally, engineering students are provided with new knowledge by educatorstudent interaction based on educator’s academic (social) knowledge or student-student interaction based on their practical (individual) knowledge. That is why engineering students lack the inter-connection between the academic and practical knowledge. However, engineering education should lead to the transformation of students’ knowledge from external (social) to internal (individual) perspective. Social innovation that has become the dominant response to challenges in all the domains of modern life includes peer-learning as the subphase to create socially shared knowledge in the transformation of students’ knowledge from external to internal perspective and Enterprise 3.0 as a component of social media integrated into the teaching and learning process. This allows the novel transformation of students’ knowledge from external to internal perspective, as introduced in this contribution, that proceeds from teaching through peer-learning to learning to be integrated in the environments of engineering education.</p>

Teaching digital electronics course for electrical engineering students in cognitive domain

2018 ◽  
Vol 10 (1) ◽  
pp. 1
Author(s):  
Muhibul Haque Bhuyan ◽  
Sher Shermin Azmiri Khan ◽  
Mohammad Ziaur Rahman
Keyword(s):  
Teaching And Learning ◽  
Engineering Students ◽  
Teaching Method ◽  
Practical Knowledge ◽  
Real Life ◽  
Bloom's Taxonomy ◽  
Cognitive Domain ◽  
Digital Electronics ◽  
Bloom’S Taxonomy ◽  
Teacher Needs

Digital electronics course is one of the very fundamental courses for the students of undergraduate programme of electrical and electronic engineering (EEE) and the other undergraduate engineering disciplines. Therefore, ‘digital electronics’ shall be taught effectively, so that students can apply the knowledge learned to solve their real-life engineering problems. A teacher needs to adopt new teaching methodologies to attract current generation of students, and thus, to prepare them with practical knowledge and skills. Skills in the cognitive domain of Bloom’s taxonomy revolve around knowledge, comprehension and critical thinking of a particular topic. This makes teaching and learning more effective and efficient. In this paper, the teaching method of ‘digital electronics’ course for the undergraduate EEE students in the cognitive domain has been described with an example. Class performance evaluation in two different cohorts shows that the students’ results improve after using this approach.Keywords: Bloom’s taxonomy, cognitive domain, digital electronics course, teaching methods.

scholarly journals Reflection-based assessment of service learning in undergraduate engineering

2010 ◽  
Vol 5 (2) ◽  
pp. 32-43
Author(s):  
Nihad Dukhan ◽  
Mark R. Schumack
Keyword(s):  
Heat Transfer ◽  
Service Learning ◽  
Engineering Education ◽  
Community Service ◽  
Engineering Students ◽  
The Body ◽  
Undergraduate Engineering ◽  
Critical Awareness ◽  
The World ◽  
Societal Context

Virtually all engineering education organizations from around the world agree on the critical awareness of the societal context of engineering for graduating engineers. Service learning is one viable way that can bring about students’ awareness of their role in society. However, the body of literature addressing service learning as a pedagogy and strategic ways of implementing it in the already-full engineering curricula, as well as its assessment is relatively small. This paper describes a concise engineering service-learning component in a typical heat transfer course for mechanical engineering students. The service-learning component was used to probe the students’ ability to a) articulate the societal context of engineering, b) explain the importance of pro-active community service, and demonstrate an inclination to continue such service in the future, c) exhibit an appreciation of communication with non-engineers and finally, d) challenge some of the students’ stereotypes regarding other members of the community. Reflections were conducted by the students when answering a set of carefully-phrased questions addressing the above four issues. The responses of all students were analyzed as explained in this paper. The recorded benefits of service learning are described and can be expected from similar service-learning components in other engineering courses.

scholarly journals FOSTERING SUSTAINABLE MINDSETS IN ENGINEERING EDUCATION

2021 ◽  
Vol 1 ◽  
pp. 1597-1606
Author(s):  
Kamila Kunrath ◽  
Devarajan Ramanujan
Keyword(s):  
Engineering Education ◽  
Professional Practice ◽  
Engineering Students ◽  
Learning Opportunities ◽  
Sustainable Society ◽  
Structured Interviews ◽  
Related Factors ◽  
Production And Consumption ◽  
Current Production ◽  
Main Components

AbstractTransitioning to a more sustainable society requires that universities produce an increasing number of engineering professionals capable of redesigning current production and consumption systems. This calls for restructuring engineering curricula towards sustainability becoming an integral part of engineering education and professional practice. To this end, this paper investigates the intrinsic and extrinsic motivational aspects of professional identity that contribute to consolidating sustainable mindsets in engineering, considering education as its main route. Specifically, we focus on identifying significant personal and education-related factors that contribute to fostering sustainable decision-making and affect the development of sustainable mindsets in engineering students. In order to identify such factors, we conducted semi-structured interviews with a diverse set of students and professionals (N=12). A thematic analysis of survey transcripts present three main components that support the development of sustainable mindsets throughout engineering education: i) Personal commitment, ii) Learning opportunities, and iii) Internalization time.

scholarly journals Interdisciplinary, Collaborative International Service Learning: Developing Engineering Students as Global Citizens

2014 ◽  
Vol 9 (2) ◽  
pp. 157-170 ◽  
Author(s):  
Anthony D. Songer ◽  
Karen R. Breitkreuz
Keyword(s):  
Service Learning ◽  
Engineering Education ◽  
Engineering Students ◽  
Learning Experience ◽  
Socially Responsible ◽  
Formal Approach ◽  
Global Citizens ◽  
International Service Learning ◽  
International Service ◽  
The Village

Recent calls to reform engineering education place emphasis on applied math and science within the broader context of globalization, economics, the environment, and society. This broad and complex challenge necessitates the investigation of new interdisciplinary education approaches for engineering education. This paper presents a formal approach for developing engineering students as global citizens. The 360 Degree Model for Educating Socially Responsible Global Citizens (360 Global Ed model) presented herein includes a framework for foundational theory, educational environment, academic coursework, and outcomes. At the core of the emerging model is an international service learning experience called the Village Network. The Village Network provides an interdisciplinary educational program that combines classroom learning with authentic international field experiences. The program responds to the demands for integrating technical and social domains in a multi-disciplined, globally sensitive paradigm. The multi-disciplined team approached addresses both internal outcomes of self mastery and motivation that propel individuals to engage as socially responsible global citizens and external outcomes of technical and social knowledge and skills to include sustainability, teaming, and leadership. This paper establishes the need for a global imperative for engineering education and provides a background on globalization, social responsibility and service learning. It describes the 360 degree model for educating socially responsible global citizens and provides pilot assessment results through a mixed methods approach.

Understanding How Students Learn: Preparing Students to Become Professionals

2009 ◽  
Vol 12 (1) ◽  
pp. 16-23
Author(s):  
Lizbeth Curme Stevens
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Graduate Courses ◽  
Speech Language Pathologists ◽  
Community Partners ◽  
Scholarship Of Teaching ◽  
Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

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