Service-learning in engineering: a valuable pedagogy for meeting learning objectives

• Published in: European journal of engineering education Vol. 30; no. 2; pp. 155 - 165
• Main Authors: Ropers-huilman, Becky, Carwile, Laura, Lima, Marybeth
• Format: Journal Article
• Language: English
• Published: Abingdon Taylor & Francis 01.05.2005; Taylor & Francis, Ltd; Taylor & Francis Ltd
• Subjects: Behavioral Objectives; Community Needs; Course Content; Course Descriptions; Curriculum subjects: programmes and methods; Educational Experience; Educational Practices; Educational sciences; Engineering; Engineering Education; Focus Groups; Higher education; Learning; Michigan; Participant Satisfaction; Service Learning; Student Surveys; Teaching Methods; Volunteers; Michigan; USA; Engineering; Teaching method; Biology; Student; Self evaluation; Teaching Objective
• ISSN: 0304-3797; 1469-5898
• DOI: 10.1080/03043790410001664363

Service-learning is an educational practice that has been used successfully in many disciplines, and is defined as 'a credit-bearing, educational experience in which students participate in an organized service activity that meets identified community needs and reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility' (Bringle, R. and Hatcher, J., A service-learning curriculum for faculty. Michigan J. Community Service-Learning, 1995 , 2, 112-122). This research examines a first-year biological engineering design course that incorporated a service-learning project. Students participated in a survey and in focus groups to explore how well the service-learning project helped them to meet EC 2000 a-k objectives. Results showed that the service-learning project was a useful teaching method for accomplishing the learning objectives set forth by the instructor and by the Accreditation Board of Engineering and Technology. Women and non-white participants in this study generally assessed their learning outcomes to be greater than white males, which could have important implications in the recruitment and retention of such students in engineering.