Institutionalizing Service Learning Into A First Year Engineering Curriculum

Over the past ten years, engineering has been undergoing a reform of its educational models. We have seen a significant increase in emphasis on design and on the wide range of skills that engineering students need when they enter the workplace .Among the most dramatic statements about these skills has been the set of program outcomes at the heart of the engineering accreditation guidelines that went into effect in 2000, dubbed “Engineering Criteria 2000”. These criteria, in addition to “traditional” engineering knowledge of mathematics, science, engineering and experience in engineering problem solving and system design, students are mandated to be able to function on multidisciplinary teams, to communicate effectively, and to understand a wide range of issues in engineering. These issues include: professional and ethical responsibility, the impact of engineering solutions in a global and societal context, and knowledge of contemporary issues. While recognizing the importance of these issues within the engineering curriculum, many departments find it difficult to effectively integrate experiences that include the full spectrum of professional or “soft” skills that simulate current industrial practices. Service-learning integrates community service with academic learning and provides a pedagogy that allows for an easier integration of these professional skills as students learn the academic content.