Effects Of Service Learning Implemented In An Introductory Engineering Course On Student Attitudes And Abilities In The Context Of Abet Outcomes

A semester-long, quasi-experimental study with 119 students enrolled in seven sections of an Introduction to Engineering course at Boise State University was conducted to investigate the effectiveness of using a service learning (SL) method on improving student learning, compared to the effectiveness of using a conventional, non-service-learning (NSL) method. The experimental SL group consisted of two of the seven sections of the course, and the NSL group as a comparison group consisted of the other five sections of the course. Although both SL and NSL groups of students participated in collaborative project-based learning environments to complete given assignments, the types of collaborative learning differed in several ways: 1) The SL students completed one comprehensive project for 7 1⁄2 weeks, whereas the NSL students completed a series of small scale problem-solving projects, 2) The SL students worked with the same members of a team throughout the project, whereas the NSL students worked with different team members for each project (teams of four members worked on the SL project, and teams of three members completed the NSL projects), and 3) Each SL team worked with a client from the community to solve a real problem (i.e., real-world learning experience), whereas NSL teams solved a series of projects based on written directions without input and guidance from real clients (i.e., a lack of real-world learning experience). Results showed that the SL method was significantly more effective than the NSL method in terms of 1) positively influencing students’ motivational attitudes toward collaborative project-based learning and 2) improving their selfassessment of engineering abilities measured against ABET Engineering Accreditation Commission program outcomes. Theoretical Frameworks What Is Service Learning? Service learning (SL) is a type of experiential learning method in which students work collaboratively with others, often in a team, applying their knowledge and skills to solve problems in the community. There are numerous potential benefits of using SL in engineering education. SL helps students understand the societal context of engineering by working with clients from the community and solving their problems. SL often uses problem-based approaches to learning, which emphasizes the importance of practical experience in learning and is organized around the investigation of the problem and development of meaningful solutions to the problem. Engineers are essentially problem solvers; they apply knowledge of math and science to solve the problems for clients or to improve our daily lives. In a traditional educational setting, students are taught foundational analytical skills and scientific concepts through textbooks, lectures and practice with textbook-based theoretical problem solving. By incorporating SL into the classroom, students have an opportunity to apply their knowledge to solve an open-ended, P ge 15446.2 “real world” problem; one for which there are many solutions. Working within the constraints imposed by their client’s requirements, project schedule, and budget, they gain practical experience while working through the engineering design process. They practice skills vital to their success as students and professionals, including critical thinking, teamwork, and communication. Understanding the benefit of their work for their client is often a motivating factor causing them to put forth more effort than for a normal class project. Students experience tremendous satisfaction when they are able to see tangible results of their efforts, solve a “real” problem, and see a project through to completion. How Are Engineering Schools Using Service Learning? SL, when implemented in engineering curricula, has revealed positive impact on improving student learning. For example, using a dual-team model (a design team and an implementation team), a group of engineering students at Marquette University completed an international SL project using solar-powered water pumping for the Santa Maria de Guadalupe Orphanage in Guatemala. 2 This study confirmed that the SL project not only broadened the social, cultural, and international experience of engineering students, but also helped to reinforce ABET program outcomes. Students at the University of Tennessee at Chattanooga enrolled in the freshman Introduction to Engineering Design course or juniors and seniors enrolled in an interdisciplinary design course work on designing adaptive or assistive technology solutions for children with special needs. Students report a greater understanding of what engineers do and how they benefit society as a result of their work on these projects. Engineering students at Cal Poly State University had an opportunity to engage in a year-long project during their first year, which involves SL to design a solar-based hot water heater or an emergency water purification system to meet the needs of local rural residents. This SL experience helped the students develop an appreciation for the relevance of their knowledge in science and mathematics for solving applied engineering problems. As described in the cases presented above, SL has shown to be effective in producing positive learning outcomes such as improving student motivation in learning, increasing awareness of their roles as engineers and their contributions to the society, while also meeting course objectives and ABET program outcomes. Course Design with Service Learning Designing an Introductory Engineering Course with Service Learning to be Aligned with ABET