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Authentic, real-world problem solving is an integral part of the engineering profession. Yet, research suggests that engineering education is primarily focused on well-defined and well-structured problems, which do not provide students the real-world relevance, context, or experience in solving the types of problems required as a professional engineer. The addition of problem-based service learning (PBSL) to engineering curricula provides an opportunity to introduce students to a variety of real-world projects in a community-based context. Numerous studies have shown the importance and impacts of integrating service learning and problem-based learning into engineering education. Herein, the results of a mixed-methods, longitudinal study on cognitive and affective learning during a PBSL sophomore design experience are presented and discussed. The goals are to demonstrate how both qualitative and quantitative data can be used to measure student learning during a PBSL experience and to provide a framework for assessment of such experiences.

A Mixed-Methods Study of Cognitive and Affective Learning During a Sophomore Design Problem-based Service Learning Experience