Service-learning in Engineering Education
Encyclopedia
Many engineering educators see service-learning
as the solution to several prevalent problems in engineering education today. In the past, engineering curriculum has fluctuated between emphasizing engineering science to focusing more on practical aspects of engineering. Today, many engineering educators are concerned their students do not receive enough practical knowledge of engineering and its context. Some speculate that adding context to engineering help to motivate engineering students’ studies and thus improve retention and diversity in engineering schools. Others feel that the teaching styles do not match the learning styles of engineering students.
Many engineering faculty members believe the educational solution lies in taking a more constructivist approach, where students construct knowledge and connections between nodes of knowledge as opposed to passively absorbing knowledge. Educators see service-learning as a way to both implement a constructivism
in engineering education as well as match the teaching styles to the learning styles of typical engineering students. As a result, many engineering schools have begun to integrate service-learning into their curricula.
began to lack instruction on practical engineering applications. Concurrently, the undergraduate engineering experience became increasingly fragmented. As one author described it, "Schools break knowledge and experience into subjects, relentlessly turning wholes into parts, flowers into petals, history into events, without ever restoring continuity."
In the 1980s, many different organizations, including both research institutions and professional associations, conducted studies in attempts to resolve the educational problems in the engineering field. Though they conducted their research independently, they arrived at several common conclusions. Researchers agreed that the engineering schools should continue to provide solid basic theory knowledge. However, they also called for added emphasis on synthesis and design understanding as well as increased exposure to societal context and interdisciplinary teamwork. Later reports reiterated the need for more exposure to engineering’s context as well as a need to make engineering more attractive and relevant to students. Papers also reported the need for engineering students to develop professional and interpersonal skills.
(ABET) standards for engineering schools. For an engineering program to maintain accreditation, ABET requires that they “demonstrate that their students attain the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context".
The service-learning method ties in well with a teaching philosophy known as constructivism
. Constructivism is an educational theory rooted in psychology and sociology. It asserts that learners construct knowledge from previous knowledge rather than passively absorbing knowledge from outside sources. Furthermore, learning includes both creation of new factual knowledge and understanding the connections between different nodes of knowledge. Service-learning provides an environment where students can actively construct knowledge while engaging in actual projects. The reflection portion of service-learning gives students time to create connections between old and new knowledge.
While accepted by many, some educators have criticized constructivism both epistemologically and pedagogically. Pedagogically, critics claim that a constructivist approach gives students in-depth knowledge but not breadth of knowledge. Since in a constructivist approach takes a significant amount of time to allow students to create new knowledge and relate it to previous knowledge through reflection, instructors usually cannot cover a large amount of material. However, while this may become a real concern for many courses, the specific role of service-learning plays in engineering school courses mitigates these concerns. Service-learning typically appears in introductory or optional courses in the engineering school. The goals of these courses is not to much to gain a detailed and broad understand of a field, but rather to have a real world engineering experience. This is notably different from courses where students must obtain vast amounts of accurate knowledge for precise calculations.
Critics also worry that a constructivist approach to education leaves the learner too disconnected from reality since it constantly focuses on building new knowledge based on pre-existing knowledge. Thus, theoretically, as they continue building knowledge off of their pre-existing knowledge in isolation, their view of the world could slowly become skewed from reality. While this may be a weakness for many courses, in service-learning, students work to create real solutions for a real customer. Thus their ideas must be resolved, not only with fellow engineering team members, but also with reality.
Learning Styles
In past years, studies on engineering education revealed the learning styles
of most engineering students and the teaching styles of many engineering professors were incompatible. The five well known learning style dimensions include: sensing/intuitive, visual/auditory, inductive/deductive, active/reflective, and global/sequential. These learning styles and their corresponding teaching styles are summarized in the table below.
According to Richard Felder from North Carolina State University and Linda Silverman from the Institute for the study of Advanced Development, most engineering students are visual, sensing, inductive, and active learners. Also, many of the creative students are global learners. However, most engineering education is auditory, intuitive, deductive, passive and sequential.
Online service learning
Though the interest in service learning at educational institutions has increased, these projects are often very costly to students and universities. However, there have been some examples of successful service learning projects facilitated over the Internet. At Clarion University of Pennsylvania, a course in Physics of Energy and Environment included a service learning project which involved students studying the impact of switching the bulbs in stoplights around eastern Pennsylvania from standard incandescent bulbs to LEDs, which was facilitated completely online through the Appropriate Technology website Appropedia
Other work in Canada has shown positive outcomes with engineering service learning used in hybrid assignments, where some work is done online while still maintaining a feild component.
The EPICS program at Purdue as well as service-learning programs at other universities, have succeeded in offering students practical experience, context, and motivation for engineering. Seventy seven percent of the students who were able to come back to the EPICS program stayed for additional semesters. On student evaluations, 70% of students indicated that the program positively impacted their decision to stay in engineering; of the 30% that responded differently, several indicated they had previously decided to stay in the engineering before the program and thus, the program did not affect their decision to stay in engineering. Student responses also returned favorable results for the educational objectives. The table below summarizes the responses:
On evaluation comments, students also expressed that EPICS had completely changed their view of engineering, giving them both meaning and direction in all of their engineering studies.
Penn State University has created a certificate program entitled 'Humanitarian Engineering'. The emphasis of the program is on relationship building - and are not simply project-driven exercises. Long-term, sustainable, collaborative partnerships are formed with host universities and marginalized communities. This enables development of outreach programs at the universities reaching into local communities. The Penn State program is vertically integrated across the four-year engineering program allowing students to form these long-term relationships with the host communities. This method allows for greater understanding of the cultural aspects of engineering design and its impact, as well as development of technical proficiency. There is also a very strong emphasis on entrepreneurship in the program. Engineering design solutions are developed and students are encouraged to develop business plans and implement them in the host community.
Code of Ethics lists contributing to society and human well-being as well as improving public understanding of an engineer’s practice area. Through service-learning provides engineers with the opportunity to both contribute to society and educate the public.
Along with fostering a good community-university relationship, educators hope incorporating service-learning will increase diversity and retention in the engineering school. Diversifying the engineering population will allow engineering teams to maintain a better understanding of the needs in a society. So diversifying engineering teams will allow engineers to both meet real needs as well as provide interfaces to their solutions which the public can understand. Likewise, a society needs a vast population of engineers to meet the needs of a vast society.
Service-learning
Service-learning is a method of teaching, learning and reflecting, frequently youth service, throughout the community. As a teaching method, it falls under the philosophy of experiential education...
as the solution to several prevalent problems in engineering education today. In the past, engineering curriculum has fluctuated between emphasizing engineering science to focusing more on practical aspects of engineering. Today, many engineering educators are concerned their students do not receive enough practical knowledge of engineering and its context. Some speculate that adding context to engineering help to motivate engineering students’ studies and thus improve retention and diversity in engineering schools. Others feel that the teaching styles do not match the learning styles of engineering students.
Many engineering faculty members believe the educational solution lies in taking a more constructivist approach, where students construct knowledge and connections between nodes of knowledge as opposed to passively absorbing knowledge. Educators see service-learning as a way to both implement a constructivism
Constructivism (learning theory)
Constructivism is a theory of knowledge that argues that humans generate knowledge and meaning from an interaction between their experiences and their ideas. During infancy, it was an interaction between human experiences and their reflexes or behavior-patterns. Piaget called these systems of...
in engineering education as well as match the teaching styles to the learning styles of typical engineering students. As a result, many engineering schools have begun to integrate service-learning into their curricula.
History
The end of World War II marked the beginning of a movement toward increased emphasis on engineering science in engineering education. Initially, this movement enhanced the quality of engineering education. However, after decades of rising focus on science engineering, undergraduate engineering educationEngineering education
Engineering education is the activity of teaching knowledge and principles related to the professional practice of engineering. It includes the initial education for becoming an engineer and any advanced education and specialization that follow...
began to lack instruction on practical engineering applications. Concurrently, the undergraduate engineering experience became increasingly fragmented. As one author described it, "Schools break knowledge and experience into subjects, relentlessly turning wholes into parts, flowers into petals, history into events, without ever restoring continuity."
In the 1980s, many different organizations, including both research institutions and professional associations, conducted studies in attempts to resolve the educational problems in the engineering field. Though they conducted their research independently, they arrived at several common conclusions. Researchers agreed that the engineering schools should continue to provide solid basic theory knowledge. However, they also called for added emphasis on synthesis and design understanding as well as increased exposure to societal context and interdisciplinary teamwork. Later reports reiterated the need for more exposure to engineering’s context as well as a need to make engineering more attractive and relevant to students. Papers also reported the need for engineering students to develop professional and interpersonal skills.
Engineering education today
Today, requirements for engineering programs reflect a movement to resolve the engineering education problems found in past studies. Many engineering educators see service-learning as a way to enhance their programs by exposing students to engineering context while also giving them a chance to develop professional and interpersonal skills. These values are reflected in the Accreditation Board for Engineering and TechnologyAccreditation Board for Engineering and Technology
ABET, Inc., formerly the Accreditation Board for Engineering and Technology, is a non-profit organization that accredits post-secondary education programs in applied science, computing, engineering, and technology...
(ABET) standards for engineering schools. For an engineering program to maintain accreditation, ABET requires that they “demonstrate that their students attain the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context".
Pedagogical implications
ConstructivismThe service-learning method ties in well with a teaching philosophy known as constructivism
Constructivism (learning theory)
Constructivism is a theory of knowledge that argues that humans generate knowledge and meaning from an interaction between their experiences and their ideas. During infancy, it was an interaction between human experiences and their reflexes or behavior-patterns. Piaget called these systems of...
. Constructivism is an educational theory rooted in psychology and sociology. It asserts that learners construct knowledge from previous knowledge rather than passively absorbing knowledge from outside sources. Furthermore, learning includes both creation of new factual knowledge and understanding the connections between different nodes of knowledge. Service-learning provides an environment where students can actively construct knowledge while engaging in actual projects. The reflection portion of service-learning gives students time to create connections between old and new knowledge.
While accepted by many, some educators have criticized constructivism both epistemologically and pedagogically. Pedagogically, critics claim that a constructivist approach gives students in-depth knowledge but not breadth of knowledge. Since in a constructivist approach takes a significant amount of time to allow students to create new knowledge and relate it to previous knowledge through reflection, instructors usually cannot cover a large amount of material. However, while this may become a real concern for many courses, the specific role of service-learning plays in engineering school courses mitigates these concerns. Service-learning typically appears in introductory or optional courses in the engineering school. The goals of these courses is not to much to gain a detailed and broad understand of a field, but rather to have a real world engineering experience. This is notably different from courses where students must obtain vast amounts of accurate knowledge for precise calculations.
Critics also worry that a constructivist approach to education leaves the learner too disconnected from reality since it constantly focuses on building new knowledge based on pre-existing knowledge. Thus, theoretically, as they continue building knowledge off of their pre-existing knowledge in isolation, their view of the world could slowly become skewed from reality. While this may be a weakness for many courses, in service-learning, students work to create real solutions for a real customer. Thus their ideas must be resolved, not only with fellow engineering team members, but also with reality.
Learning Styles
In past years, studies on engineering education revealed the learning styles
Learning styles
Learning styles are various approaches or ways of learning. They involve educating methods, particular to an individual, that are presumed to allow that individual to learn best. Most people prefer an identifiable method of interacting with, taking in, and processing stimuli or information...
of most engineering students and the teaching styles of many engineering professors were incompatible. The five well known learning style dimensions include: sensing/intuitive, visual/auditory, inductive/deductive, active/reflective, and global/sequential. These learning styles and their corresponding teaching styles are summarized in the table below.
According to Richard Felder from North Carolina State University and Linda Silverman from the Institute for the study of Advanced Development, most engineering students are visual, sensing, inductive, and active learners. Also, many of the creative students are global learners. However, most engineering education is auditory, intuitive, deductive, passive and sequential.
Online service learning
Though the interest in service learning at educational institutions has increased, these projects are often very costly to students and universities. However, there have been some examples of successful service learning projects facilitated over the Internet. At Clarion University of Pennsylvania, a course in Physics of Energy and Environment included a service learning project which involved students studying the impact of switching the bulbs in stoplights around eastern Pennsylvania from standard incandescent bulbs to LEDs, which was facilitated completely online through the Appropriate Technology website Appropedia
Appropedia
Appropedia is a website for collaborative solutions in sustainability, poverty reduction and international development, with a particular focus on appropriate technology. Appropedia is a wiki-based website like Wikipedia, a website where a large number of participants are allowed to create and...
Other work in Canada has shown positive outcomes with engineering service learning used in hybrid assignments, where some work is done online while still maintaining a feild component.
Engineering programs with service-learning
Many different universities have incorporated service-learning into their curricula to address the contextual, motivational, and multi-disciplinary team needs. Purdue University created the Engineering Projects in Community Service (EPICS) program in 1995. Under this program, freshman to senior undergraduate engineering students form multi-disciplinary teams to meet community needs. Students earn a variable number of credit hours based on their year in school and related contribution to the project. At Purdue, the service projects are long-term and students earn up to seven semesters worth of credit working on the service project. The program began with 40 students on 5 teams but has quickly grown to 400 students on 24 teams.The EPICS program at Purdue as well as service-learning programs at other universities, have succeeded in offering students practical experience, context, and motivation for engineering. Seventy seven percent of the students who were able to come back to the EPICS program stayed for additional semesters. On student evaluations, 70% of students indicated that the program positively impacted their decision to stay in engineering; of the 30% that responded differently, several indicated they had previously decided to stay in the engineering before the program and thus, the program did not affect their decision to stay in engineering. Student responses also returned favorable results for the educational objectives. The table below summarizes the responses:
On evaluation comments, students also expressed that EPICS had completely changed their view of engineering, giving them both meaning and direction in all of their engineering studies.
Penn State University has created a certificate program entitled 'Humanitarian Engineering'. The emphasis of the program is on relationship building - and are not simply project-driven exercises. Long-term, sustainable, collaborative partnerships are formed with host universities and marginalized communities. This enables development of outreach programs at the universities reaching into local communities. The Penn State program is vertically integrated across the four-year engineering program allowing students to form these long-term relationships with the host communities. This method allows for greater understanding of the cultural aspects of engineering design and its impact, as well as development of technical proficiency. There is also a very strong emphasis on entrepreneurship in the program. Engineering design solutions are developed and students are encouraged to develop business plans and implement them in the host community.
Social and ethical implications
The ACMAssociation for Computing Machinery
The Association for Computing Machinery is a learned society for computing. It was founded in 1947 as the world's first scientific and educational computing society. Its membership is more than 92,000 as of 2009...
Code of Ethics lists contributing to society and human well-being as well as improving public understanding of an engineer’s practice area. Through service-learning provides engineers with the opportunity to both contribute to society and educate the public.
Along with fostering a good community-university relationship, educators hope incorporating service-learning will increase diversity and retention in the engineering school. Diversifying the engineering population will allow engineering teams to maintain a better understanding of the needs in a society. So diversifying engineering teams will allow engineers to both meet real needs as well as provide interfaces to their solutions which the public can understand. Likewise, a society needs a vast population of engineers to meet the needs of a vast society.
See also
- Campus CompactCampus CompactCampus Compact is a coalition of college and university presidents, committed to fulfilling the public purposes of higher education. Over 1,100 educational institutions, more than a third of all higher education providers in the United States, are members....
- ConstructivismConstructivism (learning theory)Constructivism is a theory of knowledge that argues that humans generate knowledge and meaning from an interaction between their experiences and their ideas. During infancy, it was an interaction between human experiences and their reflexes or behavior-patterns. Piaget called these systems of...
- Cooperative educationCooperative educationCooperative education is a structured method of combining classroom-based education with practical work experience. A cooperative education experience, commonly known as a "co-op", provides academic credit for structured job experience...
External links
- http://epics-high.ecn.purdue.edu/ - EPICS High School Program site at Purdue University.
- Engineering Education and Service-Learning - fact sheet at Learn and Serve AmericaLearn and Serve AmericaLearn and Serve America is a United States government program under the authority of the Corporation For National and Community Service. Its mission is to provide opportunities for students nation-wide to participate in service learning projects, and to gain valuable experience while helping...
's National Service-Learning Clearinghouse - The International Journal for Service Learning in Engineering: Humanitarian Engineering and Social Entrepreneurship (IJSLE)http://ijsle.org is a peer-reviewed electronic journal offered free, semi-annually, over the World Wide Web. The Journal seeks to nurture humanitarian engineeringHumanitarian EngineeringHumanitarian engineering may be defined as 'research and design under constraints to directly improve the wellbeing of marginalized communities'. What is most distinctive about this type of engineering is its targeted audience - those that might be classified as 'marginalized, or under-served'...
and social entrepreneurship as a distinct body of knowledge using service learning as a primary tool. The purpose of the Journal is to foster inquiry into rigorous engineering design and research and to direct those efforts towards humanitarian engineering and social entrepreneurship-related efforts. The examination of cultural appropriateness and its inclusion in research, design and entrepreneurial efforts is emphasized along with the application of appropriate technologies. Focus is also placed on associated service learning pedagogy and the dissemination of project results.