Designing Value into Engineering Learning Through Service Activities Using a Blueprint Model

Abstract

-Both course-based service-learning (S-L) and extracurricular community service activities, together referred to as Learning Through Service, provide the opportunity for rich learning, personal growth, and tangible beneficial outcomes for students, community partners, and faculty. However, to fully realize this potential careful planning and design of the Learning Through Service (LTS) effort are required. This paper describes a framework with nine important elements to consider for LTS program design: (1) stakeholders, (2) value propositions, (3) relationships, (4) channels, (5) key activities, (6) resources, (7) partnerships, (8) value stream returns, and (9) value stream costs/outlays. This LTS development framework is based on the Business Canvas Model used in developing and evaluating the business viability of an innovative product or service. For LTS, the stated program design attributes were identified based on the personal LTS experience of the research team and input from additional experts. These nine elements can be effectively presented as a blueprint for an LTS program. Thoughtful planning in each of these areas will help ensure that the program goals are met and provide optimal benefits for all of the stakeholders. These elements also help to identify where management and assessment efforts are best targeted. Specific examples for each of the nine attributes from thirty-four different LTS programs are presented. Some of these LTS programs were in the planning phases and missing elements that could make the programs more meaningful, such as student reflection or engaging community partners as equals. Together, the model and examples provide guidance for others who are interested in designing a new LTS program, or improving an existing one.

Contributions of Learning through Service to the Ethics Education of Engineering Students

“…They need to consider themselves partners with members of the community, and not enter the work with a "deficit" model of the community with which they are partnering. [30][31][32] Some students may view the situation as one of "travel philanthropy" or "voluntourism", but this mindset can also result in many problems. [33][34] One of the survey respondents shared this insight: "Modeling an ethical approach to international collaboration and exposing students to the power of a legacy of relationships built on trust and respect provides an example that may be more influential than a case study or lecture.…”

Summit on Global Sustainability in Engineering: Rationale and Planning Phase

“…This approach is similar to the one popularized by the Business Model Generation [31] and applied to educational activities with the Learning through Service (LTS) Program Model Blueprint by Paterson et al [32][33][34]. The LTS Blueprint was designed for a variety of different learning enterprises "including a whole integrated program, academic courses, elective courses, or even an extracurricular experience" [34]. …”

Breaking the Tyranny of the Semester: A Phase-Gate Sprint Approach to Teaching Colorado School of Mines Students Important Engineering Concepts, Delivering Useful Solutions to Communities, and Working on Long Time Scale Projects

“…An instructor must possess the following qualities including: (1) strong interest in PBL and acceptance that there are few opportunities to hold traditional lecture, (2) enough time outside of class to work with students and coordinate with NGO partners, and (3) an understanding of HE, and of the challenges of working with HE projects. Another significant hurdle is funding the projects, as others have found 1 . Many NGOs do not have budget allocations for working with academic programs to develop solutions for the communities the NGOs work with.…”

“…The HE minor was originally offered to students starting in the 2004/2005 academic year and was the first such program offered in the USA. Now many HE and engineering service learning programs exist at American universities 1 . During the 2012/2013 academic year, a significant revision and update to the HE curriculum was made.…”