Implementing a service learning class for undergraduate engineers with little required budget

Abstract

Service Learning (SL) classes provide engineering students both a chance gain handson experience and to increase societal responsibility. Research has shown benefits to engineering students who engage in service learning as a part of their curriculum 1,2. However, developing a SL class often requires a great deal of time in planning as well as a considerable budget for implementing projects. In this paper, we demonstrate the development of a SL class that requires very little to no budget. This course could be used as a starting point for creating a SL program. Our class, Introduction to Project Management, introduces skills necessary in all engineering fields. Students work with area communities on projects identified by each community. Previous projects include creating walking trails, building area parks, building a senior citizen center, building a storm shelter, extending roads. Interested communities are determined through the regional planning commission. Typically, the communities are small with few resources available for improvement. The largest community with which we have worked is about 17,000 in population, but most are much smaller. Students are responsible for managing the initial phases of the projects through the development of plans, schedules and budgets. Students have two deliverables for the project during the semester. The midterm deliverable is a white paper with preliminary project data. At the end of the semester, student teams deliver work plans for their projects. These work plans include preliminary budget, schedule and design information. The deliverables can then be used by the communities as a tool for grant applications. The regional planning commission aids the communities by finding applicable funding agencies. Team web pages are used by students and instructor to communicate project information and status during the project. Methodology and possible follow up courses are discussed in the paper. Reflective work completed by students toward the end of the term suggests the students feel strongly that they are helping the communities and that their experiences could change the type of volunteer work some students pursue in the future.