Service Learning as Pedagogy for Promoting Social Awareness of Mechanical Engineering Students

Dukhan, Nihad; Schumack, Mark; Daniels, Jeannie

doi:10.7227/ijmee.37.1.7

Cited by 18 publications

(13 citation statements)

References 11 publications

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“…Jiusto and DiBiasio () reported positive effects on lifelong learning in the Global Studies Program at Worcester Polytechnic Institute. Dukhan, Schumack, and Daniels () successfully used service learning in their heat transfer course to increase students' social awareness and ability to identify the human connections in a project.…”

Section: Literature Reviewmentioning

confidence: 99%

Fidelity of Implementation of Research‐Based Instructional Strategies (RBIS) in Engineering Science Courses

Borrego

Cutler

Prince

et al. 2013

J of Engineering Edu

125

112

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Background Increasing attention is being paid to improvement in undergraduate science, technology, engineering, and mathematics (STEM) education through increased adoption of research-based instructional strategies (RBIS), but high-quality measures of faculty instructional practice do not exist to monitor progress.Purpose/Hypothesis The measure of how well an implemented intervention follows the original is called fidelity of implementation. This theory was used to address the research questions: What is the fidelity of implementation of selected RBIS in engineering science courses? That is, how closely does engineering science classroom practice reflect the intentions of the original developers? Do the critical components that characterize an RBIS discriminate between engineering science faculty members who claimed use of the RBIS and those who did not?Design/Method A survey of 387 U.S. faculty teaching engineering science courses (e.g., statics, circuits, thermodynamics) included questions about class time spent on 16 critical components and use of 11 corresponding RBIS. Fidelity was quantified as the percentage of RBIS users who also spent time on corresponding critical components. Discrimination between users and nonusers was tested using chi square.Results Overall fidelity of the 11 RBIS ranged from 11% to 80% of users spending time on all required components. Fidelity was highest for RBIS with one required component: casebased teaching, just-in-time teaching, and inquiry learning. Thirteen of 16 critical components discriminated between users and nonusers for all RBIS to which they were mapped.Conclusions Results were consistent with initial mapping of critical components to RBIS. Fidelity of implementation is a potentially useful framework for future work in STEM undergraduate education.

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Section: Literature Reviewmentioning

confidence: 99%

Fidelity of Implementation of Research‐Based Instructional Strategies (RBIS) in Engineering Science Courses

Borrego

Cutler

Prince

et al. 2013

J of Engineering Edu

125

112

View full text Add to dashboard Cite

show abstract

“…Students are also introduced to how morality, ethics and professionalism are part of the criteria for decision-making during infrastructure development. These three values and behaviors buttress the inseparable technical and societal context of engineering, which is core to the success of the profession [8] [9], and the engineering code of ethics primary canon that "practitioners shall hold paramount the safety, health and welfare of the public and the protection of the environment" [10].…”

Section: Research Contextmentioning

confidence: 99%

Assessing the Impact of Integrating Indigenous Knowledges and Perspectives in Engineering Curricula on Students’ Learning: The Development of a Classroom Case Study

Mante

Cicek

Friesen

et al. 2019

PCEEA

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Indigenous Peoples in Canada have practiced sustainability for centuries. Their knowledges, perspectives and design principles are applicable on both a local and global scale especially in our quest to find sustainable approaches to food security, energy independence, and climate change impacts. However, the opportunities for Indigenous Peoples to fully participate and formally offer knowledge and guidance on sustainable development in engineering education have been limited. Engineering training in Canada requires students to develop competency in the area of assessing the impact of engineering on society and the environment. Within this competency is the ability to understand and apply the concepts of sustainability to engineering activities. Engaging with Indigenous Peoples to understand their perspectives on engineering and society provides a platform to critically assess existing engineering curricula, expand the concept of sustainability, and come closer to a common place of understanding. Understanding the impact of incorporating Indigenous perspectives in the curricula on students’ learning and understandings will help inform the further incorporation of Indigenous perspectives in engineering education. This paper presents the research methodology and instruments for a case study designed to explore students’ learning in one engineering course that integrates an Indigenous Elder’s perspectives on how to effectively communicate, engage, and obtain local knowledge on engineering projects with Indigenous communities in Manitoba. Findings will be used to inform engineering curriculum design that are enhanced by Indigenous knowledges and perspectives.

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“…From this perspective, service learning is instrumentalized to appeal to external funders (Slaugther and Rhoades, 2000). Some researchers believe that service learning has positive effects on the social awareness of participants (Dukhan et al, 2009), while others are not that optimistic as evidence on the impact of service learning is missing. It may also reinforce paternalistic structures and stereotypes (Cipolle, 2004).…”

Section: Introductionmentioning

confidence: 99%

Embedding Social Innovation and Service Learning in Higher Education's Third Sector Policy Developments in Austria

et al. 2020

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Social innovation in Austrian HEIs is discussed under the headline of their "Third Mission." The HE sector is pressured to have more and more impact on society. Internationally speaking, many countries benefit from national policies and networks in the Third Sector, but policies in Austria were initiated only recently, in 2017, on a national level. Interestingly, the service learning approach as an innovative and socially responsible teaching methodology stands out in Austrian HE. This article classifies the developments of the Third Sector in Austria in the form of a policy brief. Austria has a growing community of practice in social innovation and service learning. The article gives insight into the strategic developments in Austria and is underpinned with recommendable action to be transferred to others.

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Service Learning as Pedagogy for Promoting Social Awareness of Mechanical Engineering Students

Cited by 18 publications

References 11 publications

Fidelity of Implementation of Research‐Based Instructional Strategies (RBIS) in Engineering Science Courses

Fidelity of Implementation of Research‐Based Instructional Strategies (RBIS) in Engineering Science Courses

Assessing the Impact of Integrating Indigenous Knowledges and Perspectives in Engineering Curricula on Students’ Learning: The Development of a Classroom Case Study

Embedding Social Innovation and Service Learning in Higher Education's Third Sector Policy Developments in Austria

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