Service-learning in engineering

Oakes, William C.; Duffy, John; Jacobius, Thomas M.; Linos, Panagiotis K.; Lord, Susan M.; Schultz, Willi; Smith, Arthur M.

doi:10.1109/fie.2002.1158178

Cited by 63 publications

(48 citation statements)

References 4 publications

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“…We propose the key learning opportunity is provided by student engineers being positioned as 'experts', communicating engineering concepts to audiences less knowledgeable than themselves (children and teachers) (Pickering et al 2004;Owen and Hill 2011). Alongside this, working with the community acts as service learning (Duffy et al 2008;Oakes et al 2002), which enhances the employability of student engineers through working towards professional codes such as the UK Standard for Professional Engineering Competence (UK-SPEC) or professional status awards such as Chartership (Owen and Hill 2011). In the context of the primary school classroom 'active learning' for children is said to develop from active engagement in the learning process (Hewitt and Tarrant 2015). In this way children are able to engage in individual ways with the learning and use their preferred way of thinking, resulting in shared meaning making and knowledge construction (Cooper 2014).…”

Section: Active Learning Through Engineering Education Outreachmentioning

confidence: 99%

Paired peer learning through engineering education outreach

Fogg‐Rogers

Lewis

Edmonds

2016

European Journal of Engineering Education

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Section: Active Learning Through Engineering Education Outreachmentioning

confidence: 99%

Paired peer learning through engineering education outreach

Fogg‐Rogers

Lewis

Edmonds

2016

European Journal of Engineering Education

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“…Native American students are often academically underprepared and are underrepresented in all the STEM disciplines [8][9][10] . Experiential and research-based learning initiatives similar to OSSPEEC have been shown to mitigate some of the academic challenges that underprepared students face [11][12][13][14][15][16][17] . TCU collaborations with Regental universities [3][4][5][18][19][20][21][22][23][24][25][26][27][28][29][30][31][32] are in line with NSF interest in including underrepresented minorities in STEM majors 1,33 and can reduce some of the initial challenges of beginning engineering programs including the costs and developing large initial student cohorts.…”

Section: Introductionmentioning

confidence: 99%

Building Trust, Experiential Learning, and the Importance of Sovereignty: Capacity Building in Pre-Engineering Education - a Tribal College Perspective

Tinant

Kant

LaGarry

et al. 2014

2014 ASEE North Midwest Section Conference: Engineering Something More

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Program success at tribal colleges and mainstream universities is often identified solely with matriculation and graduation rates. However, particularly for new STEM programs, capacity building is another key measure of success. In this paper, three of the co-authors, who are faculty members at a tribal college and participants in a multi-year collaborative pre-engineering education initiative between a tribal college and two Regental universities, provide their perspectives on capacity building in summer research activities within the alliance. The three each wrote essays reflecting on capacity building guided by pre-determined questions written by another co-author. Through qualitative analysis, we present common themes, divergent opinions, and quotations extracted from the essays from their unique perspective as faculty at a tribal college. We emphasize impacts among the partnering schools, faculty, students, and communities where the summer research activities took place. Three common themes dominated the essays including the importance of (1) building trust within the reservation community, (2) employing experiential and aspects of project-based service-learning approaches, and (3) encouraging tribal college and university leadership in the determination of research and educational foci in institutional collaborations such as ours.

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“…However, until recently service-learning has not been widely implemented in engineering education [6]. Premier examples of highly successful engineering service and service-learning programs include the Engineering Practice In Community Service (EPICS) and Engineers Without Borders (EWB) programs [9,10].…”

Section: Background Informationmentioning

confidence: 99%

Student Perspectives of Curriculum Integrated International Service-Learning Internships

Kleinhenz

Pinnell²,

Mertz³

et al.

Proceedings Frontiers in Education 35th Annual Conference

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The Engineers in Technical, Humanitarian Opportunities of Service-learning (ETHOS) program at the University of Dayton is founded on the belief that engineers are more apt and capable to serve our world more appropriately when they have experienced opportunities that increase their understanding of technology's global linkage with values, culture, society, politics and economy. ETHOS seeks to provide these opportunities by means of curriculum integrated servicelearning programming.These opportunities include international technical immersion volunteer internships, student organization activities, collaborative research and classroom projects which support appropriate technologies for the developing world, locally and globally. Over the course of three years, 27 students have participated in service-learning internships, working with development organizations and communities throughout Central and South America. Students live in the community which they volunteer and together, with the community, work to appropriately and creatively solve technical challenges. Such experiences expose students to alternative, nontraditional technologies that are based on fundamental science and engineering principles, thus allowing higher comprehension of curriculum material in a hands-on, practical and humanitarian manner. Furthermore, such exposure allows students to recognize the far-reaching effects, positive and negative, of engineering and technology and thus the responsibilities of being an engineer in our ever-increasing global society. Students are awarded credit via a multidisciplinary engineering elective, coordinated by the ETHOS program, for preparing for and participating in an international servicelearning internship. Preparation, prior to the six to sixteen week international technical immersion, includes a semester-long technical, cultural, language and travel instructional class. Student development and progress is monitored through technical reporting and reflection before, during and after travels. This paper examines in detail, one student's experience in his international service-learning internship and how this experience has affected his educational objectives.

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Service-learning in engineering

Cited by 63 publications

References 4 publications

Paired peer learning through engineering education outreach

Paired peer learning through engineering education outreach

Building Trust, Experiential Learning, and the Importance of Sovereignty: Capacity Building in Pre-Engineering Education - a Tribal College Perspective

Student Perspectives of Curriculum Integrated International Service-Learning Internships

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