Sustainability Service Learning as a Mechanism for Acquiring New Knowledge

Abstract

Evolving infrastructure needs of our society call for development of engineering students who have "an ability to acquire and apply new knowledge using appropriate learning strategies," as stated in ABET student outcome 7 [1]. Parallel to the learning strategy need is an emerging need for students to understand the role of sustainability in infrastructure design. Intertwining these two areas with a service learning case study on sustainable infrastructure design provides learners with access to modeling of practitioner's ability to apply new knowledge in real time. This study reports on a pilot semester-long project, in which students develop learning skills, with a focus on sustainability by working with a non-profit developer to document Envision credits for a transit-based development. In this case study, weaving learning theory, sustainable infrastructure design and service learning together provides students with 1. access to tools for identifying new knowledge needed, 2. an understanding of the complexities of sustainable infrastructure design and 3. a service learning opportunity with a non-profit developer. The Institute for Sustainable Infrastructure (ISI) Envision rating system is used as the mechanism for providing the service learning partner with an infrastructure sustainability rating and students with access to the design professional experience.The purpose of this research is to add to the literature on students' ability to identify and use learning strategies, specifically within the context of a sustainability rating tool and service learning situation. A mixed methods research approach is used for assessment. Specifically, mechanisms used for assessing students' ability to identify new knowledge needed and appropriate learning strategies are based on 1. Ability of learners to apply new knowledge to ISI Envision credit ratings, 2. student motivation metrics which are linked to students' ability to employ learning strategies and 3. student reflective observation and conceptualization on their own ability to apply new knowledge. Findings of this study are preliminary and include qualitative measures but point to potential teaching/learning mechanisms which may be further explored in successive studies.