A Closer Look at Campus-Community Partnerships in Engineering Education

Abstract

This Research Work in Progress paper looks at community-engaged learning, service learning, and similar pedagogies that extend project-based learning beyond the classroom into “real world” communities. Use of such pedagogies is increasingly common in engineering education, and evidence suggests that they are particularly effective at connecting engineering theory to practice, engaging engineering students motivated to “make an impact,” and preparing engineering students for an increasingly globalized world. Community-engaged learning and similar pedagogies typically involve creating a partnership between campus partners (e.g. students, faculty, or staff) and community partners (e.g. community members or organizations) to address an engineering challenge that, if successful, will contribute to student learning and provide value to the community partners. Building upon the existing frameworks of “do no harm” and “engineering to help,” this paper examines the relationships between academic and non-academic partners as a crucial yet relatively unstudied aspect of community-engaged learning. The partner relationship - the shared expectations, commitments, responsibilities, and trust (or lack thereof) between partners - appears to be vital. However, because it is not always the primary focus of those involved, and because partners’ interests, incentives, epistemologies, and worldviews do not always align, partnerships frequently fail, leaving dissatisfaction and disillusionment among campus and community partners alike. This study employs a comparative case study approach using sets of interviews with students, instructors, and community partners involved in different sides of the same engineering projects. Some projects are retrospective while others are current, and some had positive outcomes (as defined by stakeholders) while others were less than positive. We present qualitative findings that suggest a set of considerations for mutually beneficial partnerships in community-engaged engineering courses and programs. Ultimately, this paper aims to provide a current perspective and guidance for engineering educators, students, and community partners who wish to jointly build and nurture enduringly effective and equitable partnerships.