Designing Service Learning Projects for Freshman Engineering Students

Dan Budny,Raghav Khanna,Laura Lund

doi:10.3991/ijep.v3is1.2371

Dan Budny, Raghav Khanna + Show 1 more

Open Access

https://doi.org/10.3991/ijep.v3is1.2371

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Abstract

Abstract —Within the Department of Freshman Engineering at the University of Pittsburgh, a study was conducted to assess the value of a service learning course for freshman honor’s engineering students. This venture was based on the success of using service learning as an educational tool for undergraduate engineering students at many universities world wide. At the University of Pittsburgh, all students entering the school of engineering are required to enroll in a two-semester course in introductory engineering analysis and programming. The student population chosen for the service learning course experience included the honors’ students. A different freshman experience was created that included a fall course which covered the material contained in the traditional two-semester introductory course at an accelerated rate, and then a spring semester service learning course. This paper will focus on the challenges in developing a service learning specifically for freshman engineering students.

Highlights

The primary goals in offering a service learning project within the framework of a traditional curriculum is to ensure that students understand the impact of engineering projects on society as well as the social contexts within which they operate, develop confidence in the students’ ability to solve problems, help the students function successfully and comfortably in a professional engineering environment, and to understand and appreciate what it means to be a professional engineerService learning has been shown to do this while providing an experience that is both fulfilling and enlightening [1,2]
Some students lack the maturity or experience to understand how the engineering curriculum will be of value to them in the future
We have found that service learning with freshman can be a valuable educational tool when designed to develop the student’s sense of value and direction

Summary

Introduction

The primary goals in offering a service learning project within the framework of a traditional curriculum is to ensure that students understand the impact of engineering projects on society as well as the social contexts within which they operate, develop confidence in the students’ ability to solve problems, help the students function successfully and comfortably in a professional engineering environment, and to understand and appreciate what it means to be a professional engineerService learning has been shown to do this while providing an experience that is both fulfilling and enlightening [1,2]. Some students lack the maturity or experience to understand how the engineering curriculum will be of value to them in the future They have not yet been exposed to the variety of opportunities that will be available to them upon completion of an engineering degree, nor do they understand the skills they will need to be effective and of value in a professional work environment. With such an imposing challenge facing them as engineering students and little understanding of how and where their education will take them, many students lack the confidence in themselves to succeed.

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