A Methodology for Exploring, Documenting, and Improving Humanitarian Service Learning in the University

  • Devin R. Berg University of Wisconsin-Stout
  • Tina Lee University of Wisconsin-Stout
  • Elizabeth Buchanan University of Wisconsin-Stout
Keywords: Service learning, humanitarian engineering, professional ethics, critical enquiry, curriculum development

Abstract

Through the use of service learning in higher education, universities hope to both provide real benefit to the partnering community and allow students to develop a greater understanding of course curriculum, their discipline, and their personal positioning within society. Through these educational activities, service learning seeks to engage students in critical thinking processes while simultaneously achieving a greater sense of civic and social responsibility through targeted participation in meaningful community service activities. However, in practice, service learning can take a variety of forms predicated on technical, cultural, societal, and political constraints. Thus, while some work shows positive effects on students’ attitudes, social behaviour, and academic performance, less research has demonstrated long-term community impact. Nor has much research shown that participation in service learning has a long-term impact on students' ethical perspectives and frameworks, and whether those ethical frames carry on to their professional careers. Moreover, as institutions partner with such humanitarian service groups as Engineers Without Borders USA, we know considerably less about the institutional cultures and climates that are developed through such partnerships and how sustainable they are, given those inherent technical, political and cultural limitations. As a first step towards these goals, this paper proposes a methodology for investigating the impacts of service learning activities on both the students and communities involved.

References

Amadei, B., 2014, Engineering for sustainable human development, American Society of Civil Engineers, Reston, Virginia.

Amadei, B. & Sandekian, R., 2010, ‘Model of integrating humanitarian development into engineering education’, Journal of Professional Issues in Engineering Education and Practice, 136(2), pp. 84-92. Available at http://dx.doi.org/10.1061/(ASCE)EI.1943-5541.0000009

Bringle, R. G. & Hatcher, J. A., 2009, ‘Innovative practices in serviceâ€learning and curricular engagement’, New Directions for Higher Education, 2009(147), pp. 37-46. Available at http://dx.doi.org/10.1002/he.356

Butin, D., 2010, Service-learning in theory and practice, Palgrave McMillan, New York, NY.

Canney, N. & Bielefeldt, A., 2015, ‘A framework for the development of social responsibility in engineers’, International Journal of Engineering Education, 31(1B), pp. 414-424.

Canney, N. E., Bielefeldt, A. R., & Russu, M., 2015, ‘Which Courses Influence Engineering Students' Views of Social Responsibility?’, Paper presented at 2015 ASEE Annual Conference and Exposition, Seattle, Washington. Available at https://peer.asee.org/25071

Celio, C. I., Durlak, J., & Dymnicki, A., 2011, ‘A meta-analysis of the impact of service-learning on students’, Journal of Experiential Education, 34(2), pp. 164-181. Available at http://dx.doi.org/10.1177/105382591103400205

Chan, A. & Fishbein, J., 2009, ‘A global engineer for the global community’. The Journal of Policy Engagement, 1, pp. 4-9. Available at http://globalengineeringinitiative.com/wp-content/uploads/A-global-engineer-for-the-global-community.pdf

Coyle, E., Jamieson, L., & Oakes, W., 2005, ‘EPICS: Engineering projects and community service’, International Journal of Engineering Education, 21, pp. 1-12. Available at http://www.ijee.ie/articles/Vol21-1/IJEE1549.pdf

Helgesson, C., 2006, ‘Engineers Without Borders and their role in humanitarian relief’, Engineering in Medicine and Biology Magazine, 25, pp. 32-35. Available at http://dx.doi.org/10.1109/MEMB.2006.1636348

Hess, J. L., Brownell, S. A., House, R. A., & Dale, A. T., 2015, ‘Development and Application of the Sustainability Skills and Dispositions Scale to the Wicked Problems in Sustainability Initiative’, Paper presented at 2015 ASEE Annual Conference and Exposition, Seattle, Washington. Available at https://peer.asee.org/23846

Johnston, C., Caswell, D., & Armitage, G., 2007, ‘Developing environmental awareness in engineers through Engineers Without Borders and sustainable design projects’, International Journal of Environmental Studies, 64, pp. 501-506. Available at http://dx.doi.org/10.1080/00207230701382198

Riley, D., 2008, Engineering and Social Justice. Morgan & Claypool, San Rafael, California.

Schneider, J., Lucena, J., & Leydens, J., 2009, ‘Engineering to help: The value of critique in engineering service’, Technology and Society Magazine, 28(4), pp. 42-48. Available at http://dx.doi.org/10.1109/MTS.2009.935008

The state of mechanical engineering: Today and beyond, 2011, American Society of Mechanical Engineers, pp. 1-23. Available at https://www.asme.org/getmedia/752441b6-d335-4d93-9722-de8dc47321de/State-of-Mechanical-Engineering-Today-and-Beyond.aspx

UW-Stout Mission, Vision and Values, n.d., University of Wisconsin-Stout. Available at http://www.uwstout.edu/about/mission.cfm

Published
2016-03-30
Section
Articles