Diverse models for incorporating service projects into engineering capstone design courses

• Autores: Angela R. Bielefeldt, Mandar M. Dewoolkar, Kevin M. Caves, Bruce W. Berdanier, Kurtin G. Paterson
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 27, no. Extra 6, 2011, págs. 1206-1220
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • There are a variety of ways in which service projects have been incorporated into senior engineering capstone design courses. Someof these experiences fulfill the rigorous definition of service-learning (SL) and others meet some but not all of the true SLrequirements. Many students and faculty find service projects particularly motivating, and educational theory indicates thatmotivation is a crucial ingredient for higher-order learning. Different course models from civil, environmental, and biomedicalengineering, ranging from a single semester to a full calendar year, are compared and contrasted. Most of these courses and/orservice projects are optional capstone projects for students, but in other cases all students are required to complete service projectsfor the capstone design course. Reflection exercises are an important component of SL projects, and a variety of structured andsemi-structured reflection exercises have been incorporated into these capstone design courses. Data indicate that service projectsare effective at teaching students both a depth and breadth of technical and non-technical skills. SL projects may be particularlysuperior for increasing students’ understanding of sustainability, cultural competency, and sense of civic responsibility. It isparticularly difficult to balance educational outcomes for the students with benefits for the community/client partners in singlesemester courses. Projects for local communities or individuals seem to yield the most tangible results for partners in a one-semestertime span, while international projects with a development focus offer an array of logistical and cultural challenges. The instructorsmust devote time and attention to developing relationships with partners in advance of the course and follow-up to help ensureoptimal outcomes for the partners. The lessons learned from these courses may help others effectively incorporate service projectsinto their own capstone design courses.