June 14, 2015
June 14, 2015
June 17, 2015
Community Engagement Division
26.897.1 - 26.897.14
Impacts of Service-Learning Projects on the Technical and Professional Development of First-Year Engineering StudentsAbstractFirst-year engineering students at an ABET accredited small private university in the southwesthave participated in local service-learning projects since 2009 while enrolled in a learningcommunity. Projects have included designing and installing a playground and a greywaterirrigation system at a transitional residence for single women and women with children,conducting water quality and hydrologic measurements in a wetland, and designing engineeringlesson plans and activities for a K-5 public STEM school. Service-learning projects were alsooffered in the Fall 2014 semester for first-year engineering students not participating in thelearning community. For these projects, the engineering students partnered with the teachers andstudents at a local K-8 public charter school specifically dedicated to inclusive education.Projects ranged from designing interactive engineering demonstrations of simple machines tocreating custom assistive technologies for students with disabilities. An instrument was designedto measure changes in students’ engineering design self-efficacy and evaluate their developmentbased on various national engineering student learning outcomes. The instrument was adaptedfrom a combination of previously validated instruments that measure engineering design self-efficacy and interventional impacts on technical and professional engineering learning outcomes.In addition, the instrument includes a critical reflection component on personal development,social impact, academic enhancement, university mission, and ethics. Preliminary data wascollected during the Fall 2014 semester in order to examine differences between first-yearengineering students who participated in service-learning projects and those who did not. Apreliminary quantitative analysis will be conducted at the end of the semester to assessengineering design self-efficacy and technical and professional development. A qualitative open-coding approach will also be used to analyze emergent categories in reflection responses from asix-year longitudinal sample of students.
Siniawski, M., & Luca, S. G., & Pal, J. S., & Saez, J. A. (2015, June), Impacts of Service-Learning Projects on the Technical and Professional Engineering Confidence of First-Year Engineering Students Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24234
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