Leveraging Community-Based Service Learning Experiences into Academic Credit in Engineering Curricula

Leveraging Community-Based Service Learning Experiences into Academic Credit in Engineering Curricula

John Tharakan
ISSN: 2155-496X|EISSN: 2155-4978|EISBN13: 9781466613959|DOI: 10.4018/ijqaete.2012010106
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MLA

Tharakan, John. "Leveraging Community-Based Service Learning Experiences into Academic Credit in Engineering Curricula." IJQAETE vol.2, no.1 2012: pp.77-85. http://doi.org/10.4018/ijqaete.2012010106

APA

Tharakan, J. (2012). Leveraging Community-Based Service Learning Experiences into Academic Credit in Engineering Curricula. International Journal of Quality Assurance in Engineering and Technology Education (IJQAETE), 2(1), 77-85. http://doi.org/10.4018/ijqaete.2012010106

Chicago

Tharakan, John. "Leveraging Community-Based Service Learning Experiences into Academic Credit in Engineering Curricula," International Journal of Quality Assurance in Engineering and Technology Education (IJQAETE) 2, no.1: 77-85. http://doi.org/10.4018/ijqaete.2012010106

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Abstract

Service learning (SL) has been formally defined as engagement of students in course-based, credit bearing educational experiences where students participate in a service activity and are provided a framework within which to engage in guided reflection. In this paper, a pedagogical model is suggested to leverage volunteer service activities and projects into service learning requiring rigorous academic engagement with defined deliverables worthy of engineering academic credit. This requires students on the service project teams to register for an independent study course in the semester following the service activity. Students work with the faculty adviser and develop and execute independent projects configured to enhance the experiential learning acquired during the service. Two independent study projects are reported on, developed following an Engineers Without Borders-USA (Howard University Chapter – EWB-HU) site and project assessment visit to rural Kenya. All independent study projects were executed under close guidance and supervision of the faculty adviser who was the mentor on the assessment site visit to Kenya. These provide the necessary context for students to seriously reflect on and study their service activity and its impacts, leveraging the service activity into a true service learning experience.

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