-Increases in engineering service learning courses and enrolled undergraduates necessitate further research and recommendations concerning the assessment of student learning and growth. Assessment of such growth may be difficult in service learning courses because of the types of skills it fosters: interpersonal skills, critical thinking, and other professional skills not easily tested for in a classroom. Some previous attempts at assessment were predominantly standards-based and designed to measure what researchers thought students should gain from the course, rather than being based in what students thought. In this paper, we first ask students what skills they learned in service learning, determine their thoughts about the usefulness of different kinds of assessment, and then use their words to construct a naturalistic assessment that can serve as a pre-and post-test to measure growth in engineering service learning courses. The data come from 96 students and three semesters of a service learning section of a large Introduction to Engineering course at a large state university. Overall, we conclude that students perceive that they have grown at statistically significant levels in communication skills, teamwork, leadership, time management, and other engineering skills noted below. We argue that student perceptions of growth matter for their persistence in engineering and resilience after professional or academic setbacks.

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Service-learning presents exciting new ways for students to enhance their learning.  Educators and scholars agree that service-learning is connected to self-efficacy, which affects student performance.  This research tests the development of self-efficacy in students enrolled in service-learning and traditional sections of a first-year engineering course. Using a previously developed metric, the Engineering Skills Assessment (ESA), students enrolled in service-learning (SL) and “traditional” (non-SL) sections quantified self-efficacy on 11 skills previously deemed important for engineering.  Student responses were compared between SL and non-SL students at the beginning and end of the semester.  Analysis of the collected data using exploratory factor analysis (EFA) grouped self-efficacy ratings for the 11 skills into three meaningful constructs: (1) Job-related skills (2) Interpersonal skills and (3) Life skills.  Mean self-efficacy scores were significantly better at the end of the course for non-SL students in all areas and for SL students in four of the 11 skills and two of the three constructs.  Self-efficacy growth was significantly higher for non-SL students, which may be due to the Dunning-Kruger effect.  However, similar percentages of both populations self-reported that their skills were improved at the end of the semester due to the class.  This research also supports the use of the ESA as a reliable psychometric tool to evaluate student self-efficacy and its relationship to service-learning.

As the impacts of climate change increasingly and disproportionately affect indigenous peoples, equitable approaches to regional climate change adaptation must center the voices, needs, and priorities of Indigenous communities. Although the tribal climate change principles identify actionable recommendations to address the unique needs of Indigenous peoples in the contexts of climate change adaptation efforts undertaken at the Federal level in the United States (U.S.), there has yet to be exploration of how such principles might be applied at the regional level. Through semi-structured qualitative interviews with 18 representatives from inter-Tribal organizations and non-Tribal organizations engaged in regional climate adaptation in the U.S. Pacific Northwest, this research sought to describe challenges faced by, and opportunities available to, non-Tribal entities when engaging with Tribes on regional climate adaptation initiatives. All respondents reported high levels of motivation to work with Tribes on climate adaptation and identified several perceived benefits of integrating Tribal partnerships and indigenous ways of knowing into regional climate adaptation initiatives. Respondents underscored the need for strong, trusted relationships that respect the sovereignty and priorities of Tribal nations to guide engagement. However, non-Tribal organizations’ own capacity constraints, perceived Tribal capacity constraints, and institutional cultures rooted in colonialism and structural racism were discussed as obstacles to meaningful engagement. As such, we identify an urgent need to prioritize sustained investments in both Tribal and non-Tribal actors’ partnership capacities and climate change adaptation capabilities to place Indigenous voices and needs at the forefront of regional climate change adaptation planning and implementation.