A systematic literature review of reciprocity in engineering service‐learning/community engagement

Abstract

BackgroundScholars agree that reciprocity is a cornerstone of service‐learning and community engagement (SLCE); however, engagement with this concept varies widely in practice and across disciplines. To enhance the potential of SLCE to fulfill its promise for societal impact, engineering education must understand how reciprocity is achieved, recognize barriers that inhibit its progress, and identify strategies for how it can be strengthened.PurposeWe performed this review to understand the ways reciprocity is articulated in the engineering SLCE literature. Drawing from these articulations, we examined the extent of engagement with reciprocity toward providing insights into the design and assessment of SLCE efforts for reciprocity.Scope/MethodWe performed a systematic literature review on engineering SLCE at institutes of higher education. Following an established approach to identify and synthesize articles, we developed deductive codes by distilling three well‐articulated orientations of reciprocity. We then analyzed the operationalization of reciprocity in the literature.ResultsThe literature demonstrated varying degrees of reciprocity. Minimally reciprocal efforts centered university stakeholders. In contrast, highly reciprocal partnerships explicitly addressed the nature of engagement with communities. Findings provide insights into the breadth of practice within reciprocity present in engineering SLCE. Further, analysis suggests that our codes and levels of reciprocity can function as a framework that supports the design and evaluation of reciprocity in SLCE efforts.ConclusionsOur review suggests that to enact more equitable SLCE, researchers and practitioners must intentionally conceptualize reciprocity, translate it into practice, and make visible the ways in which reciprocity is enacted within their SLCE efforts.

Exploring Motivational Factors for Faculty Engagement in Service-Learning Courses: Perspectives from Indian Undergraduate Engineering

“…(Bringle & Hatcher, 1995). Service-learning has four components -academic learning, service, reciprocal partnerships (Delaine et al, 2023) and reflection (Oakes et al, 2002). Credit is given for the academic learning with the standards of the respective regulators.…”