Service Learning: A Powerful Approach to the Introduction of Engineering Design for Freshman

Abstract

Service learning is a very interesting pedagogical approach for engineering education. It can be used in most engineering courses, but it fits well in a project-based design course. Through service learning, the students work with a real customer, apply all the steps of the design cycle, deliver a functional prototype, manage a real project, understand the multi-faceted responsibilities of an engineer and develop team work and communication skills. The approach was introduced in an existing, first year, first semester, design course. The experience shows that projects can be found in the community without too much effort, students perform very well and can deliver functional and useful prototypes in four months. Before introducing the service learning approach, the course was already well evaluated and is even more appreciated now. The conclusion is that service learning is a perfect approach for a course that was designed to introduce students to real-world problems in engineering at the start of their engineering education.

Engineering design, complexity in its teaching

“…Brousseau, et al [15] propose a course at the beginning of engineering programs with an introductory pedagogical approach to the real world of engineering problems. On the other hand, Stacey, et al [16] suggest courses that emphasize the need to improve the connection between design and engineering science, for which they propose the pedagogical tool "design case study" which addresses a world design theme relating it to various concepts learned in the course.…”

Using Motivation Theory to Inform Engineering Course Design

“…Design Courses [13], [14], [15], [16], [17], [18], [19], [20], [21], [22], [23], [24], [25] Introductory Technical Courses [26], [27], [28], [29], [30], [31] Upper Level Technical Courses [32], [33], [34]…”

“…Case Studies, Real-World Labs, Service Learning [26], [32], [15], [17], [28], [34], [31], [35] Course Delivery [26], [27], [29], [36], [37], [30], [33], [38], [39] Assessment [13], [16], [40], [41], [22], [42], [23], [43], [44] Theory Based or Survey Results [11], [45], [46], [47], [10], [19], [48], [1], [39], [49], [24], [25], [50], [51], [52] Out-of-class activities [53], [54], [55], [56], [57], [58] While there have been many successful interventions that improved student motivation discussed in the CEEA 2010-2018 proceedings, the relevant motivation theory behind each intervention is often missing. Understanding motivation theory may not be necessary ...…”

Student-Industry Project Identification of Favourable Conditions Through a Success Story

“…Project-based design courses are an important part (approximately one-sixth) of UQAR's engineering programs. During their first year, students undertake a design course that includes a project with a non-profit organization [2], in their third and fourth year design courses, students are encouraged to work with industry partners.…”