Work in progress — Project-Based Service Learning in engineering: Investigating partner relationships

Abstract

Project-Based Service Learning (PBSL) is increasingly popular in engineering programs as a way to develop key student skills and address community needs. Since most PBSL projects have the intention of providing a service to a community, it is critical that partner voices are heard. However, there has been little research examining the roles and motivations of project clients. To address the community perspective, the authors have identified six organizations with longstanding (over five years) partnerships with Purdue University's Engineering Projects In Community Service (EPICS) program, and will interview 1-3 individuals associated with each. These partners have been involved with numerous EPICS projects over multiple years. Our major objectives are to investigate why organizations maintain long-term partnerships with EPICS, and develop recommendations for enhancing benefits to all stakeholders. Here we present a background literature review and description of the project scope and methods.

Immersive Experience Impact on Students' Understanding of Design

“…EPICS has intentionally focused on long-term partnerships and local community partners because of the learning benefits afforded through the ability to engage with community partners more regularly. Previous studies have indicated that understanding the nature of those interactions between students and their community partners and other stakeholders is important [6], [7] . Research suggests that critical experiences, where design assumptions are confronted, and immersive experiences are needed to develop more comprehensive ways of understanding design [8] .…”

Stakeholder engagement : a case study of a long-term partnership between a university and a non-profit organization

“…The opportunity for strategic partnership to collaboratively manage project-based learning (PBL) offers an innovative curricular solution that integrates the resources between education, industry and the community, therefore readying graduates to enter the workforce with 21 st -century skills, while also addressing the needs of the community (Cho & Brown, 2013;Rogers, 2014;Thompson & Jesiek, 2011).…”

“…Community Engagement: The result of "applying institutional resources (e.g., knowledge and expertise of students, faculty and staff, political position, buildings and land) to address and solve challenges facing communities through collaboration with these communities" (Gelmon, Seifer, Kauper-Brown, & Mikkelsen, 2005, p. 1;Thompson & Jesiek, 2011).…”