Service Learning Versus Traditional Project-Based Learning: A Comparison Study in a First Year Industrial and Systems Engineering Course
| Autor: | Jennifer Sharpe, Christina R. Scherrer |
|---|---|
| Rok vydání: | 2020 |
| Předmět: |
Teamwork
010504 meteorology & atmospheric sciences business.industry media_common.quotation_subject 05 social sciences Service-learning 050301 education Project-based learning 01 natural sciences Course (navigation) Term (time) Perception ComputingMilieux_COMPUTERSANDEDUCATION Comparison study Systems engineering Project management Psychology business 0503 education 0105 earth and related environmental sciences media_common |
| Zdroj: | International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship. 15:18-32 |
| ISSN: | 1555-9033 |
| DOI: | 10.24908/ijsle.v15i1.13569 |
| Popis: | Service learning involves solving a real community problem while meeting course learning outcomes. Participation in service learning is hypothesized to improve undergraduate student engagement and retention, but little research has been done to measure its impact specifically on beginning engineering students. This study compares two sections of an introduction to industrial and systems engineering course; one with a service learning term project and one with a traditional project-based term project. The service learning project was designed to be a hands-on approach to the material in the project management, communication, and teamwork modules of the course, in addition to giving students the opportunity to practice industrial and systems engineering functions related to their community partner’s defined problem. Surveys, grade data and interviews provide evidence that service learning projects improved students’ perceptions of their preparation for a successful academic and professional career and also lend limited support to improved engagement and retention in engineering compared to the students in the traditional project section. |
| Databáze: | OpenAIRE |
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