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Service-learning in engineering education
Many engineering educators see service-learning as the solution to several prevalent problems in engineering education today. In the past, engineering curriculum has fluctuated between emphasizing engineering science to focusing more on practical aspects of engineering. Today, many engineering educators are concerned their students do not receive enough practical knowledge of engineering and its context. Some speculate that adding context to engineering help to motivate engineering students’ studies and thus improve retention and diversity in engineering schools. Others feel that the teaching styles do not match the learning styles of engineering students.
Many engineering faculty members believe the educational solution lies in taking a more constructivist approach, where students construct knowledge and connections between nodes of knowledge as opposed to passively absorbing knowledge. Educators see service-learning as a way to both implement a constructivism in engineering education as well as match the teaching styles to the learning styles of typical engineering students. As a result, many engineering schools have begun to integrate service-learning into their curricula.
==History==
The end of World War II marked the beginning of a movement toward increased emphasis on engineering science in engineering education. Initially, this movement enhanced the quality of engineering education. However, after decades of rising focus on science engineering, undergraduate engineering education began to lack instruction on practical engineering applications. Concurrently, the undergraduate engineering experience became increasingly fragmented.〔E. Fromm, ''The Changing Engineering Education Paradigm,'' J. Eng. Educ., vol. 92, April 2003.〕 As one author described it, "Schools break knowledge and experience into subjects, relentlessly turning wholes into parts, flowers into petals, history into events, without ever restoring continuity."〔M. Ferguson, ''The Aquarian Conspiracy: Personal and Social Transformation in the 1980s'', St. Martin's Press, 1980.〕
In the 1980s, many different organizations, including both research institutions and professional associations, conducted studies in attempts to resolve the educational problems in the engineering field. Though they conducted their research independently, they arrived at several common conclusions. Researchers agreed that the engineering schools should continue to provide solid basic theory knowledge. However, they also called for added emphasis on synthesis and design understanding as well as increased exposure to societal context and interdisciplinary teamwork.〔 Later reports reiterated the need for more exposure to engineering’s context as well as a need to make engineering more attractive and relevant to students.〔Engineering Deans Council and Corporate Roundtable of the American Society for Engineering Education, ''The Green Report: Engineering Education for a Changing World,'' American Society for Engineering Education, 1994〕 Papers also reported the need for engineering students to develop professional and interpersonal skills.〔T.W. Hissey, ''Education and Careers 2000,'' Proceedings of the IEEE, vol. 88, 2000〕
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