5-Year Evaluation of a Course Model for Student-Initiated Engineering Service Learning

Abstract

Student-initiated projects in engineering service learning represent an opportunity to educate engineering students on topics of sustainability, motivate new engineers to work on humanitarian focused projects, and provide impact on projects for underserved populations in partnership with community organizations. Based on iterations of an engineering design course operated by student participants of Engineers for a Sustainable World at Stanford University, we provide an analysis and discussion of the structural and operational components of a student-initiated engineering design course created to support international service projects. Course ratings demonstrate overall improvement through time in student satisfaction, indicating continued improvement of the course structure and execution despite yearly turnover in personnel. The current two-part course model consists of a one-unit lecture series followed by a three-unit design course, with classroom components complemented by opportunities for international service including project and community assessments and a summer internship program. Overall, course evaluation results were comparable to or better than faculty-led engineering design courses in mechanical, civil and environmental engineering at Stanford. While concerns over consistency persist, overall performance demonstrates successful integration of student-initiated design into the engineering curriculum.