The LSU Community Playground Project: Reflections on 16 Years of an Engineering Service-Learning Program

Abstract

This article presents a first-year, biological engineering design course in which a placement-project combination service-learning model is used to enable students to meet practice-based and civic-based learning objectives. In this course, college students (1) work individually with elementary school students to practice reading and math skills and to learn about play and the school community, and (2) work in teams to co-create playground designs with the child play experts. Lessons learned and best practices of engineering service-learning are discussed, including the shift in instructional role, the variability and “partially controlled” nature of community-university partnerships, and the importance of language. Outcomes of the program are briefly discussed, with more detail given to five years of alumni survey data regarding the service activities of participants in the service-learning course before and after graduation. Results showed that 68% of respondents participated in service before graduation and 45% participate after graduation. Most service activities performed by graduates are not engineering related. Ideas for encouraging service in the engineering profession are discussed.