A ten-step process for implementing a service-learning course

Abstract

Alexander Astin, Eyler & Giles, Honnet & Poulsen, and several other researchers have indicated that service to a community adds value to the learner's educational accomplishments. (Astin, 1985, 1993; Eyler & Giles, 1999; Honnet & Poulsen, 1989). Furthermore, it is quite apparent that students learn best, when they are provided with an opportunity to utilize their knowledge to help a select community. The authors are of the opinion that service learning relieves the students of the monotony of routine classroom work and learning disengagement. The authors believe that service learning helps to rekindle the social consciousness of the student learner. The authors promote designing of service-learning programs that can make a significant impact in the area of social activism. This philosophy has been put in to practice at Miami University. A Senior Design Capstone Experience has been designed in such a manner that it does not become an item that occupies a table in an engineering laboratory. Instead, it has been transformed to be viewed as a major event that brings the college, the community and the schools together to experience a technological accomplishment of young minds. Miami University considers this to be a very important service contribution to the community as a whole. The knowledge gained through this collaboration between Miami University, the community, local area high schools, industry mentors and national sponsors is extremely valuable. Miami University Seniors, the high school students as well as their mentors and sponsors experience a bliss of technological excellence. (Narayanan, 2004 e). In this presentation, the authors provide data and analysis of results as to how their techniques have impacted upon student learning. © American Society for Engineering Education, 2007.