Service learning in a multi-disciplinary Renewable Energy Engineering course

Abstract

The burning of fossil fuels and deforestation of the earth are creating an unprecedented increase of CO2 in the atmosphere. This is correlated with warming of the earth's atmosphere and climate change. Alongside of this challenge, the coming generation is facing a drastic increase in energy demand with a shrinking supply of accessible fossil fuel reservoirs. These factors are increasing the societal interest in renewable energy engineering. Utilization of Experiment at Middle School Program: Encourages civic engagement and reinforces learning through teaching of material to others Team Design of Teaching Experiment: Synthesizes learning and creates a product that is of value to the community Individual Literature Review: Creates expertise in the technology Individual Overview: Builds awareness of "big picture" context of the technology Research and manufacturing in renewable energy engineering requires a team of engineers from varying disciplines. Each must be trained in the details of their engineering major but have skills to understand the complex societal, environmental, economic, and engineering aspects unique to renewable energy. The engineer should also have experience working on multidisciplinary teams and a motivation to make a difference in society. San José State University has developed a general engineering class in Renewable Energy Engineering to accomplish these educational goals. The class covers how traditional energy is produced, measured, and sold; solar thermal; photovoltaics; wind; hydropower; fuel cells; biofuels; geothermal; and ocean, wave, and tidal energy. Active in-class exercises are utilized to guide students in building on their prior knowledge, contextualizing the advantages and disadvantages of the technology, applying calculations and engineering fundamentals, and designing solutions. A major learning exercise in the course is a community-based service learning project where the college students design teaching experiments for middle school children. In the first phase of the project, students individually write an overview of the technology and a literature review. Multidisciplinary teams of students then synthesize the expertise they gained through these assignments to design a teaching experiment. The teams bring the eaching experiment to a local after-school program for middle school children. Facilitation of this partnership is through CommUniverCity, a model service-learning collaborative that brings together resources of San José State University, the City of San José, and local organizations. Integration of the service learning project into the curriculum is facilitated by San José State University's Center for Community Learning and Leadership. Assessment of the service learning project shows that students find it increases their understanding of engineering concepts and their motivation to make a difference in society. The next generation of engineers is going to play a key role in helping solve our society's crises including the rising demand for energy and the effects of climate change. Service learning reminds and challenges engineering students that the goal of an engineer is to make a difference in society. Service learning projects allow students to use their enthusiasm now to start making a difference in their community. © 2011 American Society for Engineering Education.