Service-learning experiences: a way forward in teaching engineering students?

engineering education in the UK has slowly starting to understand the benefits of servicing learning as a pedagogical method. The Department of Mechanical Engineering at the University of Sheffield has explored service learning for the past three years.

Previous research by Stukas et al had asked the question, service-learning: who benefits and why? They indicated that there are three main potential ‘beneficiaries’ of this type of learning: the student, the institution and the community. However, they also argued that none of the potential benefits offered by service learning (learning enhancement, citizenship, fulfilment, employability, reputation, positive impact in the community, etc) is guaranteed and therefore, more research was needed to best determine the factors to achieve the goals and satisfaction of all.

This paper looks at the use of service-learning in an engineering environment both in terms of embedding social awareness into the curriculum and looks at the issues surrounding the engagement of engineering students. The work discusses problems relating to the barriers for successful implementation as well as how service-learning can inspire the next generation of engineers and change the perception of engineering in the community.