November 11, 2015

Water Engineering Technology

Service Learning Program Development
Submitted to the Faculty of the School of Education
In Partial Fulfillment of the Requirements for the
Degree of Master of Education in Leadership and Administration
At
Gonzaga University
Spokane, Washington
(Date of Pro Sem)

By Student 1
Instructor
Dr. Ron Carswell

I certify that I have read this manuscript and that, in my judgment,

it is adequate in scope and quality for the degree of
Master of Education in Leadership & Administration (for BC)

Second Reader Name, degree

Advisor Name, degree

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Acknowledgments

I wish to acknowledge the support of Okanagan College, especially but not limited to
Yvonne Moritz, Gilbert Bede, Michele McCready, the Extended Study Leave
Committee, the Grants-in-Aid Committee.

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Dedication

This work is dedicated

to

My parents, Roland and Marilyn Oliynyk.

I would never have completed this degree without their
unwavering support and dedication to me and my family.

This thesis is as much theirs as it is mine.

Service Learning/MacMillan

Abstract
The abstract serves as a brief, comprehensive summary of the contents of your research
project: the purpose of the study, rationale, key ideas from the literature, brief description of
the methodology of the study, key findings, and conclusions. More information about writing
abstracts is available in the APA manual (6th Edition) on pages 25-27. The abstract should not
exceed 120 words.

Commented [SJ1]: and be on one page, double-spaced, as

a single paragraph.

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Table of Contents
Abstract ..................................................................................................................................... v
Chapter I Introduction to the Problem .................................................................................. 8
Rationale .............................................................................................................. 11
Purpose ................................................................................................................. 12
Operational Definitions ....................................................................................... 12
Summary .............................................................................................................. 13

Chapter II Review of the Literature ................................................................................... 15

What is Service Learning? ................................................................................... 15
Service Learning and Social Justice ................................................................ 16
Service Learning and the Problem-Based Learning Model............................ 17
Service Learning and the Community Based Education................................ 19
Service Learning and Student Learning Outcomes ........................................... 20
Cognitive Skill Development ........................................................................... 20
Personal Reflection ........................................................................................... 21
Civic Engagement and Personal Responsibility ............................................. 22
Service-Learning Program Models ...................................................................... 23
Service Learning Curriculum Evaluation: Benefits and Barriers ..................... 24
Benefits to the Students................................................................................... 24
Benefits to the Academic Organization and Staff ........................................... 27
Benefits to the Community Organization ....................................................... 28
Student Barriers............................................................................................... 29
Academic Organizations Barriers.................................................................... 30
Community Partner Barriers .......................................................................... 32
The Changing Roles of Engineers ....................................................................... 33
What has field of engineering education been like? ....................................... 33
How could service learning play into the future of engineering education? .. 34
Summary .............................................................................................................. 36

Chapter III Considerations for Curriculum Development ..... Error! Bookmark not defined.
Suitability Assessment ..................................... Error! Bookmark not defined.
Consultation ...................................................... Error! Bookmark not defined.
Service Learning Curriculum Design .............. Error! Bookmark not defined.
Procedures and Time Line ................................ Error! Bookmark not defined.
Figure 1. Project Timeline ................................ Error! Bookmark not defined.

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Summary ........................................................... Error! Bookmark not defined.

Chapter IV The Developmental Project ................................... Error! Bookmark not defined.

Suitability Assessment ..................................... Error! Bookmark not defined.
Okanagan College Strategic Plan 2010-2015 ............... Error! Bookmark not
defined.
Okanagan College Long Term Education Plan October 25, 2011 ........... Error!
Bookmark not defined.
Okanagan College Tactical Education and Support Plan .. Error! Bookmark
not defined.
Science, Technology and Health Portfolio Action Plan 2014 ................... Error!
Bookmark not defined.
Water Engineering Technology Round Table Session . Error! Bookmark not
defined.
Water Engineering Technology Students..... Error! Bookmark not defined.
Conclusions ....................................................... Error! Bookmark not defined.
Service Learning Program Design and Implementation Recommendations
........................................................................... Error! Bookmark not defined.

Chapter V Discussion and Conclusions .................................... Error! Bookmark not defined.

Recap of proposal .............................................. Error! Bookmark not defined.
Discussion of Project ......................................... Error! Bookmark not defined.
Future Considerations ...................................... Error! Bookmark not defined.
Personal Action Plan ........................................ Error! Bookmark not defined.

References ............................................................................................................................... 37
Appendices .............................................................................................................................. 43

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Chapter I
Introduction to the Problem

Water Engineering Technology (WET) is a nationally accredited and internationally

recognized, two year diploma program. WET provides students with an educational blend of
traditional chemical and civil engineering technology combined with innovative waterfocused environmental studies. The goals of the program are to educate, train and equip
students so they are able to play a leading role in the water industry - both in Canada and
internationally - to monitor, assess and protect both public health and water in the
environment.
WET students and graduates have a valuable skill set that could benefit developing
communities both in Canada and internationally as water related health and environmental
issues are some of the most prevalent in the world. The United Nations has declared that
rights to clean water should be guaranteed for all people (Lenton, Lewis, & Wright, 2008).

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However, many governments do not focus on the need to provide access to safe water for
their citizens, especially in developing nations.
Access to clean drinking water is a defining feature of a stable society. As stated in
the Canadian Consulting Engineering Journal, The backbone to any economy, whether it is
Canada or a developing country, is potable water (Canadian Consulting Engineer,
2004).Need page # Based on statistics provided by the World Health Organization,
approximately 1.5 million people die each year from waterborne illness (Collier, 2008). The
poor in developing nations are especially at risk due to limited financial resources and low
education levels. These problems are compounded by the lack of municipal infrastructure in
rural areas where often the poorest citizens of the population reside.
WET students and graduates have the skills and abilities to work with communities to
provide access to clean water and protect and manage water supplies. Due to barriers
presented by non-governmental volunteer organizations (NGOs), WET students have not been
able to successfully obtain volunteer placements due to the unclear pathways to volunteering,
the competiveness of the volunteer process and requirements for credentials and experience.
Many students in the WET program have expressed interest in volunteering. There
have been a few students who managed to find volunteer opportunities on their own through
their home community organizations or churches. However, most students do not have an
association with any organization and are looking for assistance to find these volunteer spots.
Some options explored by interested students included NGOs such as Engineers without
Borders (EWB) or Canadian University Service Overseas International (CUSO).
Since 2006, there have been no successful volunteer placements of WET students with
these NGOs for several reasons. The first problem is that these volunteer opportunities are

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highly competitive. As noted on the EWB website, there can be more than 100 applicants for
every 10 positions (Engineers Without Borders Canada, n.d., para. 4). This situation mirrors
an overabundance of qualified applicants for limited internships that is well documented in
other professional disciplines such as Psychology. While these internships are typically not
volunteer positions they are technical in nature which is similar to engineering volunteer
positions. The ratio of internship positions to the number of applicants is in the range of 3%
to 8% (Seawell, Krohn, Gorgens & Erickson, 2009, p.129).
Another issue facing students is that these organizations are also looking for highly
skilled volunteers. CUSO states that they require international volunteers to have a degree or
related educational background and at least two to five years of relevant professional
experience in order to meet the requests/needs of our overseas partners (CUSO International,
n.d. para. 3). The continued upward trend for youth unemployment in industrialized countries
like Canada exacerbates the difficulties in obtaining the needed experience to qualify for the
volunteer positions (Martin, 2009).
The combination of the competition and the experience requirements makes it very
hard for students to get involved. However, education and internationally recognized
professional certification makes WET students and graduates very suitable for volunteer
placements with NGOs. A potential solution to this problem is to formalize volunteer
positions as part of the academic curriculum. When volunteer placements are coupled with
formal education it is referred to as service learning. Service learning curriculums are a wellestablished educational model that provides many benefits to all of the participants.

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Rationale
A service learning curriculum usually consists of some form of traditional classroom
activities and related meaningful service activities. The student learning outcomes in a
service learning program include the usual academic outcomes but also include practical skill
development and an increased sense of civic responsibility (Bringle & Hatcher, 1996).
The benefits of service learning curriculums have been clearly documented for the
academic institution and its staff, the host community organization and the student (Jacoby,
1996). When considering whether a service learning program could benefit Okanagan
College specifically, one only has to refer to the organizations mission statement which is to
Transform Lives and Communities. Service learning programs offer an effective method to
fulfill this mission statement by providing innovative educational experiences for the student
and meaningful service in the community. Faculty involved in service learning curriculums
report high levels of satisfaction based on improved levels of student engagement and
learning (Bringle & Hatcher, 1996; Bulot & Johnson, 2006).
The community organization benefits by the access to skills and abilities it would not
normally obtain. Service learning curriculum allows for technical information and cultural
exchange between the academic institution, the student and their placement community. In
turn, the students have opportunities to develop relationships and collaborations which in the
long term can potentially transform both the student and the placement community culture
(Kinsella, Bossers & Ferreira. 2008).
Service learning program participation appears to promote many positive outcomes for
students including improvement to their mental functioning and technical skills as well as
developing social and moral awareness (Astin, 1993; Astin & Sax, 1996; Azer, Guerrero, &
Walsh, 2013; Bringle & Hatcher, 1996; Bulot & Johnson, 2006). Students in a service

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learning program gain valuable experience that is relevant for jobs. A study completed on
behalf of VSO, an international development charity, found that Only one in ten of the
returned VSO volunteers identified the desire to develop their professional skills or broaden
their management skills at the outset of their placement. However, on reflection, the majority
then highly rated the skills they developed during their two-year placements overseas (Cook
& Jackson, 2006, p.3).
Students involved in international placements experience personal and professional
growth, personal transformation and expansions in world views (Greatrex-White 2007). This
point of view is supported by a review of engineering student satisfaction following a short
international study and cultural exchange program which found that Students also strongly
felt that the CIE [service learning] courses enhanced their understanding of the impact of
engineering in a global and societal context as well as increasing their knowledge in the
topical content of the courses (Schubert & Jacobitz, 2013, p.8).
Purpose
The purpose of the investigation is to assess whether service learning programs are
suitable for Okanagan College and more specifically the Water Engineering Technology
program.
Operational Definitions
Community

Engagement

A community is a group of people bound by geographic region,

interest, learning or other commonality. Individuals work
together for a common purpose, and actively engage and learn
from each other.
An engaged student or employee is fully involved in, and enthusiastic
about, his or her learning and work, and is intellectually and
emotionally committed to their learning and their institution. Engaged
individuals persist in their learning and work despite challenges and
obstacles. They demonstrate a willingness and desire to participate in,

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and be successful in their work and learning.

Interdisciplinary
education
Learner Centered

Service Learning

Social Justice

Volunteer
Water Treatment
Wastewater
Treatment
Water Borne
Illnesses
Water Engineering

The combination of two or more academic disciplines for the purpose

of creating new educational opportunities or meeting emerging needs.
In a learner centered environment there is a constant focus on
continuous learning and applying the lessons learned. A learnercentered organization focuses on supporting people through the
process of self-actualization and assists them in achieving their full
potential.
Service learning is the incorporation of community service into
education: a school program that integrates citizenship values into
education by involving students in community service.
The concept that all members of a society must have an equal and just
place within that society which includes the right for all individuals to
have their basic human needs met and to have the freedom to pursue
their lives.
A person who voluntarily takes part in an enterprise or who offers his
or her services in any capacity.
The physical, chemical and biological treatment of raw water to make
it potable.
The physical, chemical and biological treatment of sewage generated
from residential, commercial or industrials uses.
Water borne bacteria, viruses, amoebas and contaminants that cause
pathogenic effects in humans.
A field of professional engineering practice which manages all aspects
of water in both natural and man-made environments. It involves the
protection and management of natural waters, the treatment and
supply of safe water for human purposes and the collection and
treatment of human generated sewage prior to discharge back into the
environment.

Summary
Water Engineering Technology students and graduates have a valuable skill set that
could benefit developing communities if they are given the opportunity to use those skills to
treat, protect and monitor water resources. The volunteer experience has a demonstrated
track record of providing valuable experience and skill building opportunities for the
volunteer and a unique opportunity for technical information and cultural exchange between
the volunteer and their placement community. A service learning mandate could be promoted

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at Okanagan College that would support the development of Water Engineering Technology
program specific service learning program.

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Chapter II
Review of the Literature
In the chapter an exploration of the core concepts and ideologies which define service
learning programs is presented. A review of the benefits and problems associated with
service learning programs is also presented along with an analysis of issues related
specifically to engineering service learning programs.
What is Service Learning?
Service learning is when community service is incorporated into an academic setting.
There are many different definitions of service learning however, most of the literature agrees
that service learning is an educational experience in which students participate in an
organized service activity that meets identified community needs and reflect on the service
activity in such a way as to gain further understanding of course content, a broader
appreciation of the discipline and an enhanced sense of civic responsibility (Bringle &
Hatcher, 1996, p. 222).

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Although there are a variety of service learning models, service learning usually
consists of some form of traditional classroom activities (lectures, assigned readings,
assignments) and related meaningful service activities. The activities and service are linked
through reflection activities such as directed writings, small group discussions and class
presentations. Service learning varies from other forms of community engagement such as
internships or co-op programs in that it focuses on more than just the students professional
skills (Bringle & Hatcher, 1996). While there are usually opportunities for professional skill
development, equal focus is devoted to the promotion of learning egalitarianism and
citizenship skill development within the service learning model.
Service Learning and Social Justice
At the core of service learning is the idea that teaching is a moral obligation (Shapiro &
Stefkovich, 2001; Katz, 1999; Storey & Beeman, 2008). As such, educators must reach for
the higher principles of equality and intellectual freedom as evidenced by the philosophy of
social justice. The central belief of social justice is that all members of a society must share in
the responsibility, leadership, rewards and hardships equally. If any member or group within
that society is not allowed to participate fully, then that group will be marginalized and not
reach their fullest potential. Unfortunately, issues of gender, race, religion, political beliefs
and sexual orientation have long been used to isolate and incapacitate certain groups within
our society and consolidate the power in a select group of citizens, usually white males
(Connell 1993).
Dewey (1903), long considered the modern forefather of social justice in school
systems, believed that education was central to the establishment of a democratic society. In
Deweys paradigm, democracy was interpreted to mean a widespread cooperative,

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participatory experience[that allows for] the breaking down of those barriers of class, race,
and national territory which keep men from perceiving the full import of their activities
(Dewey, 1916). need a page number Dewey emphasized that action-orientated,

Commented [AM3]: Allison find page number

collaborative, real-world problem-solving education can function as the most powerful means
to raise the level of instrumental intelligence in individuals, groups, communities, societies,
and humanity (Benson, Harkavy, & Puckett, 2007, p. 25). Dewey believed that schools
could perform two critically important functions within a society: 1) the schools as a
community institution actively engaged in the solution of community problems; and 2) the
school as a community institution that educates children, both intellectually and morally, by
engaging them appropriately and significantly real-world community problemsolving
(Saltmarsh 2008, p. 63).
It can then be argued that in democratic societies, the primary goal of educators is to
help make citizens who are deeply engaged in the service of the public good, not merely in
their own self interests (Storey & Beeman, 2008, p.268). In order to achieve this outcome,
educators must integrate the concepts of democracy, social justice and school reform through
scholarship dialogue and action (Gross, S.J., 2008). The service learning educational model is
a vehicle through which these outcomes can be realized.
Service Learning and the Problem-Based Learning Model
The type of situational learning used in service learning is referred to as problem-based
learning which is also sometimes referred to as experiential learning or active learning. It is a
learner centered instructional strategy in which students work in small group to learn
collaboratively to investigate or solve an assigned problem. (Azer, 2011). In problem-based
learning, the learners are the active participants in the discussion, with each group member

Commented [AM4]: Jerri, I added a hyphen to all the

problem-based in the document

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contributing to the learning. The instructor takes a sideline role of a facilitator and guide to
the learning process (Azer, McLean, Onishi, Tagawa, & Scherpbier, 2013).
Problem-based learning varies from traditional curriculum delivery models where the
primary aim is to deliver content. In problem-based learning, the content is only relevant if it
aids in the exploration or solution of the problem. However, it should be noted that problem
solution is not necessary in order to be considered a success. The intent of the problem is to
provide a structure, through which the students engage directly with the source material
and/or resources central to the content and learning objective(s) of the course (Azer, 2011).
This first hand exposure provides unique opportunities for student learning that cannot
be duplicated with traditional classroom pedagogical methods. The goal of a problem-based
learning scenario is to create an experience for the student. Unlike a traditional curriculum
that primarily provides content for memorization, the problem-based learning experience
should provide opportunities to explore objects, feelings, relationships, memory, imagination
and a full range of cognitive skills (Hill, 2006). Cooperative educational experiences like
those explored in service learning result in improved student outcomes compared to a formal
and content driven curriculum (Astin, 1993).
Problem-based learning scenarios can be provided to the students in a number of
different formats such as case studies and literature driven explorations. However, it is
increasingly common for academic institutions to partner with an external organization to
develop a problem scenario. The community organizations may include schools and
governmental and non-governmental community agencies (Walsh & Whitley, 2014).

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Service Learning and the Community Based Education

Service learning uses the volunteer community service experience to provide situational
learning opportunities for the students. The expectation of community based education is that
the student must be involved in activities which extend beyond the boundaries of the
classroom walls. Community based learning approaches focus on small numbers of people
in a community who are engaged in addressing an important, complex problem
collaboratively and actively because they are directly affected by the problem and its
solution (Gateways, Kearney, Wood & Zuber-Skerritt, 2013, p. 115). The success of
community based learning evaluated in terms of its mutual benefits to all of the participants
(Gateways et al, 2013).
During the community service activity, the student freely gives of their time and energy
to address a meaningful need in the larger community that is currently unmet. In order for the
community service to be meaningful, the relationship between the student, academic
organization and community must be inclusive, collaborative and democratic (Gateways et al,
2013). Historically, much of the civic engagement work that has emerged in higher
education reflects an expert-centered framework of engagement, often identified as
technocratic, scientific, or positivist, which is grounded in an institutional epistemology of
expert knowledge housed in the university and applied externally (Saltmarsh, 2008, p. 65).
In order to avoid an autocratic, top down, academic to lay people power structure, a
relationship of reciprocity must be formed between all participants. Reciprocity in this sense
is defined as the explicitly democratic values of sharing what were perceived as exclusively
academic tasks with non-academics and encouraging the participation of non-academics in
ways that enhance and enable broader engagement and deliberation about major social issues
inside and outside [the academic organization] (Saltmarsh, 2008, pp. 65-66).

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Unlike a paid internship or employment, during the community based service learning
assignment the student expects no financial compensation for the services rendered. No other
benefits to the students are implied nor expected besides the educational opportunities and the
satisfaction in helping others in their community. Hill (2006, p.10) related that the sense of
community gained by the student during a properly designed educational experience where
the learning is connected to the larger community of people and ideas is one of the root ideas
that connects the philosophy of education to the bigger spheres of social justice and
empathy.
Service Learning and Student Learning Outcomes
The service learning teaching methodology includes problem-based instruction in the
context of meaningful community service. Service-learning is a form of experiential
education in which students engage in activities that address human and community needs
together with structured opportunities for reflection designed to achieve desired learning
outcomes (Jacoby, 1996, pp. 5).
There are three main student learning outcomes of a service learning curriculum. The
first learning outcome is the use of real-world problem solving to develop the students higher
cognitive functions. The second outcome in service learning is to use personal reflection to
identify strengths and opportunities for growth in the student. The final outcome of service
learning is to promote within each student a sense of community engagement and personal
responsibility.
Cognitive Skill Development
The cognitive development model believes that learners must go through a series of
ordered mental developmental steps. There are six cognitive skills that must be mastered

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which increase in sophistication. The cognitive steps in order are: 1) basic memorization; 2)
comprehension; 3) application; 4) analysis; 5) synthesis; and 6) evaluation (Eisner, 1985, p.
???? need a page number here!!!). Traditionally structured courses are generally focused
around the lower level cognitive functions of content memorization and comprehension.
Students demonstrate academic competence by the ability to produce the information on a
final examination or term paper (Azer, McLean et al, 2013).
In the problem-based curriculum used in service learning courses, the focus is not rote
learning or memorization of factual knowledge. The focus is on deep understanding and
cognitive skills (Azer 2011, p. 811). The students must be able to think critically about the
issues, identify the knowledge needed, analyze the information and synthesize the data into a
useful application that addresses the requirements of the service learning project.
Student participation and input during all stages of the service learning project are
essential. This participation, which is sometimes referred to as student voice, allows the
student to have the opportunity to select, design, implement, and evaluate their service
activity. The ability to exercise choice encourages sustained interest in the student and makes
the learning relevant (Jenkins, 2005). There is no learning for the sake of learning or simple
memorization of facts to prove competence.
Personal Reflection
A key component in a service learning curriculum is personal reflection. Reflection is a
period of critical thinking performed by the student with the intent of achieving a better
understanding of their own values, opinions and limitations in the context of the service
learning project (Jacoby, 1996). Although reflection may occur spontaneously, it is generally
understood by educators that formal opportunities for reflection allow for the best learning

Commented [AM5]: Allison Find page number

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outcomes. It is important to have a balance of reflection and action as it allows the students to
be aware of the impact of their activities on both their personal learning and the community.
Through critical reflections students connect thinking and action, and stimulate the use
of higher order thinking skills such as analysis, comprehension, problem solving,
evaluation, and inference. Reflections include many forms such as in-class discussions,
keeping journals, writing papers/reports, and making presentations, among others.
(Dewoolkar, George, Hayden & Neumann, 2009, p. 162)

In addition to the opportunity for student growth, the reflection process provides an
evaluation tool to assess the quality of learning occurring in the classroom. The ideas
presented in the reflection documents provide the educator with an understanding of the
students progress in mastering the material and skills defined in the learning outcomes (Azer,
2011).
Civic Engagement and Personal Responsibility
The final component of a well-designed service learning course is the focus on civic
responsibility which is defined through formal learning outcomes. During the service
learning placement and through the reflection process, the students are expected to develop an
awareness of their role in the larger community and their personal obligation to meet the
needs of society (FDE, 2009). The goal is to have the students actively engaged with the
community partner and feel a sense of personal responsibility to the organization and the
people they are working with (Azer, Guerrero, & Walsh, 2013). To facilitate this outcome, the
student must recognize the value of the work to be completed and feel that the community
partner will benefit from their efforts. This is a critical part of the service learning process

Commented [AM6]: Fixed long quote formatting

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where the student voice must be exercised and care taken to respect their skills, abilities and
interests; not every student will be the right fit for every project (Walsh & Whitley, 2014).
Service-Learning Program Models
Service learning can be conducted in a variety of formats and may encompass a single
student in a directed studies course, a classroom cohort in a single course, a program cohort or
an entire school (National Service Learning Clearinghouse, n.d.). Service learning
opportunities can be implemented fully into an all-encompassing curriculum or included in
only parts of a specific course or project. Where academic organizations have adopted
service learning curriculum they have most often implemented an hybrid SL curriculum
where the service learning project is central to the teaching and learning and there is an
opportunity for integration of basic clinical sciences, but project based learning tutorials are
supported by other teaching opportunities such as lectures, seminars, practical classes and
self-directed learning sessions (Azer, 2011, p. 809). In whatever form the service learning
program is implemented, it works best if the project is of a suitable duration that allows for
the students to explore the full scope of the project which usually must take a period of
several weeks or months (FDE, 2009).
The Florida Department of Education (FDE, 2009) has developed standards for service
learning which outlines the four following types of service learning:
1. Direct Service Learning: Person-to-person, face-to-face projects in which service
impacts individuals who receive direct help from students (tutoring, work with
elderly, oral histories, peer mediation, etc.).

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2. Indirect Service Learning: Projects with benefits to a community as opposed to

specific individuals (i.e., environmental, construction, restoration, town histories,
food and clothing drives).
3. Advocacy Service Learning: Working, acting, speaking, writing, teaching,
presenting, informing, etc., on projects that encourage action or create awareness
on issues of public interest (i.e., promoting reading, safety, care for the
environment, local history, violence and drug prevention, disaster preparedness).
4. Research Service Learning: Surveys, studies, evaluations, experiments, data
gathering, interviewing, etc., to find, compile, and report information on topics in
the public interest (i.e., energy audits of homes or public buildings, water testing,
flora and fauna studies, surveys).
Service Learning Curriculum Evaluation: Benefits and Barriers
There are many benefits to the students, academic organization and the community
partner organization with the effective implementation of service learning programs however,
if incorrectly implemented it can result in serious problems for all parties.
Benefits to the Students
Service learning program participation appears to promote many positive outcomes for
students including improvement to their mental functioning and technical skills as well as
developing social and moral awareness (Bringle & Hatcher, 1996).
In addition to the development of higher cognitive function skills which is an intended
learning outcome of service learning projects, students who used deep learning approaches
like service learning were more likely to achieve academic success and a genuine
understanding of the subject. (Astin, 1993; Astin & Sax, 1996; Azer, Guerrero, & Walsh,

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2013; Bulot & Johnson, 2006) These benefits result from the contextual nature of a service
learning curriculum. When students encounter new material in context of a service learning
project it provides a structure for the brain to incorporate this information into a
comprehensive memory scheme. This then allows the student to store and recall the
information more easily. Context-specific experience is a critical source of task and
environmental knowledge stored a schema in the brain. When individuals encounter a
context-specific event in the present that is similar to a prior experience, they are quickly able
to activate schemas that dictate courses of action (Burke & Carton, 2013, p. 104). Benson,
Harkvay, and Puckett (2007) very eloquently summarized the mental benefits to students from
community project based learning in this way:
Human beings best develop their innate capacity for intelligent thought and action when
they purposefully use it as a powerful instrument to help them solve the multitude of
perplexing problems that continually confront them in their daily lives and they reflect
on their experience and thereby increase their capacity for future intelligent thought and
action. Intelligence does not develop simply as a result of problem-solving action and
experience; it develops best as a result of reflective, strategic, real-world problemsolving action and experience. (p. 25)

To complement improved mental functioning, students involved in service learning

projects often see a positive change in non-academic skills such as team work, leadership
skills, communication and decision making (Astin & Sax, 1996; Walsh & Whitley, 2014).
Using the example of decision making skills, Burke and Carton (2013) state that a real world
placement:

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often presents an irrational decision-making environment, in contrast to the rational

decisional environment normally presumed to exist in the classroom internships [and
similarly service learning placements] expose students to the less than optimum
atmosphere in which decisions are often made as well as to personal dynamics, which
frequently factor into the political nature of the work environment. (pp. 105-106)

These real world skills are of importance to the student but equally important are the
career experience and community contacts developed during the service learning placement
(Astin & Sax, 1996). The importance of this opportunity for career preparation cannot be
understated.
Educational internship [and similar experiences such as service learning] gives an
applicant an advantage when seeking permanent employment. Often employers require
that job candidates include work experience in the field among their qualifications
which is difficult to obtain for recent college graduates [these placements are] a
source of essential on-the-job training and the beginning of a professional network for
student trainees. (Burke & Carton, 2013 p. 106)

In addition to the improved academic and technical skills and career development
opportunities, students that participate in service learning projects also see positive changes to
the civic, social and personal attitudes and an improved appreciation for diversity (FDE, 2009;
Walsh & Whitley, 2014). During the service learning process, a high degree of focus is
placed on the creation of positive working relationships between the student and the

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27

community members. The result of this relationship building is an increased capacity to

embrace diverse opinions and experiences (Gateways et al, 2013 p. 121).
In 1995-1996 a study conducted in the United States of over 100 academic institutions
(Corporation for National Services Learn and Serve America Higher Education members)
found that the effects of service learning resulted in positive outcomes in all 35 student
outcomes assessed. The area with the strongest positive outcomes was that of civic
responsibility. Interestingly, the effects of this civic commitment to serve society extend long
after graduation (Astin & Sax, 1996). The findings of this study supports Deweys original
premise that academic organizations can effect change in a society by being incubators of
social justice and civic mindedness.
Benefits to the Academic Organization and Staff
Even though there appears to be limited monetary or honorary benefits to faculty, 97.5%
of faculty polled in a study conducted by Bulot and Johnson, (2006, p. 641), would teach a
service learning course again. It appears that the service learning program has a series of
intangible rewards that keep faculty motivated, even in light of the increased workloads that
service learning programs entail (Bulot & Johnson, 2006). Faculty who use service learning
discover that it brings new life to the classroom, enhances performance on traditional
measures of learning, increases student interest in the subject, teaches new problem solving
skills and makes teaching more enjoyable(Bringle & Hatcher, 1996, p. 222).
Interestingly participation in a service learning program is associated with an increased
likelihood of donating money to the undergraduate college (Astin & Sax, 1996, pp. 3-4).
The willingness of service learning alumni to give back to their academic institution seems to
reflect an improved perception of their college experience. These same students who have a

Commented [AM7]: I need to add one more paragraph to

this section about the improvements to
organizational culture especially commuter
campuses.

Service Learning/MacMillan

28

positive view of their undergraduate experience are also more likely to pursue further postsecondary education (Astin & Sax, 1996).
Benefits to the Community Organization
There are many benefits to community organizations who participate in a service
learning partnership with an academic institution although there are two main motivators that
usually drive participation. The first main benefit is that the organization can obtain a service
free of charge that they may have otherwise been unable to afford (Nemire, Margulis &
Frenzil-Shepherd, 2004). Although not a primary goal of a service learning partnership, it
often occurs that the community organizations use the service learning placements as an
opportunity to take a sneak peak at prospective employees, as well as free labor (Burke &
Carton, 2013, p. 106).
The second main benefit is that the community organization can improve its image by
borrowing credibility from the academic institution (Nemire et al, 2004). An association with
an academic institution often makes it easier to obtain grant funding and approach potential
donors. There is the perception that if a community organization is working with a college
their organization is trustworthy and the objectives of the organization have merit.
Although it is usually not a primary motivator for initial participation in a service
learning program, an often unexpected but ubiquitous benefit to the community is the
empowerment of the community members. Service learning projects, when conducted in a
democratic and egalitarian method, value the community partners as equal co-participants
with members of the academic organization (students and faculty). Since it is often perceived
that those involved with academic institutions are elevated members of society, this
democratic relationship can empower the community members especially in marginalized

Service Learning/MacMillan

29

communities with low education levels. After working with project participants and
becoming participants themselves, they perceive that they are actually contributing to [the
project] and thus feel recognized and valued (Gateways et al, 2013, p. 120).
Student Barriers
There are many benefits to the students, academic organization and the community
partner organization with the effective implementation of service learning programs however,
if incorrectly implemented it can result in serious problems for all parties. Student
satisfaction with service learning curriculum is usually very high unless the service learning
program is improperly managed which can generate confusion around the educational
process, expectations and learning outcomes. The improper management usually stems from
two main issues: unfamiliarity with service learning programs and growing pains associated
with a new program implementation (Bulot & Johnson, 2006).
The first problem is that the type of project-based learning used in a service learning
curriculum is usually new to most students. Students need to be properly trained in how to
organize a project (project management skill development), how to conduct self-directed
research (which includes accessing a variety of resource materials), and how to work within
the team environment (effective meetings and other team communication) demanded of them
by the project-based learning model (Azer 2011; Azer et al, 2013). For example, Azer (2011)
states that project-based learning curriculum students are encouraged to use a number of
resources such as multimedia, review papers, journal articles, medical dictionaries, anatomy
atlas, educational websites, plastinated specimens, e-textbooks and textbooks (p. 810).
Students, who have not been properly orientated to the service learning experience, will

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30

usually perform poorly during the service learning project and rate their experience much
lower than a conventional curriculum.
The second issue is that the establishment of an effective service learning program takes
approximately two to three years. During this time period, faculty and community partners
are growing through a steep learning curve associated with the complex implementation of a
service learning curriculum. The students caught in the transition from a conventional
curriculum to service learning curriculum generally have very low student satisfaction levels
with the quality of education (Nemire et al, 2004).
When a service learning placement is not selected or managed appropriately, which
frequently occurs during a service learning program start up, students have a tendency to view
the service learning project work as time consuming, emotionally draining and of limited
academic benefit (Bulot & Johnson, 2006). Many interns report that they have been used by
being assigned to menial tasks with no educational benefits or career preparation, and they
complain that they are doing largely unskilled work (Burke & Carton, 2013, p 107).
Academic Organizations Barriers
The primary barrier to the creation and maintenance of effective service learning
programs is the lack of institutional support (Bulot & Johnson, 2006; Science & Justice
Research Center, 2013). The academic institution must embrace service learning as a key
method of meeting both educational and community needs. Significant and ongoing financial
and political support is necessary to create a learning environment capable of effectively
supporting service learning programs. The institution may need to commit to the creation of
new lab spaces, staff training programs, service learning resource materials for instructors,
hiring service learning coordinators and the creation of a service learning office to support

Service Learning/MacMillan

31

service learning programs (Azer, 2011; Bringle & Hatcher, 1996). The efforts and
investments devoted to initiating service learning must be complemented with the resources to
sustain and expand the program. Institutions should examine their faculty reward structures
and determine how they facilitate and inhibit faculty involvement in service learning
(Bringle & Hatcher, 1996, p. 227).
Another potential problem that academic institutions face is the perceived conflict
between existing cooperative work programs and unpaid service learning community
programs. The concern is that existing cooperative work positions could turn into unpaid
service learning positions as the community partners take advantage of the free labour which,
based on recent studies, is completely justifiable. In the United States, a recent survey
reveals that 46 percent of university career centers reported more unpaid internship postings
[rather than paid postings] during the most recent calendar year [2010-2011] compared with
2009-2010; notably however more paid internships translated into employment offers than
unpaid internships (Burke & Carton, 2013, p. 101). To limit the problems associated with
this trend, service learning community placements should fulfill a role outside of traditional
cooperative work positions. This could be done by coordinating only with organizations that
would not normally have cooperative work programs with the academic institution. However,
most agree that these concerns apply only to for-profit firms and do not apply to non-profit
firms or governmental organizations (Burke & Carton, 2013, p. 114).
Compounding the above two issues is that faculty are often reluctant to adopt a service
learning model for two main reasons: unfamiliarity with the service learning model; and the
perceived conflict it represents to other job demands such as their own personal research
(Bulot & Johnson, 2006). Faculty are used working independently and providing instructor

Service Learning/MacMillan

32

centered education which contrasts with the team based, student centric model employed in
the service learning model (Azer et al, 2013).
The other issue for faculty is that service learning project work is significantly more
intensive than a standard curriculum (Nemire et al, 2004). A study conducted in the United
States which surveyed faculty from 66 academic institutions found that 100% [of the faculty
respondents] stated that offering a service learning course takes more time and effort than a
traditional course (Bulot & Johnson, 2006, p. 639). The study found that on average faculty
members spent anywhere from 2 to 10 additional hours per week on service learning courses.
Unfortunately, faculty members frequently are assigned internship courses as additions
to their teaching load with little or no supplemental compensations for, or recognition
of, their effortinternships cannot remain an uncompensated add-on if faculty must
design, monitor, and assess learning goals based on valid objectives. (Burke & Carton,
2013, p. 129)
Community Partner Barriers
The main issue with service learning for the community partner is that ultimately the
service learning community placement is intended to provide a situational learning
opportunity for the student first and foremost (Bulot & Johnson, 2006). This can create a
conflict of outcomes because the community partner is looking to have an identified project
completed but that may not necessarily be the outcome achieved by the student (Egger, 2008;
Nemire et al, 2004). Often service-learning is organized to respond to the needs of an
academic institution which sponsors it, the needs of students, the needs of an instructor, or the
needs of a course. The needs of the agency and the community often come last (Eby, 1998,
p. 2).

Service Learning/MacMillan

33

The service learning placements can create a social dynamic of the haves versus the
have-nots where privileged students and academics are brought into help the less fortunate.
This sort of relationship implies that an elitist relationship exists and the transmission of
information and skills is one way. Often students who do service-learning enter communities
from outside. This reinforces the idea that communities themselves are deficient and need
outside resources to work at their problems. By defining needs as deficiencies, students are
able to separate themselves from the problems they encounter (Eby, 1998, pp. 3-4).
The Changing Roles of Engineers
What has field of engineering education been like?
Engineering programs have historically been characterized by a fragmented and
disjointed curricula (Lathem, Neumann, & Hayden, 2011). These traditional engineering
programs focus on technical development, rather than on preparing socially responsible
engineers (Dukhan, Schumack & Daniels, 2008, p. 22). This has created a sub-optimized
learning environment where the students neither contribute to the learning process nor do they
develop their non-technical skills such as communication and citizenship (Azer, Guerrero, &
Walsh, 2013). Although Azer (2001) was specifically discussing medical educational
programs, his observations hold true for engineering educational programs also. He stated
that current teaching methodologies create divisions between basic sciences, psychosocial,
ethical issues and clinical sciences. Traditional medical programs focus on factual knowledge
and memorization. There are no opportunities for application of knowledge acquired from
basic sciences to clinical situations (Azer, 2001, p. 808).
Engineering programs differ from other academic programs such as sciences or arts in
that they are generally accredited by a national body which is responsible for monitoring,

Service Learning/MacMillan

34

evaluating and certifying the quality of education in engineering disciplines (RopersHuilman, Carwile & Lima, 2005, p. 156). In Canada, the Canadian Technology Accreditation
Board (CTAB) provides oversight for engineering technology programs like the Water
Engineering Technology program. CTAB has general and discipline specific criteria that each
program must satisfy. The criteria often form the basis for course specific learning objectives.
While many of the CTAB criteria are technical in nature, it is important to note that there has
been a move to incorporate general program criteria related to self-directed learning,
communication, teamwork, and real world skill application which is demonstrated by the
mandatory completion of a capstone project (CTAB General Program Criteria, 2010)
How could service learning play into the future of engineering education?
Service learning programs are uniquely suited to meet the changing educational needs of
engineering programs (Lathem et al, 2011). As discussed earlier, this is an information age
where the volume of available knowledge is increasing at an exponential rate. Traditional
podium lectures and rote memorization strategies of previous times will no longer be able to
keep pace with the changing and ever increasing body of engineering knowledge. As such,
engineering programs must change from a knowledge based to a skills based curriculum with
a focus on the development of self-directed learning skills and problem solving (Azer, 2011;
Lathem et al, 2011).
It is now understood that in order for engineers to function effectively in society they
must work and think technical and human problems together (Dukhan et al, 2008, p. 21).
Chanan, Vigneswaran and Kandasamy (2012), believe that the future of engineering
education, particularly water engineering, must move toward a holistic, multidisciplinary
approach to reflect the changing expectations and needs of society. As the practice of

Service Learning/MacMillan

35

engineering has become cross-disciplinary with a move to a collaborative, interdisciplinary,

team-based environment, so have the educational criteria set out by CTAB. Largely because
of tis utilization of a hands-on approach that is both student-centred and community-centred,
service-learning has the potential to help engineering educators meet the goals and
accreditation standards established by the profession (Ropers-Huilman et al, 2005, p. 156).
The qualitative and quantitative research conducted by Ropers-Huilman, Carwile, and Lima,
(2005) concluded that the service learning project work positively affected both technical and
non-technical criteria as outlined by the American Engineering accreditation organization,
ABET. Engineering graduates must enter into the workforce with sufficient social and
technical knowledge to solve engineering problems in a sustainable manner that addresses the
economic, environmental and societal aspects (Chanan et al, 2012).
Gender equity has long been an issue in the field of engineering and efforts to balance
the gender ratios have largely been unsuccessful. Although statistic vary across North
America, in British Columbia women make up approximately 10% of the workers in
engineering technology fields and are a under-recruited and much needed demographic.
(ASTTBC, 2006). To make the field of engineering attractive to women profound changes to
the learning environment and professional practice are required. It is well-documented that
women value the more inclusive, team-based learning environment that is typical of a service
learning curriculum. In addition to women, racial minorities also respond favourably to the
service learning programs (Ropers-Huilman et al, 2005; Dukhan et al, 2008; Latham et al,
2011). So if engineering programs wish to balance their demographics, adopting a service
learning curriculum would be beneficial.

Service Learning/MacMillan

36

In the end, a new paradigm for an inclusive and balanced engineering education must be
adopted with the goal of producing renaissance engineers who are able to solve problems in
socially and environmentally conscious ways (Latham, Neumann and Hayden, 2011, p. 447).
Summary
Service learning programs are based on the fundamental principles of social justice. The
primary belief is that educational institutions must uphold and promote democracy and
equality with the end goal of developing socially responsible and civic minded graduates.
Service learning programs incorporate learning objectives around citizenship and traditional
technical content through community based experiential learning models. Although there can
be problems associated with improperly implemented or under-supported service learning
programs, the benefits to students, the educational organization and the community are
clearly documented. In addition, service learning programs are uniquely suited to meet the
educational objectives of engineering programs.

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Azer, S.A., (2011). Introducing a problem-based learning program: 12 tips for success.
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Azer, S.A., Guerrero, A.P.S., & Walsh, A., (2013). Enhancing learning approaches:
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Azer, S.A., McLean, M., Onishi, H., Tagawa, M., & Scherpbier, A., (2013). Cracks in
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ASTTBC. (2006). Reforming technology education in British Columbia: economic role,
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Benson, L., Harkavy, I., and Puckett, J. (2007), Deweys Dream: Universities and
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Appendices
Organize each appendix consecutively in the order they appear in your paper and label
in alphabetical order, followed by a title as separately paged documents (e.g. Appendix A:
Letter Requesting Permission from Principal). Note: when referring to an appendix in the
body of the text, capitalize Appendix and the appendix letter.
Appendices may include the following items:
*

Letters of approval from administration or parents

Letter of notification of approval to conduct the study

Letters granting permission to use normal classroom data for the research project

Letters acknowledging that the study procedures are within regular practice of the
school

Cover letter (other method for explaining study) for study participants

Copy of instrumentation

Copy of materials essential to any intervention

Detailed timeline and budget

IRB application, submitted electronically to committee and a hardcopy included in

proposal

Online certificate, completion of course for protection of human subjects http://phrp.nihtraining.com/users/login.php - takes plan 2 to 4 hours

Commented [AM8]: Need the following appendicles

1.Ethics certificates
2. Gonzaga University Institutional Review Board
Protocol Verification for Exempt Status form.
3.

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Service Learning/MacMillan
Other Tips

1. A hanging subhead is a subhead that does not have at least two lines of text under it. Avoid
hanging subheads.
2. Appropriate references include (but are not limited to) journal articles, websites, books,
chapters in books
3. Quotes to set the tone for each chapter should be situated under the chapter title, singlespaced and italicized. Do not use quotation marks. Place the name of the source in parentheses
after the quote. If you use a tone setting quote for one chapter, do it for all the chapters.
4. Refer to yourself as I not the researcher
5. Use active voice I interviewed five people rather than passive voice Five people were
interviewed