Qualitative outcomes of a pilot study which seeks to investigate the ways and extent to which service-learning impacts the development of empathy in undergraduate engineering students are presented. Service-learning is an experiential education pedagogy in which students engage in activities designed to tackle community needs within structured opportunities to promote learning and development. Community service, teamwork, problem-solving, and reflection are common elements within service-learning activities. This educational approach can provide students with real-world scenarios that connect classroom theory and knowledge to community needs.
A brief literature review on service-learning within engineering education, is presented alongside brief background on the meaning of empathy. This is followed by initial qualitative findings around a service-learning trip within an undergraduate engineering course involving 13 student participants. The findings indicate service-learning in a foreign community can serve as a platform for the development of empathy in engineering undergraduates. The development of empathy can be fostered within three main findings: group dynamics, interactions with the community, and individual interpretation of the service-learning experience through self-reflection. This paper concludes with a discussion on how these three findings collectively influence the development of empathy in students. This paper provides a qualitative approach to contextualizing the development of empathy as a learning outcome for engineering educators interested in service-learning.
Linjue Wang is currently a graduate research associate in engineering education department at The Ohio State University, USA. She received her B.E. in Built Environment & Equipment Engineering from Tsinghua University, China. She has various service learning experiences as volunteer and curriculum designer in high schools from undeveloped areas in China. Her research interests now focus on service-learning and community engagement, as well as empowering engineering education in high schools in rural areas.
Turhan Carroll is currently a graduate research associate in the engineering education department at The Ohio State University, Columbus, OH. He received BS degrees in Physics and Applied Mathematics from North Carolina State University. Previously, he worked as an engineer performing research in magneto-photonics. His research interests now focus on broadening participation in engineering via the use of informal education.
Dr. David A. Delaine is an Assistant Professor at The Ohio State University Department of Engineering Education. Within this newly formed department he strives to creatively impact engineering education and society through investigating community-based learning and its potential impact on students and communities. The goal of this research is to establish knowledge in how STEM CBL can support broadening participation and promote social justice and citizenship through evidence-based approaches.
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