International service learning (ISL) has been integrated into engineering education and has become increasingly more popular in co-curricular experiences. While prior research investigates each of these avenues of ISL, we have not investigated how these experiences compare to one another in terms of student learning outcomes or understood these experiences from a national perspective. The purpose of this thesis is to address these gaps in existing literature and to provide a comprehensive, holistic perspective of ISL experiences ability to impact student learning on a national scale. To better understand student learning outcomes in engineering ethics, agency and identity and draw comparisons in student career choices, several survey instruments were used within a nationally-representative survey distributed to engineering seniors (n=1911) at four-year universities within the United States. Descriptive statistics were used to categorize he responses by type of ISL experience: capstone, work, or co-curricular. The survey instruments were used to measure the individual learning outcomes: engineering ethics contained 5 items, engineering identity contained 14 items, and engineering agency contained 12 original items. Each survey instrument was validated using an exploratory factor analysis (EFA) to determine the relevant factor groups for each construct. An ANOVA test or Kruskal Wallis, the non-parametric equivalent test, was used for each dataset depending on normal distribution of the data. Responses in engineering ethics showed a significantly higher score in students’ ethics understanding with ISL capstone (p< 0.001) and work experience (p<0.0001) and a medium effect size for both (Cohen’s d=0.3). Responses in engineering agency scores showed a significant difference with ISL capstone (p<0.05) and co-curricular experience (p<0.05) with a medium effect size (Cohen’s d=0.3). Additionally, responses to predicted career choice post-graduation showed a lower percentage of students anticipating leaving engineering from the 9% population rate to 6% for those with ISL capstone experience and 5% for those with ISL co-curricular experience. These results give reason to consider more frequent incorporation of ISL projects into engineering courses such as senior capstone design. / Master of Science / International service learning (ISL) is a way of learning that allows students to use their engineering skills to help others, while gaining experience in a global context. ISL projects allow students to interact with people around the world, gaining experience with cultural and social diversity while using and developing their engineering skills. ISL projects take many forms and have been used within engineering education in many ways. The three most common ISL experiences are integration into capstone courses, independent ISL work experience, and co-curricular programs such as Engineers Without Borders. Prior research has focused mainly on capstone and co-curricular ISL experiences. Research found ISL experiences beneficial for student learning, however prior research has not investigated how these experiences compare. Additionally, many studies are conducted within courses or programs which provides a limited general understanding. This study aims to provide more clarity between student learning by ISL experiences and provide a national perspective on the impacts of ISL experiences. The purpose of this study was to determine how effective ISL experiences are in improving student learning in engineering ethics, agency, identity, and retaining engineering students in the field after graduation. A survey with a total of 31 questions related to these topics (5 for engineering ethics, 12 for engineering agency and 14 for engineering identity) was nationally distributed to senior engineering students enrolled at four-year universities in the United States. The responses were categorized by student’s ISL experience (capstone, work, and co-curricular) and compared for each engineering topic. The data was analyzed statistically, and the survey questions were analyzed to ensure that they were measuring student learning as expected. The results showed that ISL capstone projects improved students’ understanding of engineering ethics, increased their sense of engineering agency, and led to a lower percentage of students who planned to leave the field of engineering after graduation. ISL work experiences improved ethics understanding for students but had little to no impact on engineering agency. Finally, ISL co-curricular experiences had little impact on engineering ethics understanding, but improved student’s engineering agency beliefs and led to a less students leaving the field. These results give reasons to consider integrating ISL experiences into engineering education more frequently to provide benefits to students.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/87048 |
| Date | 25 January 2019 |
| Creators | Baugher, Brooke Erin |
| Contributors | Civil and Environmental Engineering, Shealy, Earl W., Iorio, Josh, Knight, David B. |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Detected Language | English |
| Type | Thesis |
| Format | ETD, application/pdf, application/vnd.openxmlformats-officedocument.wordprocessingml.document |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
Page generated in 0.0133 seconds