Service-Learning Integrated
throughout a College of Engineering
(SLICE)
The vision of the project is to integrate service learning[1]
into a broad array of courses so that students will be
exposed to service-learning every semester in the core
curriculum in every program in the entire college of
engineering at U Mass Lowell.
[1] Service-learning is the integration of academic subject matter with service to
the community in credit-bearing courses, with key elements including
reciprocity, reflection, coaching, community voice in projects. (Jacoby and
Associates, 1996, p. 5)
Examples of Community Partners
• Tsongas History Center of National Park Service
• Cambodian Mutual Assistance Association
• St. Francis, Lowell General, and Spaulding Rehab
Hospitals
• Clinics, schools, town governments in 24 villages in
remote Andes
• City of Lowell
• Coalition for a Better Acre, Lowell
• Many local schools
Assistive Technology Program, Profs. Donn Clark and Alan Rux
•Example projects:
Voice-controlled apartment [individual]
. Talking telephone training aid [Perkins School for the Blind]
. Sip-Puff pinball arcade game [New England Sinai Hospital & Rehab. Center]
. Environmental control device for child [Franciscan Children’s Hospital]
. Voice-controlled electric wheelchair [individual]
. Suction control switch interface [individual]
. Single switch talking scanning device [Franciscan Children’s Hospital]
. Time switch control radio training device [Kennedy Day School, Boston]
. Telephone switchboard interface device [Perkins School for the Blind]
Program is 15 years old with hundreds of partners, many sponsors
Example: Playground Safety
• Sophomore required course in
kinematics in ME
• Forty-two students Spring 2004
• Analyze kinematics of children
on different rides and impact
from falls, test surface.
• Write report to responsible
party on safety of playground
From textbook to reality:
Village Empowerment Project
60 student-designed systems installed in 26
villages in Peru; 15 trips; 70 students
Dilemma: Should we provide TV for
Andean Villages?
Engineering Ethics Course, 180 engineering students
Prof. Gene Millican
Miniproject (pros and cons essay for takehome exam)
Senior-Graduate Design Project
26.518 Plastics Product Design (Carol Barry)
• Client
• Objective
– Replace cement grave vaults with
plastic or composite systems
• Challenges
– Learning about soil loading
• Prof. Pradeep Kurup
– Designing for 100 years +
– Meeting cost requirements
• Final design presentations
– Dec. 17 at 11:30 am
http://www.cem.va.gov/index.htm
Mahanth, Rios, Truong
Service Learning in a College Wide
Introduction to Engineering Course
270 students + open ended problem
= Museum exhibit
with 60,000 grade school visitors
(Prof. Dave Kasmer)
14.460 Water Resources Eng.
• Homework
Project:
Design an
open channel
structure for
irrigation
villagers in
Peru.
Expected Outcomes: Students
• Attraction of underrepresented groups into engineering,
• Sufficient knowledge to solve “real world” problems,
• Enhanced motivation, active learning, experience with
serving others, while covering the same course material,
• More practical applications in the courses,
• Treatment of the sociological and environmental
consequences of engineering decisions,
• Application of “good engineering practice” for community
“customers” for quality improvement,
• All the positive cognitive and affective benefits found in
previous studies.
Expected Outcomes: Community
• technical design and testing services available that
otherwise would not be,
• infusion of new ideas,
• exposure to innovative, efficient, environmentally
appropriate engineering systems,
• assistance in attaining the goals of the particular
community group,
• transfer of knowledge and skills to community
groups and vice-versa,
• transfer of perhaps donated equipment to those in
need.
Expected Outcomes: Faculty
• Revitalization in teaching and service
• Coincidental generation of ideas for
research and service through course projects
• Enhanced cooperation and unity among
departments
• Engaged students, departments, and college
• Promotion and tenure
Expected Outcomes: Institution
• Reform of many courses,
• Increased economic and social benefit to the
region, which is in the charter of the
university,
• Improved community relations and support,
• Increased recruitment and retention of
students,
• Graduates with more civic responsibility