Impacts of Service-Learning on the Professional Social Responsibility Attitudes of Engineering Students
Impacts of Service-Learning on the Professional Social Responsibility Attitudes of Engineering Students
复制标题
服务学习对工科学生职业社会责任态度的影响
DOI：
10.24908/ijsle.v9i2.5449
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发表时间：
2014
期刊：
影响因子：
--
通讯作者：
N. Canney
中科院分区：
文献类型：
--
作者：
A. Bielefeldt;N. Canney
本研究探讨了工科学生的社会责任态度与他们参与服务学习和/或课外工程服务活动，如工程师无国界（EWB）之间的相关性。社会责任感的态度进行了测量，使用50个李克特项目的调查。调查亦搜集学生参与服务研习课程、网上工作坊及服务行程的次数。调查的答复收到了来自五所院校的学生，他们主要是在他们的第一年或大四，主修土木，环境或机械工程。研究结果显示，在高中期间参与服务学习频率较高的新生具有较高的平均社会责任感。大学服务学习课程对社会责任态度产生了有益的影响。在开放式的回应中，一些学生直接提到服务学习课程影响了他们的社会责任观。参加EWB的学生比没有参加EWB的学生有更积极的社会责任态度。这主要是由于具有高度社会责任感的学生选择参加EWB等活动。未来的研究是需要确定的服务学习经验，培养工程专业学生的社会责任的积极态度，如类型的结构化反思和互惠的伙伴关系与社区的具体方面。
This research explored correlations between the social responsibility attitudes of engineering students and their participation in service-learning and/or extracurricular engineering service activities, such as Engineers Without Borders (EWB). Social responsibility attitudes were measured using a survey with fifty Likert items. The survey also collected information about students’ participation frequency in service-learning courses, EWB, and service trips. Survey responses were received from students at five institutions who were primarily in their first or senior year and majoring in civil, environmental, or mechanical engineering. Findings showed that incoming first-year students with higher frequency of service-learning participation during high school had higher average social responsibility. College service-learning courses had a beneficial impact on social responsibility attitudes. In open-ended responses, a number of students directly cited service-learning courses as impacting their views of social responsibility. Students who participated in EWB had more positive social responsibility attitudes than students who did not participate in EWB. This is due, primarily, to students with high social responsibility opting into activities like EWB. Future research is needed to determine the specific aspects of the service-learning experiences that foster positive attitudes toward social responsibility in engineering students, such as types of structured reflection and reciprocal partnerships with the community.