Impact of Service Learning on Engineering Student Development

Traditional engineering curriculum can be enhanced by incorporating project-based service learning opportunities. One example of a pedagogical approach to this is the EPICS program, founded at Purdue University. Students at two universities with EPICS programs were quantitatively assessed for the program's impacts on critical thinking and intercultural competency, and the cognitive diversity implications and professional development outcomes were examined. Instruments for assessing these attributes include the Critical-thinking Assessment Test, Intercultural Development Inventory test, Hermann Brain Dominance Instrument, and focus groups, respectively. Improvements in critical thinking and intercultural competency were observed for students involved in EPICS for more than three semesters compared to both a first year and senior cohort not participating in the program. EPICS also engaged students with more diverse thinking preferences compared to a set of students engaged only in a traditional engineering curriculum. Professional development outcomes were also improved through involvement in the EPICS program. These studies indicate that there are clear benefits to students through their involvement in project-based service learning with the EPICS program, as well as to universities, by offering opportunities to engage and retain students with cognitively diverse problem-solving approaches.