Project-Based Service-Learning and Student Motivation

We know from motivation theory that enhanced motivation in students is positively correlated with engagement and active learning, interest, and value. We know less about the types of instructional strategies and curricular interventions that work to enhance student motivation in a typical engineering course. Grounded in motivation theory, the purpose of this research is to evaluate how the context of project-based service-learning affects aspects of student motivation (particularly interest and engagement) in a required undergraduate Mechanical Engineering course. Our research aims to answer: 1) How does project-based service learning affect students' motivation as compared to conventional (non-service) project-based learning? 2) Do students find the context of project-based service-learning more interesting and/or valuable than conventional project-based learning? 3) How does project-based service-learning affect student engagement in the course as compared to conventional project-based learning? The research, which began in 2009, is being completed over a three-year period. The students and activities in Component Design, an existing junior-level course, will serve as the research focus. Specifically, project-based service-learning curriculum will be implemented into a required design and build activity for Component Design students. Using a conventional design project as the control, how the context of project-based service learning affects aspects of student motivation will be studied. A mixed-methods assessment strategy will be employed: quantitative data from pre-and post-project surveys and shorter surveys administered during the semester will be combined with qualitative data from student interviews and focus groups. This paper will discuss the research design, theoretical framework, and the results of a pilot survey administered in February 2010.