Introducing a Framework for Teaching Service-Learning Engineering Design Challenges.

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Bibliographic Details
Title:	Introducing a Framework for Teaching Service-Learning Engineering Design Challenges.
Authors:	DENSON, CAMERON D.¹ cddenson@ncsu.edu, HAYES, JAMEELAH² jhayes8@ncsu.edu, JONES, TAMECIA³ tjones8@ncsu.edu
Source:	Technology & Engineering Education (TEE). Sep2026, Vol. 4 Issue 1, p35-40. 6p.
Subject Terms:	Service learning, Graduate education, Engineering education, Teaching models, Community involvement, STEM education, Engineering design
Abstract:	The article introduces a pedagogical framework designed to prepare pre-service and in-service engineering educators to teach service-learning engineering design challenges. Developed using the Understanding by Design (UbD) model at a southeastern U.S. STEM university, the framework integrates service-learning—defined as course-based community service combined with academic reflection—and engineering design challenges, emphasizing real-world problem solving through community engagement. The framework was implemented in a graduate-level course within an Engineering Education Master’s program, where students collaborated with community clients to identify needs and develop culturally responsive engineering projects. Early results suggest promise, and the authors encourage educators to adopt and refine the model to foster sustainable community partnerships and enhance students’ civic engagement and technical skills. [Extracted from the article]
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Database:	Education Research Complete

Description
Abstract:	The article introduces a pedagogical framework designed to prepare pre-service and in-service engineering educators to teach service-learning engineering design challenges. Developed using the Understanding by Design (UbD) model at a southeastern U.S. STEM university, the framework integrates service-learning—defined as course-based community service combined with academic reflection—and engineering design challenges, emphasizing real-world problem solving through community engagement. The framework was implemented in a graduate-level course within an Engineering Education Master’s program, where students collaborated with community clients to identify needs and develop culturally responsive engineering projects. Early results suggest promise, and the authors encourage educators to adopt and refine the model to foster sustainable community partnerships and enhance students’ civic engagement and technical skills. [Extracted from the article]
ISSN:	29947111