ERIC Number: ED552588
Record Type: Non-Journal
Publication Date: 2012
Abstractor: As Provided
Reference Count: N/A
How Does the Implementation of Discipline-Based Service-Learning Impact High-School and College Students?
Thompson, Michael G.
ProQuest LLC, Ph.D. Dissertation, Purdue University
Undergraduate science and engineering institutions are currently attempting to improve recruiting practices and to retain engineering majors by addressing what many studies document as the major challenges of poor instruction. Service is described as experimental learning through the integration of traditional classroom teaching with structured community service. Implementation of service-learning is a response to the paradigm change in education from a focus on teaching to a focus on learning. In the last twenty years, service-learning has received a great deal of attention at the postsecondary/ higher education and secondary education levels. Although a few disciplinebased service-learning programs are utilized in certain college science, engineering, and highschool curricula at institutions around the nation, there have been few qualitative studies conducted on the impact of discipline-based science and engineering service-learning. There has been no qualitative study that compares and contrasts disciplinebased science and engineering service-learning on high school and college science and engineering students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Descriptors: Program Implementation, Service Learning, Science Education, Engineering Education, High School Students, College Students, Qualitative Research
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools; Secondary Education; Higher Education; Postsecondary Education
Authoring Institution: N/A