Service learning is a method of teaching that not only meets students’ learning needs, but also develops skills and abilities in problem-solving, decision making, critical analysis, group dynamics and team building. At the same time it builds partnerships between the college and the community that support student achievement and increase community involvement (The Texas Center, 1999). The International Partnership for Service-Learning (IPS-L), an organization comprised of over 400 American and foreign universities, has stated that service learning is a powerful means of learning that also advances the personal growth of students and instills an obligation in educated people to public and community service (The International Partnership, 2001).

Service learning can take on various forms depending on the discipline it is applied to. However, most involved in service learning, regardless of the applied field, agree that whatever the activity, certain tenets must be included for the service to be of the greatest benefit to students and the community. Such elements include: preparation, amount of service time, reflection and evaluation, and recognition (The Texas Center, 1999).

Preparation needs to take place on behalf of both the educator and the student. Faculty should be careful in their selection of service activities so that an application of or relationship to classroom teachings exists (Principles of Good, 2001). Students should be prepared to reflectively integrate the service with the information they are learning in conventional courses (Forester, 2001). The amount of service should consist of at least 40 hours in the community setting per semester (Service-Learning in Academic, 2001). Too little time will not allow reinforcement of information or principles. Reflection and evaluation should occur both privately and publicly. Research has shown that reflection has a positive impact on the attitudes of participants concerning project activities and service in general (Key Elements, 2001). Finally, recognition provides positive environment for learning and also increases satisfaction for service among students. Various methods to recognize students can be used such as awards, certifications, scholarships and end-of-the-year parties as well as media attention from newsletters and press releases (Robinson, 1998).

While benefits to the community are obvious, students involved in service learning courses should gain the most. Properly structured courses should not only provide skill in a particular subject matter, but should also help develop critical thinking abilities such as applying information to problem solving situations and synthesizing information, aid in leadership and cooperative collaboration efforts, and instill an enhanced sense of altruism toward the community (Strategic Plan, 2001). To facilitate this, instructors should shift their roles from information disseminators to facilitators and guiders (Principles of Good Practice, 2001). This will provide students the opportunity to think for themselves using information taught prior to the experience. From this independence, a sense of personal participation and sacrifice should develop, thus leading to greater philanthropic interest. In fact, in a study of 3,450 students in 42 institutions, it was found that upon completion of a service-learning course, students were over twice as likely to have a strong feeling of commitment to the community (Astin & Sax, 1996).

From a purely academic viewpoint, service learning does more than provide information on a particular subject, such as what would be received in a typical classroom setting. John Dewey, often cited as the father of educational philosophy, stated that "Experience is necessary for learning" (Academic Service Learning, 2001). Service provides the experience so that classroom teachings can be applied and thus reinforced while at the same time new knowledge is gained from the hands-on experience. Service and learning should be incorporated so that the service improves and strengthens learning and the learning improves the service (Service-Learning Development, 2001). Also, because students must apply prior learning, a greater appreciation for classroom teachings develops as students realize the relevance of the information instructors provide. Therefore, for several reasons, applicable service can enhance teaching.

Finally, studies have shown that volunteerism at the undergraduate level has positive effects on student’s later lives including such benefits as: enrollment in post-graduate work, continuation of service after graduation and improved socializing in cross-cultural environments (Astin, 1996). Therefore, universities that encourage volunteerism will be aiding students in much more than just learning course subject matter.

Various engineering programs throughout the country incorporate service learning into their curriculums. For example, Purdue University’s School of Electrical and Computer Engineering has created a program called E.P.I.C.S. (Engineering Projects in Community Service) in which students partner with local community service agencies and provide such services as designing databases, developing remote-controlled toys for children with disabilities, and developing information kiosks for the public, to name a few. EPICS has spread to other universities such as Notre Dame, Georgia Tech, and the University of Wisconsin (EPICS, 2001).

Other engineering programs, such as one at the University of Massachusetts, Lowell, utilize existing organizations to incorporate service learning into their courses. Here a professor and students worked with Habitat for Humanity in several courses to integrate passive and active solar designs into local Habitat houses. In another course, faculty and students partnered with AmeriCorps to analyze river water for possible cleanups (American Association, 2000).

At the University of Utah’s Department of Civil and Environmental Engineering, students have assisted with various projects including analysis of area traffic problems, development of a better local transportation system, modeling of an endangered area lake’s flow patterns, and designing footbridges and underpasses among other projects. The uniqueness of this university’s courses rests in their support and development, aided by a university-wide center, set up to allow faculty to initiate and develop service courses. The center seeks to identify courses where a service aspect could be included. It then reviews course proposals, helping faculty develop quality assurance features and then once approved, funds a teaching assistant to aid in the first semester of the course. With this assistance, much of the pressure and constraints usually placed upon professors is diminished to allow for the creation of successful service-learning courses (American Association, 2000).

Through experience in service-learning courses at these and other engineering programs, questions have arisen as to how professional the provided service is and what is the liability for service (American Association, 2000). This is definitely a consideration for construction projects. Students and faculty should be expected to provide workmanship per codes and recommendations using the proper procedures and materials. However, quality of workmanship takes time and experience to perfect. Therefore, recipients of the work should be apprised that the "look" of a project may not be the same as if professionals were contracted to perform the work. The question of liability is a second issue. Instructors should consult university guidelines regarding liability. Students should be insured through the university for all work performed. There should be some agreement between the community organization for which the work is being performed and the university outlining procedures to ensure that students and faculty are free of liability. This does not mean however, that unsafe or unsound practices should ever be allowed.

While service-learning is becoming more common in engineering disciplines related to construction, the spread to construction education has been slow. From the evaluation of construction undergraduate programs described below, it is evident that very few programs currently incorporate service into the curriculum.

American member Universities of the Associated Schools of Construction (ASC) were reviewed to determine those incorporating service courses into their curriculum. First, courses were evaluated using the "Course" option on the ASC website for each university. This website link provides a listing of construction-related courses offered along with a brief course description. For universities that did not provide this information, web pages for the construction-related programs were analyzed to determine course requirements. In the event that course information was not available or difficult to determine from the descriptions, construction programs were contacted for additional information. Programs were asked if any service learning courses or requirements existed and were required for construction students.

The review identified three ASC universities that incorporate a formal service-learning component into their curricula. Two universities in Arkansas contain specific courses for service-learning, John Brown University and the University of Arkansas at Little Rock. Requirements at both universities are similar, with each requiring enrollment in three separate service-learning courses. However, at John Brown, the senior level course is three credit hours and the other two courses are one credit hour. At UALR each course including the senior level course is one credit hour. Students begin working on projects for non-profit organizations during their first year in the programs. During the first and second courses, students focus primarily on learning construction methods, material usage, safety and site supervision through hands-on involvement. The third and final course requires upper level students to manage the project the lower level students are assigned to. Their duties include material takeoff, pricing, purchasing, coordination and subcontractor communications.

Bringham Young University also has service learning requirements incorporated into their program. Students are required to enroll for one service learning course every semester, each counting 0.5 credit hours for a total of 4 credit hours. Participants are required to attend a one-hour seminar once a week and then complete service requirements throughout the semester with faculty assistance. Projects vary each semester based on community needs.

While only three universities were found to have formal service course requirements, other programs noted that they had incorporated service into some of the required coursework. For instance, the University of Nebraska at Lincoln recently assisted in the refurburation of a church that could not afford improvements themselves. With the help of faculty, students in the capstone course, electrical, mechanical courses and others helped complete the project. While service is not always incorporated into these courses, when a need arises, faculty assess the project and determine the benefit of participation. Through this process, several projects have been completed. Similar methods were found at other member universities.

Description of the University of Arkansas at Little Rock Construction Management Program’s Service Learning Courses

The University of Arkansas at Little Rock’s Construction Management Program was created in 1995 from an effort by local industry professionals to create a pool of construction graduates for central Arkansas. Two years later, the service-learning requirement was included into the curriculum. All students entering the program from that period on were required to complete 120 hours of construction-related community service. While the Program would often sponsor service activities, students were not required to participate in specific events. Letters were required from supervisors of non-university related activities and were compiled with each student’s records to ensure potential graduates had completed the requirement.

Problems with this system were realized after the first round of students with the service requirement were nearing graduation. What was found was that many students did not consistently accumulate hours along with their formal coursework. Many had waited until their last semester to complete the entire 120 hour requirement. With courses, interviewing and often work, students could not complete all 120 hours and thus their graduation was delayed.

In response to this problem, the faculty of the UALR Program developed three, one-hour courses. The first is to be completed in a student’s first year in the program. This course introduces students to the safety and labor portion of construction. They handle all of the physical aspects of construction such as painting, installing drywall, pouring concrete and similar activities. The junior level course continues with some hands-on work, while students also begin to work on the more professional side of construction. These students are in charge of soliciting subcontractors for those activities that require professional licensing, such as electrical, plumbing, and heating/ventilation and air conditioning. The students are also in charge of gathering submittals, expediting materials and processing subcontractor payment applications. In the senior year class, students take on the high responsibility roles of the organization as project managers. These students are in charge of writing contracts, estimating projects, dealing with architects and owners and developing and updating schedules. By the completion of all three classes, students should have a thorough knowledge of the requirements and skill needed for a construction project and with all three groups working together, successful completion of projects should result.

Several benefits have been realized from the service component of the UALR Construction Management Program. First of all, students are forced to complete hands-on work under the direction of faculty. While 800 hours of work experience are required for graduation, these hours do not have to be, and often are not field related. Therefore, students never get hands on experience in construction and thus are not as effective managers later on. Because they must perform the work of laborers, carpenters and other trades during the courses, they realize the difficulties and concerns associated with various positions which are not apparent from observing seasoned workers.

Secondly, the community benefits from the work of the students. Numerous projects have been completed for the University, elementary schools, homework centers and other organizations that could not have been accomplished by normal construction means, usually due to lack of funds. Students at the schools and centers being assisted also observe students performing construction work and hopefully this will encourage future generations to enter the construction field.

Currently the service learning courses at UALR are running fairly smoothly. However, some changes have been made since the start of the courses and some must continue to be made to ensure success. One of the first changes made related to faculty time. Since courses are held on Saturdays, faculty were responsible for teaching their normal course load during the week and then spending six Saturdays a semester working on service projects, besides any other university commitments such as to competitions and conventions. This is a lot to ask of faculty and by the end of the first year, many were worn out. To aid with the faculty load, an adjunct professor was hired to assist with the service courses. Faculty still participate, especially during the first classes, but their load is lessened which greatly improves moral and continued support for the program.

A problem that still currently exists is one of coordination. Ensuring the site, materials, and equipment are properly prepared for an eight-hour workday every two to three weeks is difficult. Gauging the amount of work that will be completed and thus what will be needed is no easy task. Rates of work often depend on the number of students enrolled in the course, the skill level of the students and the site conditions. After several semesters of work, this should be an easier task. Instructors should get a feel for what can be completed each weekend and then when other trades will be required for licensed work.

Lastly, there is no type of reflection or evaluation of the coursework required of the students. This is an essential part of service learning as it allows time for the students to relate what they are doing in the field with what they have learned in class. It also allows them to contemplate how their work is affecting others. In the future, written reflection and evaluations should be required of all students after each class period. Not only should this aid the students, but help instructors identify any problems with the courses so they can be corrected quickly.

While the three service learning courses are still in their infancy, it is clear that they are having a beneficial effect overall. Most students look forward to taking the classes, especially those with little or no field experience. Students with field experience are a great asset in the classes as their expertise aids the faculty in educating other students. This gives them a great sense of pride in the projects which will hopefully lead to continued service later in life.

The community as a whole has benefited as well. Many structures have been built as a result of the courses that would not have been financially possibly otherwise. The University also takes great pride in the fact that one of its programs is assisting the local community.

Critics of service learning contend that the time spent in service might better be spent in the library or laboratory (Gray & Zakaras, 1999). To this the program contends that there is no substitute for hands-on learning, especially with students that seem to react most positively to this method of teaching. Learning by actually doing stays in the memory much longer than listening to lectures or reading out of books.

Because of the abundance of projects available for construction students and the nature of the business, service learning in construction seems like a win-win proposition for all. Hopefully in the future more construction programs will incorporate service into the curriculums. While the service cannot take the place of formal teaching, it definitely reinforces it and creates better members of society in the meantime.

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