Achieving Indian National Board of Accreditation Engineering Graduate Attributes through Project-Based Service-Learning Conceptual Analysis

Service-learning as a pedagogy has been widely adopted by higher education institutions as it enables students to apply learning from the classroom to real-world experiences in the community. This pedagogy has especially become prominent in undergraduate engineering courses as students are provided...

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Bibliographic Details
Published in:International journal for service learning in engineering 2023-04, Vol.18 (1), p.52
Main Author: Rohit KandakatlaKandakatlaRohit Srinivas Mohan DustkerDustkerSrinivasMohan Surendra BandiBandiSurendra William OakesOakesWilliam
Format: Article
Language:English
Subjects:
Accreditation
Community
Conceptual analysis
Education
Educational objectives
Engineering
Engineering education
Higher education
Higher education institutions
Institutions
Learning
Pedagogy
Service learning
Students
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Summary:Service-learning as a pedagogy has been widely adopted by higher education institutions as it enables students to apply learning from the classroom to real-world experiences in the community. This pedagogy has especially become prominent in undergraduate engineering courses as students are provided opportunities to partner with community members and develop technological solutions aimed to solve the real-time challenges in the community. The number of service-learning experiences has been increasing in India in the last decade as the government of India has also launched Unnat Bharat Abhiyan, a national level program that encourages higher education institutions to partner with rural villages and become a part of socio-economic transformation. All of these efforts are also aligned with the National Education Policy (NEP) 2020 of India, which emphasizes the need for the Indian education system to nurture the young generation into moral and civil citizens who later transform to become agents of change working towards the development of the country. The NEP also recommends changes in the pedagogy to make education more experiential, inquiry-driven, and meaningful. With the implementation of NEP 2020, we expect many higher education institutions, especially engineering, to adopt and integrate service-learning experiences into their curriculum. In this paper, we provide a conceptual analysis of engineering project-focused service-learning experiences and analyze the potential learning outcomes students can attain through the process. We also align the various learning outcomes with the engineering graduate attributes recommended by the National Board of Accreditation (NBA) in India. The goal is to highlight how learning outcomes from service-learning experiences can be mapped to all the twelve graduate attributes recommended by NBA, thus making service-learning a very relevant pedagogy for engineering education.
ISSN:1555-9033