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Program coverage reached 103 of 128 semester courses (80%), with 19 of 32 required academic-year courses (60%) classified as engineering science. Student and faculty acceptance was strong, with 15% opposed; S-L supported recruitment, retention, and citizenship outcomes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/service-learning-integrated-throughout-a-college-of-engineering-slice-summer-2011/589413/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/service-learning-integrated-throughout-a-college-of-engineering-slice-summer-2011/589413.png","ImageObject",300,407,{"name":92,"@type":93},"Terk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the main purpose of the SLICE program described in the document?","Question",{"text":112,"@type":113},"The program aimed to integrate service-learning into required engineering courses so students could engineer the common good—producing better engineers and more engaged citizens while improving communities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How extensively was service-learning implemented across the curriculum?",{"text":117,"@type":113},"Four degree programs achieved about one S-L course each semester on average, covering 103 of 128 semester courses, which the document reports as 80% coverage.",{"name":119,"@type":110,"acceptedAnswer":120},"What results did the document report regarding student and faculty perceptions?",{"text":121,"@type":113},"More than two-thirds of students and faculty members expressed agreement with SLICE, about 15% opposed it, and many students reported that S-L helped keep them in engineering.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589413,1792209294,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1099525198933,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","| | Ad | vances in Engineering Edu | cation |  |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  |  | |  |\n|  |  |  |  |  |  |\n\nSUMMER 2011  \nService-Learning Integrated throughout a College of Engineering (SLICE)  \nJOHN DUFFY  \nUniversity of Massachusetts Lowell  \nLINDA BARRINGTON  \nUniversity of Massachusetts Lowell  \nCHERYL WEST  \nMassachusetts Bay Community College Wellesley Hills, Framingham, and Ashland, MA  \nMANUEL HEREDIA  \nUniversity of Massachusetts Lowell and  \nCAROL BARRY  \nUniversity of Massachusetts Lowell Lowell, MA  \nABSTRACT  \nIn the fall of 2004 a college began a program to integrate service-learning (S-L) projects into required engineering courses throughout the curriculum, so that students would be exposed to S-L in at least one course in each of eight semesters. The ultimate goal is to graduate better engineers and more engaged citizens and to improve communities, i.e., to engineer the common good. Four of the degree programs have achieved on average one course each semester, with an actual coverage of 103 out of 128 semester courses, or 80% coverage. Of the 32 required courses in the academic year that had an average of 753 students each semester doing S-L projects related to the subject matter of the course, 19 of the courses (60%) were considered engineering science, that is, not explicitly design or first-year introduction courses. More than fifty courses having S-L components have been offered under the program. Over two-thirds of the students and faculty members expressed agreement with the basic idea of SLICE, with about 15% opposed. Twentythree percent of entering students cite S-L as one of the reasons for enrolling in engineering at UML, and more than two-thirds of the students reported that S-L helped keep them in engineering. The program represents perhaps the largest experiment with S-L in mainstream engineering courses in terms of courses, students, and faculty. This approach included an inquiry addressing a number of programmatic and research questions, which are posited and “tested” with quantitative and qualitative data.  \nSUMMER 2011 1  \nADVANCES IN ENGINEERING EDUCATION  \nService-Learning Integrated throughout a College of Engineering (SLICE)  \nINTRODUCTION  \nIn 2004 the University of Massachusetts Lowell embarked on a curricular reform of the entire college of engineering. The broad aim was to develop better engineers and better citizens along with improved communities, i.e. , to engineer the common good. The strategic goal was to incorporate service-learning (S-L) into enough courses so that on average students would have at least one required course with S-L in each semester in the five undergraduate programs in the college. A secondary goal was to increase recruitment and retention, particularly of underrepresented groups in engineering. The program was named SLICE (Service-Learning Integrated throughout a College of Engineering) .  \nThe following sections include the reasons for choosing S-L based on the literature, the strategy used to implement the approach, the results to date, and finally conclusions and advise for individual faculty members wishing to incorporate S-L into an existing course.  \nSERVICE LEARNING  \nService-learning is defined here as a hands-on learning approach in which students achieve academic objectives in a credit-bearing course by meeting real community needs. There are a number of definitions used in the literature (e. g. , (Jacoby, 1996),(Bringle & Hatcher, 1995),(Stanton, Giles,& Cruz, 1999),(Learn and Serve America, 2009)); but key elements that appear to be important to researchers and practioners include: projects or placements that meet course academic objectives, the meeting of real community needs, reflection on the part of students to relate the service to the subject matter of the course, and reciprocity with the community partner. The approach of S-L, with its roots in experiential learning, is consistent with the theories and empirical researc","cbCaisXxVBjtWk0Y","https://ap.wps.com/l/cbCaisXxVBjtWk0Y","pdf",1191019,23,"English","# Abstract\n## Introduction\n## Service Learning\n## Reported Outcomes","[{\"question\":\"What was the main purpose of the SLICE program described in the document?\",\"answer\":\"The program aimed to integrate service-learning into required engineering courses so students could engineer the common good—producing better engineers and more engaged citizens while improving communities.\"},{\"question\":\"How extensively was service-learning implemented across the curriculum?\",\"answer\":\"Four degree programs achieved about one S-L course each semester on average, covering 103 of 128 semester courses, which the document reports as 80% coverage.\"},{\"question\":\"What results did the document report regarding student and faculty perceptions?\",\"answer\":\"More than two-thirds of students and faculty members expressed agreement with SLICE, about 15% opposed it, and many students reported that S-L helped keep them in engineering.\"}]","Service-Learning Integrated throughout a College of Engineering (SLICE) - Summer 2011 | PDF",1792067181,58]