Motivation of Community Partners and Advisors to Participate in Community Engagement Engineering Programs

Since 2000, research in the broader service-learning field has included partnerships and community voice, but this research trend has received little attention among engineering education scholars. This study aims to fill this gap by developing a richer understanding of community-university partnerships in engineering service-learning programs by exploring the perspectives of advisors and community partners in a well-established engineering servicelearning program. In part inspired by the existing service-learning literature, this study addresses the question: Why are individuals and local community organizations involved in engineering service-learning partnerships? This study utilizes a single case study design, with data collection including in-depth interviews with community partners, faculty and program administrators (n=11) affiliated with the EPICS program at Purdue University. All interviews were transcribed and coded thematically. A set of deductive codes were developed and applied based on a review of three empirical studies examining the motivation of community organizations involved in service-learning programs. An inductive analysis was also used to discern new themes. This paper presents findings from this analysis, looking at the similarities and differences among participants and findings with studies of other non-engineering service-learning partnerships. The most recognized reason for involvement of the participants is to support engineering students with their education. Many of the community and advisors stated that they enjoyed the experience of service-learning, and the organization benefited directly from the partnership. Overall, this work helps clarify and address misunderstandings that engineering programs and community organizations may have relative to partner motivations. Based on this research the authors suggest that engineering programs increase emphasis on learning about the community organization within their stated learning objectives, since it is deemed important by the community partners and critical for effective relationship building and joint project work.