Understanding Student Perceptions of Project Impact in the EPICS in IEEE Service-Learning Program

This innovative practice full paper addresses the assessment component of student service-learning projects. Through IEEE, the Engineering Projects in Community Service in IEEE committee (EPICS in IEEE) sponsors service-learning projects for student groups in project areas spanning human services, environmental, access and abilities, and education and outreach. Service learning and community-engaged learning can provide positive outcomes for both the students and the community organization or community members. The intent of assessment in a service-learning project or program is that both the student-learning outcomes and the humanitarian/community impact of the implementation or engagement are gauged. Often, the latter aspect of assessment is less developed than the former. This work explores best practices for developing and proposing an assessment plan for community impact in the context of EPICS service-learning projects. Over 90 EPICS in IEEE proposals from groups worldwide were evaluated. Recent proposals submitted to the EPICS in IEEE program for funding consideration were analyzed to compare the level of detail and types of assessment proposed. This data is compared to the EPICS in IEEE rubric criterion for assessment, and also to service-learning and humanitarian best practices for effective assessment. Examples from these proposals highlight student perspectives and understanding of assessment approaches; future resources and guidelines can address areas of concern to aid students preparing proposals, reviewers applying the rubric, and educators engaged in project supervision. Recommendations are described that can improve the student and community assessment strategies for future EPICS proposals, other service-learning activities, and technical project planning in general.