Abstract
In this paper, we report on the incorporation of a student centred and driven community based service project into the engineering curriculum. Service learning (SL) can be formally defined as engaging students in a course-based, credit bearing and educational service experience in which students participate, and, as importantly, providing a structured framework and context, within which the students can engage in guided reflection on their service activity. An Engineers Without Borders (Howard University Chapter- EWB-HU) site and project assessment visit was conducted to a rural location in the Choimim District of western Kenya in December 2010. Two students from the team initiated and developed academic independent study projects following their service experience by undertaking guided independent study to pursue reflection, analysis and further development of their service learning experiences. One student expanded Oil the focus of the EWB-HU project which was the design and development of a sustainable water supply system for a community orphanage and school. The second student proposed the development of all elective course focused on appropriate technologies for sustainable development. The outcomes f om these two independent study projects not only enhanced the students learning and engagement but contributed substantively to the formal and rigorous reflection required to transforms simple service activities into true learning experiences. The outcomes, also suggest a model to be deployed for students who participate in EWB type service activities to gain academic credit for their service. Any model so deployed should focus on enhancing the students' applied and practical knowledge and experience gained through the service, while enabling the students to benefit academically, as well.
