Using a model-building task to compare the design process of service learning and non-service learning engineering students

Verbal protocol analysis was employed during a task in which engineering students were asked to design and construct a prototype jar opener for physically challenged individuals. Differences in the design process were observed between students involved in a service learning (SL) program and students not involved in a program. The SL students appeared more skilled in being able to discriminate between useful and insignificant information and were able to frame the problem more quickly, than students not involved in SL programs. Gender differences were also found. The men appeared more conscious of their model building skills, referring to the materials an average of 15 times; the women an average of 2 times. The women were more client focused, referring to the client an average of 17 times; the men an average of 8 times. That the women were client focused may help explain why women are drawn to SL programs that incorporate community needs.