Transactional, Cooperative, and Communal: Relating the Structure of Engineering Engagement Programs with the Nature of Partnerships

Autor/inn/en	Thompson, Julia D.; Jesiek, Brent K.
Titel	Transactional, Cooperative, and Communal: Relating the Structure of Engineering Engagement Programs with the Nature of Partnerships
Quelle	In: Michigan Journal of Community Service Learning, 23 (2017) 2, S.83-99 (17 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-0180
DOI	10.3998/mjcsloa.3239521.0023.206
Schlagwörter	Engineering Education; Service Learning; Partnerships in Education; Interviews; School Community Programs; College Students; College Faculty; College Administration; Interaction; Qualitative Research; Case Studies; Cooperation; Indiana; Louisiana; Massachusetts + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Service-Learning; Hochschulpartnerschaft; Interviewing; Interviewtechnik; Collegestudent; Fakultät; College administrators; Hochschulverwaltung; Interaktion; Qualitative Forschung; Case study; Fallstudie; Case Study; Co-operation; Kooperation; Master-Studiengang
Abstract	This paper examines how the structural features of engineering engagement programs (EEPs) are related to the nature of their service-learning partnerships. "Structure" refers to formal and informal models, processes, and operations adopted or used to describe engagement programs, while "nature" signifies the quality of interactions or interpersonal dynamics within partnerships. We developed the Transactional, Cooperative, and Communal (TCC) framework to code interviews (N=30) with community partners, administrators, faculty members, and students at three well-developed and geographically-diverse EEPs. A thematic analysis approach was then employed to relate the three TCC partnership natures to six emergent structural themes: (a) program purposes, (b) partnership structures, (c) modes of interactions, (d) organizational partners, (e) individual partners and advisors, and (f) projects. The paper concludes by discussing specific implications of the TCC framework for educators and program administrators, the importance of recognizing both individual and organizational influences on partnerships, and the salience of engineering education as a context for service-learning and community engagement (SLCE) programs. (As Provided).
Anmerkungen	Edward Ginsberg Center for Community Service and Learning, University of Michigan. 1024 Hill Street, Ann Arbor, MI 48109-3310. Tel: 734-647-7402; Fax: 734-647-7464; Web site: http://quod.lib.umich.edu/m/mjcsl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01