scholarly journals Understanding Student And Faculty Attitudes With Respect To Service Learning: Lessons From The Humanitarian Engineering Program

2020 ◽  
Author(s):  
Juan Lucena ◽  
Elizabeth Bauer ◽  
David Munoz ◽  
Joan Gosink ◽  
Barbara Moskal
Keyword(s):  
Service Learning ◽  
Faculty Attitudes ◽  
Engineering Program ◽  
Humanitarian Engineering

scholarly journals Engineering Service-Learning – Importance of Appropriate Collaboration with International Partners

2012 ◽  
Vol 7 (1) ◽  
pp. 28-39
Author(s):  
Miriam R Simon ◽  
Gregory D Bixler ◽  
Bradley Doudican ◽  
Roger Dzwonczyk
Keyword(s):  
Service Learning ◽  
Cultural Awareness ◽  
Developing Nations ◽  
Ohio State University ◽  
State University ◽  
Sustainable Solutions ◽  
Engineering Program ◽  
The Ohio State University ◽  
Humanitarian Engineering

The service learning engineering/humanitarian engineering, program at The Ohio State University has been in existence for seven years and has grown in both the number of participants and projects. On the international front, various partnerships have formed that create a framework for success for our participants as well as for targeted communities that are served. The program, although focused mostly on engineering-related projects, also emphasizes the need for cultural awareness and constant communication with the in-country partners. The goal of the program is to raise awareness of the needs of citizens in developing nations and to collectively work together on sustainable solutions. This paper will describe the development of humanitarian engineering at The Ohio State University and chronicle the partnership in two specific locations in Honduras.

Problem-Based Learning and Authentic Assessment as an Implementation of Outcomes-Based Education in the Computer Engineering Program of Ateneo de Davao University

2017 ◽  
Vol 6 (2) ◽  
pp. 22-36
Author(s):  
Eufemia Faller ◽  
Edicio Faller
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Problem Based Learning ◽  
Authentic Assessment ◽  
Integrative Approach ◽  
Computer Engineering ◽  
Learning Program ◽  
Engineering Program ◽  
Concrete Solution ◽  
Outcomes Based Education

The 21st century education challenges educators to expose students to a wide variety of circumstances and problem situations where they are required to apply the skills they have learned. In engineering education, these are mostly limited to simulated scenarios which are devoid of real and actual interactions with the problems in the community. This article aims to describe how problem-based learning pedagogy and authentic assessment are used in the Computer Engineering program of Ateneo de Davao University as an implementation of the outcomes-based education. This is a descriptive & qualitative research that utilizes focus group discussions as a methodology for achieving its objective. This study uses the frame of experiential learning that is problem-driven, community-based, multi-disciplinary, integrative & collaborative. The computer engineering program uses a multi-disciplinary and integrative approach to problem-based learning through the service-learning program of the institution. This provides the students with an opportunity to interact with a community, identify its problems, analyze and create a concrete solution applying their acquired skills. Since the students are engaged with the community's actual and real problems, they will be assessed using authentic assessment mechanisms. Experiential learning, problem-based pedagogy with authentic assessment open doors of opportunities for a more meaningful and relevant computer engineering program.

scholarly journals Lessons from a student-led development project in Peru: Aligning technical and educational perspectives

2014 ◽  
pp. 525-539 ◽  
Author(s):  
Rachel Chisolm ◽  
Elliott T Gall ◽  
Laura Read ◽  
Fernando Renzo Salas
Keyword(s):  
Service Learning ◽  
Community Dynamics ◽  
Academic Research ◽  
Development Project ◽  
Local Context ◽  
Student Interest ◽  
Open Communication ◽  
Peruvian Andes ◽  
Challenges And Opportunities ◽  
Humanitarian Engineering

With the growth of student interest in humanitarian engineering development projects, a critical assessment of the strengths and weaknesses of this type of work is crucial to success. While a number of models exist for joining development with technical expertise in humanitarian engineering projects, this paper focuses on the experiences of students working on a program in Peru within the Greater Austin Chapter of Engineers Without Borders (EWB)-USA. This program is a unique EWB-USA program that builds on ongoing academic research in the Peruvian Andes at the University of Texas at Austin and regional efforts by The Mountain Institute to mitigate the effects of climate change on Peruvian communities that need technical solutions to water issues. We contrast the benefits and struggles of pursuing a student-led initiative with a regional scope. Specifically, this case study shares how the roles of partnerships between universities, private sector, government, and nongovernmental organizations create challenges and opportunities for a student-led humanitarian engineering program. The key challenges identified are (1) effectual use of U.S. team members, (2) building trust and open communication with in-country partners, and (3) understanding community dynamics and adapting projects to their local context. We present how development of a ‘non-traditional engineering classroom’ framework can serve as a proactive means for facilitating effective knowledge transfer, critical reflection, and service-learning to improve project outcomes.

scholarly journals Intensive Mode Teaching of a Humanitarian Engineering Course to Enhance Service-Learning

2016 ◽  
Vol 11 (2) ◽  
pp. 38-54 ◽  
Author(s):  
Jeremy Smith ◽  
Paul Compston ◽  
Sally Male ◽  
Caroline Baillie ◽  
Jennifer Turner
Keyword(s):  
Service Learning ◽  
Engineering Education ◽  
Engineering Design ◽  
Social Factors ◽  
Teaching And Learning ◽  
International Experience ◽  
Learning Activities ◽  
Education Programs ◽  
Common Component ◽  
Humanitarian Engineering

Service-learning is a common component of many humanitarian engineering education programs.  Students engage with external organisations and communities, often spending time intensively, on projects linked to their studies.  To help prepare students for substantial service-learning initiatives a dedicated humanitarian engineering course was developed.  To better represent service-learning and enable a greater variety of teaching and learning activities, the course was delivered over five weeks using intensive mode teaching.  This enabled a portion of the class to be involved with a two-week scaffolded immersive international experience running in parallel to the campus delivery.  Threshold concept and capability theory was used to evaluate the course and identify what elements of the course supported or hindered development of student thresholds.  Results identified the main student threshold to be the ability to take account of social factors in engineering design and the activities enabled by the intensive mode teaching were among the strongest contributions to the achievement of this threshold, in particular elements of the international experience.  This highlights the opportunities for intensive mode teaching in supporting activities related to service-learning.

Fulfilling Engineering Program Objectives through Service Learning Campaigns in Developing Countries

2012 ◽  
Vol 12 (2) ◽  
pp. 46-52 ◽  
Author(s):  
Jeffery M. Plumblee ◽  
Corey Cattano ◽  
Lansford Bell ◽  
Leidy Klotz
Keyword(s):  
Developing Countries ◽  
Service Learning ◽  
Engineering Program

scholarly journals SUNY College of Environmental Science and Forestry Humanitarian Engineering: Small Scale College Components and Analysis

2014 ◽  
pp. 191-204
Author(s):  
Thomas Decker ◽  
Theodore Endreny
Keyword(s):  
New York ◽  
International Development ◽  
Environmental Sustainability ◽  
Environmental Science ◽  
Lessons Learned ◽  
Small Scale ◽  
State University ◽  
Engineering Program ◽  
Course Work ◽  
Humanitarian Engineering

The State University of New York College of Environmental Science and Forestry (SUNY-ESF) enrolls approximately 1900 bachelor students and 600 master’s and PhD students focusing on the science and engineering of environmental sustainability. To satisfy student and employer interests in sustainable international development, ESF has developed a humanitarian engineering program. The program includes theoretical and field based course work, trips abroad, student organizations, and the establishment of the National Academy of Engineering Grand Challenges Scholar’s Program (NAE GCSP). This manuscript describes the history, components, challenges, best practices, lessons learned, case studies, and outcomes of ESF’s small-scale yet successful humanitarian engineering program.

scholarly journals Case Studies from a Community-Focused Engineering Program with Projects in Haiti and Nicaragua

2014 ◽  
pp. 551-562 ◽  
Author(s):  
Sara Glade ◽  
Cara Karter ◽  
Krishna Pagilla
Keyword(s):  
Service Learning ◽  
Water Distribution ◽  
Large Scale ◽  
Governance Structure ◽  
Skill Levels ◽  
Large Scale Structures ◽  
Engineering Program ◽  
Service Oriented ◽  
Institute Of Technology ◽  
Basic Infrastructure

Engineers Without Borders - USA at the Illinois Institute of Technology is an extracurricular, student-led engineering program that has conducted service-oriented engineering development projects in Haiti and Nicaragua that strive to meet the basic infrastructure needs of our partner communities. Projects have ranged from water-distribution, solar electrification, and small and large-scale structures. By participating in the program, students gain real-world experience applying technical skills to a project as well as significant leadership and project management experience. They also gain insights into cultural communication and grow a passion for service learning. The purpose of this paper is to share the challenges we have faced as well as our best practices and governance structure in order to allow other programs to learn from our experience developing relationships with our university, engaging with multiple international partners, and involving a variety of disciplines and skill-levels in our program.

scholarly journals Humanitarian Engineering Design for Health Challenges: An Inter-faculty Service Based Learning Model

2019 ◽  
Vol 14 (2) ◽  
pp. 16-32
Author(s):  
Yara Najem ◽  
Imad H. Elhajj ◽  
Zaher Dawy ◽  
Aline Germani ◽  
Hala Ghattas ◽  
...  
Keyword(s):  
Service Learning ◽  
Design Thinking ◽  
Course Design ◽  
Well Being ◽  
Learning Model ◽  
Health Issues ◽  
Interdisciplinary Approaches ◽  
Faculty Service ◽  
Five Elements ◽  
Humanitarian Engineering

The study introduces and evaluates a unique inter-faculty service learning course as a pedagogical model that enhances students’ learning and knowledge of health problems and associated engineering intervention design for populations affected by protracted crises. Background: With an increase in humanitarian protracted crises around the world, due to conflict and natural disasters, we are in dire need to reinvent how we educate, train, and conduct research in these environments. Engineering and Health Sciences disciplines, individually and collectively, have been working to fill the gaps and address pressing public health issues. However, courses merging those disciplines and focusing on emerging humanitarian challenges have been limited. To meet this need, and to expose the complexity of refugee health and well-being, the Humanitarian Engineering course “Design of Engineering Solutions for Health Challenges in Crisis” was launched in July 2017. Intended outcomes: The contribution is a set of elements that can serve as a foundation for developing an inter-faculty service learning course model through which students acquire skills in design thinking, interdisciplinary approaches, and contextualized innovation. Application design: Through a literature review and iterative course development process, the different components of the course model were developed and assessed to ensure students accomplished learning outcomes and professional skills. Findings: The study recommends a set of five elements that could be used as a foundation for developing an inter-faculty service learning model. Those include: modular learning, intermittent session types, participatory active learning, intensive learning, and teamwork.

scholarly journals International Service Learning Design Projects: Educating Tomorrow's Engineers, Serving the Global Community, and Helping to Meet ABET Criterion

2011 ◽  
Vol 6 (2) ◽  
pp. 98-117 ◽  
Author(s):  
Dan Budny ◽  
Robert Thomas Gradoville
Keyword(s):  
Service Learning ◽  
Pilot Project ◽  
International Service Learning ◽  
International Service ◽  
Local Chapter ◽  
Service Learning Projects ◽  
Humanitarian Engineering ◽  
Transformational Experiences ◽  
The University ◽  
Learning Projects

International service-learning projects are an effective educational tool for universities striving to meet the ABET engineering criterion, while also providing transformational experiences to their students and a service to needy populations in the world.  This paper discusses the benefits of international service-learning projects for students, the international community, and the university.  The year-long process of development and piloting of the first international humanitarian engineering service-learning project within the Department of Civil Engineering at the University of Pittsburgh is presented.  Also, the ABET engineering criterion are then discussed, with specific attention to the criterion that are harder to address with traditional engineering education.  This pilot project was a collaboration between the senior design course, a local chapter of Engineers Without Borders, and various domestic and international entities.  The benefits of international service learning projects are discussed, in the hopes of catalyzing development of similar projects in the future.

Sign in / Sign up

Export Citation Format

Share Document