scholarly journals Global Engineering Leadership – Design and Implementation of Local and International Service Learning Curriculum for Senior Engineering Students

2013 ◽  
Author(s):  
Elizabeth A. Croft ◽  
Paul Winkelman ◽  
Alaya Boisvert ◽  
Kristin Patten
Keyword(s):  
Service Learning ◽  
Engineering Students ◽  
Leadership Capacity ◽  
Leadership Education ◽  
Global Awareness ◽  
International Service Learning ◽  
International Service ◽  
Design And Implementation ◽  
Global Engineering ◽  
Elective Course

Engineering students are typically well- prepared with technical knowledge and skills that are prerequisite to solving problems. However, recent changes to the Canadian Engineering Accreditation Board recognize that contributions made by engineers to our society also depend upon proficiency in key non- technical areas, including teamwork and leadership capacity, service, and global awareness. In this paper, we argue that service-learning pedagogy addresses many desired graduate attributes required for accreditation. We then discuss the design and implementation of a new service-learning elective course series aimed at providing students with leadership education and service experiences that address these attributes in both local and global contexts. Finally, we reflect on the short term, qualitative outcomes of the course series that has run in pilot form for the past two years with approximately 20 students per year, and has recently been approved as an ongoing part of the UBC engineering curriculum.

scholarly journals Student Outcomes From Participating in an International STEM Service-Learning Course

SAGE Open ◽  
2017 ◽  
Vol 7 (1) ◽  
pp. 215824401769715 ◽  
Author(s):  
Kristy L. Daniel ◽  
Chandrani Mishra
Keyword(s):  
Service Learning ◽  
Global Awareness ◽  
Affective Outcomes ◽  
Specific Content ◽  
International Service Learning ◽  
International Service ◽  
Semistructured Interviews ◽  
Civic Awareness ◽  
And Mathematics ◽  
Journal Entries

The purpose of this study was to measure student affective, behavior, and content (ABC) and global awareness outcomes after participating in a science, technology, engineering, and mathematics (STEM)–based international service-learning (ISL) course and impacts on long-term retention in STEM fields. We compared experiences from 12 participants (undergraduate and graduate students) enrolled in a STEM-based ISL course with experiences from four students enrolled in the same course without the service-learning component. The ISL course involved classroom discussions on environmental topics and four local and ISL projects with community partners to contribute to conservation efforts. Data came from student responses on a civics awareness questionnaire, reflective journal entries, and responses captured during individual semistructured interviews 2 years after the course. Findings indicate positive improvements in affective outcomes, significant gains in civic awareness, differences in behaviors based on class of student, specific content gains related to service-learning activities, global awareness gains for all students, and differential impacts on retention in STEM-related fields.

scholarly journals The Challenge of Including Customer Satisfaction into the Assessment Criteria of Overseas Service-Learning Projects

2007 ◽  
Vol 2 (2) ◽  
Author(s):  
Camille George ◽  
Ashley Shams
Keyword(s):  
Service Learning ◽  
Engineering Students ◽  
Academic Community ◽  
Assessment Criteria ◽  
Problem Solving Skills ◽  
Student Groups ◽  
International Service Learning ◽  
International Service ◽  
Service Learning Projects ◽  
Learning Projects

There has been a dramatic increase of student groups participating in international service learning projects. For engineering students it is not difficult to identify meaningful educational objectives. The students improve their analytical and problem solving skills. They design and build something that fulfils a list of engineering specifications; they execute a solution to some problem. However, these projects have a human dimension. Service-learning involves changes in peoples’ beliefs, attitudes and values; impacting both the students and the recipient community. It is important for the academic community to develop assessment criteria that includes perspectives from all stakeholders engaged in the experience. It is imperative to assess not only the technical success but also the sustainability of the project and its larger effect. In courses involving service-learning, assessment needs to occur on three levels: the traditional evaluation of the student’s knowledge of the technical content, the assessment of the experiences impact on the students’ broader more humanistic “soft skills”, and the customer’s satisfaction. The paper examines the obstacles and opportunities in assessing project success from multiple international service-learning programs, and compiles insights and reflections that could serve to inform future projects.

Seeing Beyond: Visual Approaches in Global Learning

2010 ◽  
Vol 32 (3) ◽  
pp. 45-48
Author(s):  
Hilary Kahn
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Visual Methods ◽  
Social Critique ◽  
Global Learning ◽  
Global Awareness ◽  
Learning Program ◽  
International Service Learning ◽  
International Service ◽  
Global Understanding

Visual methods and theories are no longer only relevant to filmmakers, media critics, photographers, communication researchers, and self-identified visual anthropologists. Increasing numbers of people acknowledge the broader role that visual approaches play within fieldwork, research, social critique, and cultural representation (Pink 2006). Fewer, however, consider the significance of the visual in teaching and learning, and how visual approaches allow us to teach what culture and global awareness really is. Whether in a classroom on a US campus or during an international service-learning program in Jamaica, visual frameworks guide students to trace linkages and challenge constructs and, thus, provide the competencies necessary for cultural and global understanding.

scholarly journals Interdisciplinary, Collaborative International Service Learning: Developing Engineering Students as Global Citizens

2014 ◽  
Vol 9 (2) ◽  
pp. 157-170 ◽  
Author(s):  
Anthony D. Songer ◽  
Karen R. Breitkreuz
Keyword(s):  
Service Learning ◽  
Engineering Education ◽  
Engineering Students ◽  
Learning Experience ◽  
Socially Responsible ◽  
Formal Approach ◽  
Global Citizens ◽  
International Service Learning ◽  
International Service ◽  
The Village

Recent calls to reform engineering education place emphasis on applied math and science within the broader context of globalization, economics, the environment, and society. This broad and complex challenge necessitates the investigation of new interdisciplinary education approaches for engineering education. This paper presents a formal approach for developing engineering students as global citizens. The 360 Degree Model for Educating Socially Responsible Global Citizens (360 Global Ed model) presented herein includes a framework for foundational theory, educational environment, academic coursework, and outcomes. At the core of the emerging model is an international service learning experience called the Village Network. The Village Network provides an interdisciplinary educational program that combines classroom learning with authentic international field experiences. The program responds to the demands for integrating technical and social domains in a multi-disciplined, globally sensitive paradigm. The multi-disciplined team approached addresses both internal outcomes of self mastery and motivation that propel individuals to engage as socially responsible global citizens and external outcomes of technical and social knowledge and skills to include sustainability, teaming, and leadership. This paper establishes the need for a global imperative for engineering education and provides a background on globalization, social responsibility and service learning. It describes the 360 degree model for educating socially responsible global citizens and provides pilot assessment results through a mixed methods approach.

scholarly journals Fostering Culturally Relevant/Responsive Pedagogy and Global Awareness through the Integration of International Service-learning in Courses

2010 ◽  
Vol 1 (2) ◽  
pp. 87-98 ◽  
Author(s):  
Tata Mbugua
Keyword(s):  
Service Learning ◽  
Multicultural Education ◽  
Ethnic Diversity ◽  
Global Education ◽  
Culturally Relevant ◽  
Global Awareness ◽  
Course Content ◽  
International Service Learning ◽  
International Service ◽  
Responsive Pedagogy

Fostering Culturally Relevant/Responsive Pedagogy and Global Awareness through the Integration of International Service-learning in CoursesEducators are being asked to respond to the forces of globalization and human interconnectedness that characterize the 21stcentury. These forces are resulting in changing population demographics and increased migration which is bringing a new complexity to cultural and ethnic diversity within regions, local communities and ultimately in elementary school classrooms. As a response, institutions of higher learning are seeking ways of preparing pre-service teachers who are culturally sensitive and globally aware and who will in turn prepare young children to be world citizens. One way of achieving this goal is to integrate an experiential service-learning component in courses as a way of expanding pre-service teachers perspectives to the world while enhancing their cultural competence, understanding of others different from themselves, commitment to social justice issues, and mastery of course content. This manuscript describes the development of a graduate course at a university in northeast USA, and the subsequent implementation of the course in Kenya with an integrated international service-learning component. Ideas of scholars on multicultural education, global education, culturally relevant pedagogy and service-learning will be used as a way of framing the discussion topic. The positive rewards and some challenges of this course will be discussed along with some concluding remarks.

scholarly journals Impact of International Service Learning on Macro-Ethics:

2019 ◽  
Vol 14 (2) ◽  
pp. 1-15
Author(s):  
Brooke Baugher ◽  
Tripp Shealy ◽  
Josh Iorio ◽  
David B Knight
Keyword(s):  
Service Learning ◽  
Work Experience ◽  
Engineering Students ◽  
Ethics Education ◽  
Engineering Ethics ◽  
Volunteer Work ◽  
International Service Learning ◽  
International Service ◽  
Global Context ◽  
Ethical Implications

 To address complex problems in a globalized workplace, future engineers must understand the ethical implications of their work in the global context. International service learning is a possible approach for future engineers to gain an understanding of ethical implications in a global context. The purpose of this study is to investigate the potential benefits that international service learning may add to engineering ethics education. The quantitative study measured senior engineering students’ understanding of ethics from a national sample of students enrolled in capstone design courses (n=2095) in three types of international service learning experiences: capstone, volunteer/work, or co-curricular. Students who participated in international service learning through capstone and volunteer/work experience scored significantly (p<0.01, p<0.001 respectively) higher to questions that measured their understanding of ethics. Males compared to female engineering students showed the largest difference in their understanding of ethics. The integration of international service learning into engineering education should be more seriously considered to aid in more effectively teaching ethics. Male engineering students, who make up nearly 80% of engineering programs, can benefit the most in their ethics education from international service learning.

Community Involvement and Benefits From an International Service Learning Program

2017 ◽  
Vol 2 (7) ◽  
pp. 5-12 ◽  
Author(s):  
Lata A. Krishnan ◽  
Christi Masters ◽  
Jennifer M. Simpson
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Community Involvement ◽  
Learning Program ◽  
Short Term ◽  
International Service Learning ◽  
International Service ◽  
Short Term Study ◽  
Service Activities ◽  
Study Abroad Program

Service learning (SL) is a form of experiential learning in which students are involved in community service activities that are related to academic course objectives. A key aspect that separates SL from other forms of experiential learning is the mutually beneficial nature of the service activities. Much of the SL and international SL (ISL) literature has focused on positive learning outcomes for students, with much less focus on the benefits of SL to the community. Speech, Language, and Hearing Services (SLHS) in Zambia is an intensive SL short-term study abroad program. This paper describes the benefits to the community via the SLHS in Zambia program.

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