Dr. Haenn, please review the below paragraph
Hi Joah, This is a really interesting direction. This paragraph connects EWB with specific pedagogical frameworks. I think the next step entails a re-write for flow. There are a few frameworks in here. None of them are really captured by that topic sentence. The rewrite should name the framework, define it, and show how EWB as an educational program fits that definition (the examples you list). I see here study abroad and service learning. Neither of these are quite classroom based in the way you describe (although certainly they can be). Also I wonder if project-based learning should be included. Do your authors discuss that?
In the re-write please define "integrated approach". Also, think about how to end the paragraph. You could easily end by saying, "These programs have their challenges, such as a lack of faculty interest." But you have enough ideas going on in those last sentences that you could build a new paragraph around them. Regards, Dr. Haenn
Engineers without Borders - Educators
As educators in the Engineering field, teachers play a large role in the projects by Engineers without Borders. There are many examples of the ways in which Engineers without Borders takes on the challenge of educating students. These examples are explained in studies that focus on types of study abroad programs (such as EWB) that currently exist and the best practices that have been found in the programs. [1] One graduate class of nine students who study design, engineering, technology, were taught about science education programs and service learning in hopes to bridge the gap between males and females as currently the engineering field is dominated by males with only 11% of the workforce being female. This class was taught in order to shine a light onto the gender inequality issues in the Engineering field.[2] Studies also show that when service learning projects are credit-bearing in the Engineering curricula, there is higher participation from students and faculty and more of an impact on the communities.[3] Yet another example of using service learning as a teaching tool is using Post-Disaster Scenarios in the classroom. 43 students were asked questions about this curriculum and how they would responded to disaster related classes and activities. They were also asked about the best and worst elements of the sessions during the class. The answer choices for survey were Survival Theme, video, group work, and hands on and although most students were frustrated with the group work and hands-on work, most students were satisfied with the Survival Theme in their curriculum. [4] Engineers without Borders is just one example of how this service learning is used in today's engineering curriculum. The schools that have exemplary programs of this type are: Brigham Young, University of Dayton, and Duke Engineering. The studies show that it is often difficult to find faculty who are interesting in participating in the projects. Based on the surveys and conversations, it was found that integrated engineering programs in colleges are important to help participation grow throughout the world. Despite the benefits seen in the studies, the programs have their challenges, such as lack of faculty interest and involvement. [5]
- ^ Parkinson, Alan (2007). "Engineering study abroad programs: formats, challenges, best practices". Journal for Global Engineering Education 2. 2: 2.
- ^ Baker, Dale; Krause, Stephen; Yasar, Senay; Roberts, Chell; Robinson-Kurpius, Sharon (July 2007). Sharon Journal of Engineering Education. 96 (3): 213.
{{cite journal}}: Missing or empty|title=(help) - ^ Tharakan, John (2012). "Leveraging Community-Based Service Learning Experiences into Academic Credit in Engineering Curricula". ." International Journal of Quality Assurance in Engineering and Technology Education (IJQAETE). 2 (1): 77–85. doi:10.4018/ijqaete.2012010106.
- ^ Murray, Christopher; Murray, Mitchele; Snyder, Kayla; Marion, Brooke (2016). "The Post-Disaster Survival Scenario as Context for Science Education". Science Educator. 25 (1): 62–71.
- ^ Axlund, RaeLyn (Fall 2009). "Faculty Engagement in Service-Learning and Community-Based Research WRCCC Survey Data Summary". Western Region Campus Compact Consortiu (Regional Report).
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