(514g) Student Learning through Engineers without Borders

Student chapters of Engineers Without Borders (EWB) are becoming increasingly popular in Engineering Colleges across the nation. The purpose of EWB is to improve the quality of life of developing communities throughout the world through the implementation of sustainable engineering projects, while training internationally responsible engineering students.

In 2006, an EWB student chapter and an associated project development course were implemented at xxx University. This combination (student chapter and course) is providing a rich environment for active and effective student learning.

The EWB chapter is a volunteer club that participates in local service projects, assesses opportunities for global projects, provides sustainability to projects previously implemented, organizes humanitarian-based informational meetings, and provides social opportunities for club members.

The course, entitled "Global Projects in Engineering and Technology," provides an opportunity for approximately 30 EWB chapter members to work in interdisciplinary teams on the development of global engineering projects that are implemented at the end of the academic year. Learning objectives for the course include

* Exhibit innovative problem solving skills as they apply their engineering training to global projects

* Demonstrate effective oral and written communication skills, particularly to individuals in countries in which projects are implemented.

* Demonstrate effective teamwork and leadership skills and an appreciation for other disciplines as they work together on interdisciplinary teams

* Develop an understanding of and appreciation for global aspects of engineering.

During the 2006-07 academic year, the course focused on the production of biodiesel from coconuts in the country of Tonga. The project was implemented during a two-week trip to Tonga with 26 students and two faculty. For the 2007-08 academic year, the course involved energy efficiency and water resource development in Salkantay, Peru. Thirty-two students participated in the course. Twenty students and three faculty recently completed a two-week trip to Peru in May 2008.

This work will discuss lessons learned from the startup of an EWB chapter, the development of the projects course, and the implementation of the project in the associated country. Particular emphasis is on student learning and assessment of that learning.