Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
The German university teaching system has been in a constant change since the Bologna reform. As digitalization progresses, it is becoming increasingly important to intensify the learning process, improve learning outcomes and ultimately improve the quality of teaching (Hochschulforum Digitalisierung 2016). Furthermore, concepts such as the "Third Mission" are on the rise: The idea of understanding civil society engagement as a further mission of universities alongside research and teaching are increasingly being discussed and disseminated in Germany (Schneidewind 2016).
In addition to that, key challenges of the 21st century are coming to the focus, such as globalization, climate change, lack of sustainability and social inequality (Belu et al. 2016; Boyle 2004). Their significance is also reflected in the Sustainable Development Goals (SDGs), which were designed by the UN as part of the Sustainable Development Agenda 2030 and became effective in 2016 (Welthungerhilfe 2016). However, it is not only important to focus on the themes of the sustainability agenda when communicating such topics in engineering education. Since this is a multidisciplinary challenge, students must also be prepared to find problem-oriented solutions and work in interdisciplinary teams (Multrus 2009).
In order to sensitize students to the concept of civil engagement on the one hand and to train them for interdisciplinary cooperation on the other, there is a need for complex and innovative approaches. One to address these challenges is the Engineers Without Borders (EWB) Challenge (Buys et al. 2013). Within this EWB Challenge, real-life problems of development cooperation are integrated into lectures and it is the students’ task to find feasible solutions.
So far, the concept of the EWB Challenge has only been implemented at one German university (Willicks et al. 2017). Therefore, it is currently being expanded and transferred to other universities. In the course of this process, a two-part evaluation (pre- and post-evaluation) has been developed to analyze and compare the participants' assessments of their skills and abilities before and after their participation in the EWB Challenge. The paper presents the current state of implementation of the EWB Challenge at different German universities. In addition, results of the newly developed evaluation will be presented and the results as well as the method of the evaluation will be discussed.
Willicks, F., & Stehling, V., & Haberstroh, M. (2018, June), Board 97 : Sustainable Development Goals Meet “Third Mission”: The Engineers Without Borders Challenge in Germany Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30147
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2018 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015