Sours, P., & Greene, H. (2022, August), Engagement in Practice: Reflections on Remote Community-Engaged Learning in the Context of a Multilateral International Partnership  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41577

\bibitem{asee_peer_41577}
  Sours, P., \& Greene, H. (2022, August), \emph{Engagement in Practice: Reflections on Remote Community-Engaged Learning in the Context of a Multilateral International Partnership}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41577

Patrick Sours and Howard Greene.  "Engagement in Practice: Reflections on Remote Community-Engaged Learning in the Context of a Multilateral International Partnership".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41577 Internet.  14 May, 2024

\bibitem{asee_peer_41577}
  Patrick Sours and Howard Greene.
  "Engagement in Practice: Reflections on Remote Community-Engaged Learning in the Context of a Multilateral International Partnership".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41577 Internet.  14 May, 2024

@INPROCEEDINGS{asee_peer_41577
author = "Patrick Sours and Howard Greene"
title = "Engagement in Practice: Reflections on Remote Community-Engaged Learning in the Context of a Multilateral International Partnership"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41577}
number = {10.18260/1-2--41577}
}

TY  - CPAPER
AB  - The worldwide pandemic presented unique challenges to community engaged learning in the University setting. In particular, service-learning and Humanitarian Engineering programs typically culminating in student travel had those components cancelled. Even collaborations with local partners were challenged with fewer in-person events and reduced communication channels. Over the past few years, University X has forged an international partnership with  University Y (Latin American Country) that focuses on engaged learning and community development through intensive planning and the building of trusting, mutually beneficial relationships. In Spring 2021, the associated course and program transitioned to a COIL (Collaborative Online Interaction Learning) format, wherein students from University X and University Y were able to meet online in teams and engage virtually with community and in-country NGO partners to address community driven projects. Students formulated and conducted interviews and focus groups to assess existing practices related to water management. With community dialog, and in the framework of asset-based community development, students were able to develop and present options related to water catchment, harvesting and safety. While not without challenges, this course was the first of its kind for partner institutions and ran successfully with emphasis on student engagement and relationship building across cultural and language differences. Through meaningful collaboration and improved partnership dynamics, a balance between student learning outcomes and benefit to partner organizations was achieved without sending inexperienced students into a community to “solve problems” and leave half-completed, non-community-owned initiatives. The challenges and successes of an international university partnership is described, while offering perspectives and insights from university and NGO partners. The program was structured so that students could have cultural experiences without travel. The aim of this work is to share a proposed model of engagement for others interested in offering COIL courses and collaborating on Humanitarian Engineering projects with international partners.
AU  - Patrick Sours
AU  - Howard Greene
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Engagement in Practice: Reflections on Remote Community-Engaged Learning in the Context of a Multilateral International Partnership
UR  - https://peer.asee.org/41577
DO  - 10.18260/1-2--41577
ER  -