June 18, 2006
June 18, 2006
June 21, 2006
11.1164.1 - 11.1164.12
STUDENT PERSPECTIVES OF CURRICULUM-INTEGRATED INTERNATIONAL TECHNICAL IMMERSIONS
abstract: The Engineers in Technical, Humanitarian Opportunities of Service-learning (ETHOS) program at the University of Dayton (Dayton, Ohio) is founded on the belief that engineers are more apt and capable to serve our world when they have experienced opportunities that increase their understanding of technology’s global linkage with values, culture, society, politics and economy. ETHOS seeks to provide these opportunities by means of curriculum integrated service-learning programming. Such educational programming – classroom projects, student organization activities, collaborative research and international technical immersion – facilitates holistic learning, ethical engineering practices, perspectives of technology integration and appropriate technology transfer.
To appropriately measure the value and effectiveness of ETHOS programming on students post graduation, efforts were made to survey all alumni having participated in international technical immersions. This survey was designed to capture results of programmatic goals and understand the role of service-learning programs on engineers’ career and life paths.
This paper will describe qualitative results of international technical immersion experiences through alumni surveys and interviews. Review of these data will provide assessment of the ETHOS program’s international technical immersions, classroom instruction, course resources, course facilitation and requirements. Recommendations for future development and assessment will be considered.
Academic institutions are continually revising their engineering curriculum and programs in an effort to produce the highest quality practicing engineers. Both the nature of the job of an engineer and the marketplace have changed dramatically through the years. Today’s engineer works in a highly competitive and global marketplace. Additionally, they are required to have far more than just good technical skills. They must also have good communication, leadership and business skills. Many innovative programs have been developed to better prepare students for the changing global economy and for the new demands being placed on engineers. One pedagogical technique that has been found to enhance the educational experience of undergraduate engineering students is service-learning. Service-learning is the integration of community service projects into the curriculum that also help to develop fundamental engineering skills through experiential learning. Service-learning has been found to help students develop technical and non-technical skills, make connections between classes, develop racial and cultural sensitivity, enhance their commitment to civic responsibility and increase their ethical awareness and awareness of the impact of professional decisions on society and the environment. 1-5
Schreier, C., & Eger, C., & Pinnell, M. (2006, June), Student Perspectives Of Curriculum Integrated International Technical Immersions Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. https://peer.asee.org/1264
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