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Student Perspectives Of Curriculum Integrated International Technical Immersions

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Conference

2006 Annual Conference & Exposition

Location

Chicago, Illinois

Publication Date

June 18, 2006

Start Date

June 18, 2006

End Date

June 21, 2006

ISSN

2153-5965

Conference Session

Engineering for Social Justice

Tagged Division

Liberal Education

Page Count

12

Page Numbers

11.1164.1 - 11.1164.12

Permanent URL

https://peer.asee.org/1264

Download Count

24

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Paper Authors

biography

Charles Schreier University of Dayton

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Charles Schreier is a graduate student and graduate assistant for the ETHOS program. His areas of interest include sustainability, mechanical design, appropriate technology and service-learning.

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biography

Carl Eger University of Dayton

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Carl (Bill) Eger is a graduate student and assistant director for the ETHOS program at the University of Dayton. Additionally, he works with the Department of Energy sponsored Industrial Assessment Center at UD, conducting energy, waste and productivity assessments for various manufacturing facilities and industrial processes. His areas of interest include sustainability, energy systems, appropriate technology and service-learning.

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Margaret Pinnell University of Dayton

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Margaret Pinnell is the director for the ETHOS program and assistant professor for the Department of Mechanical Engineering at The University of Dayton. Her areas of interest include materials, materials characterization and service-learning.

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

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.

Background:

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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