June 15, 2019
June 15, 2019
June 19, 2019
Community Engagement Division
This paper builds on the work presented in the article “Development of the Whole Student through an Engineering Abroad Service Learning Program: Rainwater Catchment/Filtration System in Guatemala.” at the 2015 ASEE Annual Conference.
Launched in 2013 and inspired by Madison Area Technical College Renewable Energy for the Developing World program and Purdue University’s EPICS, the Cabrillo College Engineering Abroad (EA) Program initially served 11 students. With the 2014 NSF EAGER support project “Strengthening Student Commitment through an Engineering Abroad Program” (#1446430), the program used lessons learned from the pilot phase to evaluate the impact that a full-year engineering abroad program has on financially at-risk and underrepresented community college engineering students.
The EA Program consists of a four phased model: (i) application process; (ii) preparation fall semester 2-unit ENGR 98A Global Engineering course building team spirit, studying Guatemala’s culture, politics and economy; learning about travel and worksite health; and conducting preliminary design for the abroad project; (iii) two-week engineering service-learning 1-unit ENGR 98B Engineering abroad course in Guatemala during the winter session working alongside community members in designing and building community-directed projects; (iv) reflection spring semester weekly meetings delivering presentations and papers on the experience to the Cabrillo College community, local engineering organizations, and at ASEE and Society of Professional Engineers (SHPE) conferences.
This paper presents both quantitative and qualitative obtained from the 2013-2017 abroad programs. The quantitative data was collected in the form of pre and post self-assessment surveys and institutional retention and transfer data. In the self-assessment surveys, students rated their industry skills, civic engagement, global cultural skills, personal and academic growth, and engineering skills based on Purdue University’s Engineering Projects in Community Service (EPICS) Program with a scale of 1 (low) to 10 (high) scale. There was an overall average increase from 6.84 to 8.80, resulting in a 28.7% increase in the students’ perceived skill set. The retention and the transfer rates of the abroad students were compared to a matched comparison group using Propensity Score Matching. In both instances, the EAP student outscored the comparison group by 27% in retention rates and 33% in transfer rates. Qualitative data was collected through focus groups and interviews of EA participants and surveys of abroad alumni. The Cabrillo Engineering Abroad Program has made and continues to make an impact on engineering students, enhancing their abilities and empowering them on their educational career path.
Panzardi, J., & Morris, T. D., & Galmez-Marquez, X., & Sanders, P. E., & Schiorring, E., & Degregorio, K. (2019, June), What Impact Does an Engineering Abroad Program Have on the Motivation and Commitment of Community College Engineering Students? Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/33553
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