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Global Design Teams: Case Studies of Student and Community Impact

Published by the American Society of Agricultural and Biological Engineers, St. Joseph, Michigan

Citation:  2011 Louisville, Kentucky, August 7-10, 2011  1111593.(doi:10.13031/2013.38134)
Authors:   Anne Elizabeth Dare, Rabi H Mohtar, John H Lumkes
Keywords:   service learning, design, undergraduate education, program assessment, international development

The rising globalization trends of international competition and the changing societal, professional, and global landscapes for engineering graduates, call for action towards integrated learning strategies to prepare engineers to address grand challenges. This paper describes a global service-learning experience, the Global Design Team (GDT), which provides students with high-impact, multi-disciplinary, collaborative experience. GDT provides real-world, full-cycle design experiences, that raise global awareness amongst team members, faculty, and partners. This experience strives for positive, sustainable interaction with stakeholder communities through the application of technical skills and competencies of students to address specific needs within the partner community. The goal is positive, mutual benefit with partner communities. The paper presents the GDT curricular model and assessment results of design experiences occurring in 2010 in Cameroon, Kenya, and Palestine, and preliminary results from design experiences occurring in 2011 in Cameroon, Colombia, Lebanon, Palestine, and Jordan. Results show that the Global Design Team experience positively impacts the measured attributes of global competence in engineering students, and also provides a positive impact on partner communities and organizations.

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