Service-Learning Remotely: Lessons from Delivery in Humanitarian Engineering During the COVID-19 Pandemic

ABSTRACT

CONTEXT Service learning plays an important role in developing globally minded engineers who are more socially engaged. This paper reviews lessons learned from the development and delivery of an undergraduate final year elective in humanitarian engineering, focusing on experiences drawn from working with industry partners and the transition to online delivering during the COVID-19 pandemic. The unit of study forms the culminating class for students completing the Humanitarian Engineering major at the University of XXXXX. PURPOSE OR GOAL Service-learning pedagogy has seen increasing uptake by engineering programs aiming to broaden learning outcomes. For the growing field of humanitarian engineering, service-learning has been a core pillar of how programs are delivered. However, previous research has highlighted the potential risks posed by humanitarian engineering fieldwork and sustainable funding to support international placements is precarious - limiting the number of students who can engage, and potentially, the longevity of such programs. This work aimed to identify best practice in remotely delivering service-learning projects, including their potential to improve student engagement during online delivery. APPROACH OR METHODOLOGY/METHODS We use case study methods to examine lessons learned from the development and adaptation of collaborative industry partnerships as part of a series of service-learning projects over three years. Drawing on student evaluation data and unit of study materials, we draw out important considerations when designing international service-learning projects. We cross examine yearly changes to curriculum to identify the impact of pedagogical shifts in delivery and their impact on student learning. ACTUAL OR ANTICIPATED OUTCOMES Our results demonstrate the importance of collaborating industry partners not only for the sustainability of service-learning efforts in communities, but also as a medium to expand understanding of the professional context of work with low-income and marginalised communities. We also discuss the benefits of service-learning to partner organisations and communities - namely the development of leadership roles and challenging engrained practices. CONCLUSIONS/RECOMMENDATIONS/SUMMARY The post-pandemic environment offers an opportunity to critically evaluate service-learning delivery modalities and test new methods. Our approach shows promise as a means to scale access to international opportunities for students while mitigating potential negative risks to communities. Copyright © A. Opdyke and I. Warren, 2021.