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Conference Paper/Proceeding/Abstract 22298 views 168 downloads

Co-educating Social Scientists and Engineers through International Service Learning

Patricia Xavier Orcid Logo, James Holness

2018 World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)

Swansea University Authors: Patricia Xavier Orcid Logo, James Holness

DOI (Published version): 10.1109/weef-gedc.2018.8629676

Abstract

Engineering and Social Sciences each have a distinct language and set of principles. However, both are essential for impactful intervention in international development and most spheres of Engineering irrespective of location and socio-economic factors. The new Sustainable Engineering Management in...

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Published in: 2018 World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)
ISBN: 9781538677643
Published: IEEE 2019
URI: https://cronfa.swan.ac.uk/Record/cronfa52664
first_indexed 2019-11-07T13:14:17Z
last_indexed 2020-10-13T03:06:23Z
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spelling 2020-10-12T15:48:15.6096972 v2 52664 2019-11-07 Co-educating Social Scientists and Engineers through International Service Learning 278e26fd08e48be36f39790aeaff666f 0000-0002-5870-9659 Patricia Xavier Patricia Xavier true false 42090c799164cb63fe8574134c1d922f James Holness James Holness true false 2019-11-07 ACEM Engineering and Social Sciences each have a distinct language and set of principles. However, both are essential for impactful intervention in international development and most spheres of Engineering irrespective of location and socio-economic factors. The new Sustainable Engineering Management in International Development MSc at Swansea University, UK developed in association with the Prince's Foundation, enrolls Social Science and Engineering graduates to work in-country (sub-Saharan Africa in this inaugural year) with various stake-holders, including an NGO for their MSc research. The students had responsibility to manage the relationship with their NGO partner and identify how best to use their skill sets to deliver benefit to the host community. A key aim is to develop engineers who can understand and articulate the social context and impact of their work, and social scientists who can relate to and appreciate the design method that lies behind engineering interventions. This paper explores the first year of delivery. It was evident that the use of critical reflection was central to transforming the students' perspective of their role in development. We also discuss solution vs needs-based approach and co-operation between students and the partner organisations and local communities. Conference Paper/Proceeding/Abstract 2018 World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC) IEEE 9781538677643 31 1 2019 2019-01-31 10.1109/weef-gedc.2018.8629676 COLLEGE NANME Aerospace, Civil, Electrical, and Mechanical Engineering COLLEGE CODE ACEM Swansea University 2020-10-12T15:48:15.6096972 2019-11-07T11:34:41.4088276 Faculty of Science and Engineering School of Engineering and Applied Sciences - Uncategorised Patricia Xavier 0000-0002-5870-9659 1 James Holness 2 52664__15817__c6b3dca7ba064a5fae22e047fbac63fe.pdf 08629676.pdf 2019-11-07T11:38:02.2610583 Output 109493 application/pdf Accepted Manuscript true true English
title Co-educating Social Scientists and Engineers through International Service Learning
spellingShingle Co-educating Social Scientists and Engineers through International Service Learning
Patricia Xavier
James Holness
title_short Co-educating Social Scientists and Engineers through International Service Learning
title_full Co-educating Social Scientists and Engineers through International Service Learning
title_fullStr Co-educating Social Scientists and Engineers through International Service Learning
title_full_unstemmed Co-educating Social Scientists and Engineers through International Service Learning
title_sort Co-educating Social Scientists and Engineers through International Service Learning
author_id_str_mv 278e26fd08e48be36f39790aeaff666f
42090c799164cb63fe8574134c1d922f
author_id_fullname_str_mv 278e26fd08e48be36f39790aeaff666f_***_Patricia Xavier
42090c799164cb63fe8574134c1d922f_***_James Holness
author Patricia Xavier
James Holness
author2 Patricia Xavier
James Holness
format Conference Paper/Proceeding/Abstract
container_title 2018 World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)
publishDate 2019
institution Swansea University
isbn 9781538677643
doi_str_mv 10.1109/weef-gedc.2018.8629676
publisher IEEE
college_str Faculty of Science and Engineering
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hierarchy_top_id facultyofscienceandengineering
hierarchy_top_title Faculty of Science and Engineering
hierarchy_parent_id facultyofscienceandengineering
hierarchy_parent_title Faculty of Science and Engineering
department_str School of Engineering and Applied Sciences - Uncategorised{{{_:::_}}}Faculty of Science and Engineering{{{_:::_}}}School of Engineering and Applied Sciences - Uncategorised
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description Engineering and Social Sciences each have a distinct language and set of principles. However, both are essential for impactful intervention in international development and most spheres of Engineering irrespective of location and socio-economic factors. The new Sustainable Engineering Management in International Development MSc at Swansea University, UK developed in association with the Prince's Foundation, enrolls Social Science and Engineering graduates to work in-country (sub-Saharan Africa in this inaugural year) with various stake-holders, including an NGO for their MSc research. The students had responsibility to manage the relationship with their NGO partner and identify how best to use their skill sets to deliver benefit to the host community. A key aim is to develop engineers who can understand and articulate the social context and impact of their work, and social scientists who can relate to and appreciate the design method that lies behind engineering interventions. This paper explores the first year of delivery. It was evident that the use of critical reflection was central to transforming the students' perspective of their role in development. We also discuss solution vs needs-based approach and co-operation between students and the partner organisations and local communities.
published_date 2019-01-31T07:50:11Z
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score 11.047501

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