1 / 15

Kaitlin Litchfield, Amy Javernick -Will, Daniel Knight University of Colorado, Boulder

Education Without Borders: Exploring the Achievement of ABET Learning Outcomes through Engineers Without Borders-USA. Kaitlin Litchfield, Amy Javernick -Will, Daniel Knight University of Colorado, Boulder. Photo credit: ewb-usa.org.

quentin-briggs
Download Presentation

Kaitlin Litchfield, Amy Javernick -Will, Daniel Knight University of Colorado, Boulder

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Education Without Borders: Exploring the Achievement of ABET Learning Outcomes through Engineers Without Borders-USA Kaitlin Litchfield, Amy Javernick-Will, Daniel Knight University of Colorado, Boulder Photo credit: ewb-usa.org This material is based in part upon work supported by the National Science Foundation Research in Engineering Education program under Grant No. 1129178.  Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. civileats.com

  2. Background: Future Engineers • Calls to go back to roots of profession: civil servants • Need for engineers to help solve global challenges • Importance of new, broad skill sets & applications Communication Business & management Leadership High ethical standards Flexibility Lifelong learners “engineering and engineers can make a difference in the world” 2.5 million new engineers needed to meet MDG’s in sub-Saharan Africa alone

  3. Background: Benefits of EWB • 13,800+ US members • Work in 47 countries • 40%+ female “Many EWB members are engineering evangelists who are passionate about their profession and who become role models for their peers, their juniors and their elders; they are also able to communicate engineering very effectively to the public. … and they are able to work in a modern, inter-disciplinary manner with ease." UNESCO 2010, p. 161

  4. Research Questions & Hypotheses Do learning outcomes differ between engineers involved and not involved with EWB? Student outcomes 3 a-k (l) an ability to manage a project, including a familiarity with business, market-related, and financial matters (m) a multidisciplinary systems perspective (n) an understanding of and appreciation for the diversity of students, faculty, staff, colleagues, and customers (o) a strong work ethic Four additional outcomes l-o NAE’s Center for the Advancement of Scholarship on Engineering Education, 2005

  5. Research Questions & Hypotheses Do learning outcomes differ between engineers involved and not involved with EWB? < < Active EWB EWB Kolb’s Experiential Learning Theory

  6. Results: Survey Demographics Survey Population: 566 engineers; 11% EWB members EWB N=503 37% female Avg. YOB: 1989 43% grad students N=63 54% female Avg. YOB: 1991 21% grad students

  7. Results: Differences in Outcomes Mann-Whitney U tests of comparison vs. EWB *p<0.10; **p<0.05; ***p<0.01

  8. Results: Differences in Outcomes Mann-Whitney U tests of comparison Non-EWB Members vs. Non-active Active *p<0.10; **p<0.05; ***p<0.01

  9. Results: Differences in Outcomes Mann-Whitney U tests of comparison Non-EWB Members vs. Non-active Active EWB Members vs. Outcomes may be function of activity in any engineering org. Non-active EWB Active EWB *p<0.10; **p<0.05; ***p<0.01

  10. Results: Differences in Outcomes Mann-Whitney U tests of comparison Non-EWB Members vs. Non-active Active Outcomes may be function of active involvement with EWB EWB Members vs. Non-active EWB Active EWB *p<0.10; **p<0.05; ***p<0.01

  11. Results: Differences in Outcomes Mann-Whitney U tests of comparison Non-EWB Members Outcomes may be a function of EWB involvement vs. Non-active Active EWB Members vs. Non-active EWB Active EWB *p<0.10; **p<0.05; ***p<0.01

  12. Pilot Study Conclusions How do these populations differ in learning outcomes? EWB Strong ability to use engineering skills and tools Org. membership associated with higher: Lifelong learning, contemporary issues, systems perspective Membership associated with higher: Ethics, communication, management & finance skills More active membership associated with higher: Problem solving, teamwork, understanding impact of work

  13. Pilot Study Conclusions How do these populations differ in learning outcomes? EWB Strong ability to use engineering skills and tools Org. membership associated with higher: Lifelong learning, contemporary issues, systems perspective Membership associated with higher: Ethics, communication, management & finance skills More active membership associated with higher: Problem solving, teamwork, understanding impact of work

  14. Future Work Open-ended questionnaires n=659 Fall 2011-2012 Official survey to ASCE, ASME, SWE, EWB-USA n=2,674 Winter 2014 Pilot survey at CU n=566 Fall 2013 Interviews & focus groups n=165 Fall 2011-2012 Expand to four large engineering organizations Regression analyses to control for variables (e.g. gender, age, active participation in other organizations)

  15. Education Without Borders: Exploring the Achievement of ABET Learning Outcomes through Engineers Without Borders-USA Kaitlin Litchfield, Amy Javernick-Will, Daniel Knight University of Colorado, Boulder Photo credit: ewb-usa.org Contact Info: Kaitlin Litchfield (GRA) kaitlin.litchfield@colorado.edu

More Related