Co-educating Social Scientists and Engineers through International Service Learning

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 socioeconomic 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 cooperation between students and the partner organisations and local communities.

The Places They Will Go: What Happens When Engineering Students Critically Reflect

“…Toward the end of the year, students travel back to field sites to test and implement their designs. More has been written about the structure and implementation of the program elsewhere [17].…”