Engineering design with Syrian refugees: localised engineering in the Azraq refugee camp, Jordan

Empowering Displaced Students through a Local Community-centered Engineering Education Framework

“…Launched in 2015, the LED was developed as a higher education response to provide high-quality undergraduate education for refugees by focusing on engineering design and community development. The localized engineering model fosters students' agency to create solutions for themselves and co-create course directions based on students' guidance [25]. To build on learners' assets, the LED engineering curriculum examines the local community's boundaries and the problems they are obligated to solve.…”

The Curriculum Puzzle: Developing and Integrating Materials to Localize a Curriculum

“…The assessment covered both the formative and summative assessments throughout the entire course. The pedagogy covered the technology tools used for course delivery (e.g., mobile tablets) [33], [34], and teaching techniques (e.g., Active, Blended, Collaborative, and Democratic (ABCD)) [8]. Through our initial tests of the curriculum with our first collaborators at Tumaini Innovation Center, we realized that it was important for the learners to understand the curriculum's scope fully and see their engagement as relevant.…”

“…A third factor was student-centered design. EngStarter kit was designed to be complete and self-contained [34], emphasizing using all the available space while making it manageable for the students. To make the kit accessible, we embedded multiple layers to utilize the briefcase's depth.…”