Partnerships Compass: Guiding Questions for Equitable and Impactful Engineering Community-Engaged Learning

Autor/inn/en	Brubaker, Eric Reynolds; Trego, Marsie; Cohen, Shoshanah; Taha, Kofi
Titel	Partnerships Compass: Guiding Questions for Equitable and Impactful Engineering Community-Engaged Learning
Quelle	In: Advances in Engineering Education, 10 (2022) 1, (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-1766
Schlagwörter	Equal Education; Engineering Education; Partnerships in Education; Outcomes of Education; School Community Relationship; Service Learning; Theory Practice Relationship; Learning Processes; Cross Cultural Studies; Risk; Cultural Differences; Goal Orientation; International Cooperation; College Faculty; Nonprofit Organizations; Nongovernmental Organizations; Private Sector; Universities; Institutional Mission; Business; Graduate Students; Undergraduate Students + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Hochschulpartnerschaft; Lernleistung; Schulerfolg; Service-Learning; Theorie-Praxis-Beziehung; Learning process; Lernprozess; Cultural comparison; Kulturvergleich; Risiko; Kultureller Unterschied; Zielorientierung; Zielvorstellung; Internationale Kooperation; Internationale Zusammenarbeit; Fakultät; Nonprofit-Organisation; Privater Sektor; University; Universität; Business studies; Wirtschaft; Betriebswirtschaft; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	Campus-community partnerships are integral to community-engaged learning, service-learning and similar pedagogies that extend project-based learning beyond the classroom into "real world" communities. Community-engaged courses have increased in prevalence in engineering education. Evidence suggests that they are effective at connecting engineering theory to practice, engaging students motivated to "make an impact," and preparing students for global and multicultural collaboration. In community-engaged courses, campus partners (students, faculty, staff) and community partners (individuals or organizations from non-academic communities) collaborate on an engineering project that, if successful, benefits community members and contributes to student learning. However, partner relations are not always a primary focus, and partnerships can flounder and fail resulting in limited or imbalanced outcomes, dissatisfaction among partners, or even harm. Building upon documented principles for community engagement and frameworks such as critical service-learning, this paper directs attention to the relationships between campus and community partners as a crucial yet under-studied aspect of engineering community-engaged learning. We interviewed 22 campus and community partners involved in engineering projects spanning seven engineering colleges and five continents. The findings are presented in the form of a Partnerships Compass with guiding questions for nurturing partnerships that are both impactful (in achieving partners' collective goals) and equitable (in attenuating power imbalances, unequal risks of harm, and outcome disparities between partners). Ultimately, the paper aims to provide a timely perspective and actionable tool for engineering instructors, students, and community partners who aim to jointly build enduringly equitable and impactful partnerships. (As Provided).
Anmerkungen	American Society for Engineering Education. 1818 N Street NW, Washington, DC 20036. Tel: 412-624-6815; Fax: 412-624-1108; Web site: http://advances.asee.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01