Case Study on Community-Based Learning: Toy Design Project for Children in Egyptian Squatter Community

Autor/in	El-Gabry, Lamyaa
Titel	Case Study on Community-Based Learning: Toy Design Project for Children in Egyptian Squatter Community
Quelle	In: European Journal of Engineering Education, 43 (2018) 6, S.879-894 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2018.1451492
Schlagwörter	Case Studies; Course Descriptions; Engineering Education; Ethics; Disadvantaged; Foreign Countries; College Students; History; Specialization; Communications; Service Learning; Toys; Design; Slums; Social Mobility; Nongovernmental Organizations; Program Descriptions; Outcomes of Education; Social Problems; Introductory Courses; Cooperative Learning; Egypt (Cairo) + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Kursstrukturplan; Ingenieurausbildung; Ethik; Ausland; Collegestudent; Geschichte; Geschichtsdarstellung; Arbeitsteilige Spezialisierung; Nachrichtenwesen; Service-Learning; Toy; Spielzeug; Slum; Soziale Mobilität; Lernleistung; Schulerfolg; Social problem; Soziales Problem; Einführungskurs; Kooperatives Lernen
Abstract	Introduction to Engineering is the first engineering course American University in Cairo students take upon admission to the engineering program. It is required of students in all disciplines of engineering. It is a one-credit-hour course that covers topics including history of engineering, engineering fields of specializations, the engineering profession, engineering communications, engineering ethics, and societal obligations. Community-based learning (CBL) was introduced into the course via the required course project. The project was to design toys for children at a school in a disadvantaged squatter community in Old Cairo, Egypt, where infrastructure is poor and education and social mobility can be very limited. The project was carried out in partnership with a non-governmental organization based in Old Cairo. This paper shows how the introductory engineering course was redesigned to integrate CBL while meeting the stated ABET course outcomes. Included are detailed instructions on the tools and structure of the project to provide an example for others wishing to adapt some of these tools to other courses. The paper presents the outcome assessments and survey results to evaluate the project's success at meeting the stated outcomes and includes a discussion on the benefits to the students and the community partner. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01