Using the Fair Trade Learning Framework to Improve the Outcomes of Engagement between Universities and Off-Campus Partners: Applications and Implications for Program Design

Autor/inn/en	Reynolds, Nora Pillard; MacCarty, Nordica A.; Sharp, Kendra V.; Hartman, Eric
Titel	Using the Fair Trade Learning Framework to Improve the Outcomes of Engagement between Universities and Off-Campus Partners: Applications and Implications for Program Design
Quelle	In: Advances in Engineering Education, 10 (2022) 1, (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-1766
Schlagwörter	Outcomes of Education; Engineering Education; Sustainable Development; Partnerships in Education; Social Change; Service Learning; Program Evaluation; Nonprofit Organizations; Program Development; Scoring Rubrics; Standards; Foreign Countries; Energy; College Faculty; Agricultural Occupations; Study Abroad; Universities; Nicaragua; Pennsylvania; Oregon; Ghana + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Ingenieurausbildung; Nachhaltige Entwicklung; Hochschulpartnerschaft; Sozialer Wandel; Service-Learning; Programme evaluation; Programmevaluation; Nonprofit-Organisation; Programmplanung; Scoring formulas; Auswertungsbogen; Standard; Ausland; Energie; Fakultät; Agriculture; Occupation; Landwirtschaft; Beruf; Landwirtschaftlicher Beruf; Studies abroad; Auslandsstudium; University; Universität
Abstract	As global engineering education projects and programs are initiated, too often social outcomes and long-term impacts are assumed to be positive. This is particularly true for sustainable development projects, which often have an inherent assumption of positive transformation through engineering solutions. We argue that a focus on technical deliverables absent prioritization of how and with whom our partnerships happen is less likely to actually lead to our desired social outcomes and longer-term impacts. We draw from the fields of community-based global learning, global development, and program evaluation to provide tools and insights for university-based engineering teams and off-campus partners to improve their long-term outcomes and impact. In particular, we draw on the fair-trade-learning (FTL) framework and core principles. We suggest adaptations to the FTL framework for engineering education, namely (i) broadening the definition of "community" to explicitly incorporate multiple types of off-campus partners, including for-profit enterprises; and (ii) more clearly distinguishing between outputs (e.g. deliverables), outcomes, and longer-term social impacts. Our analysis suggests integration of the FTL core principles of partner/community voice and direction and dual purposes increases the likelihood of achieving the desired social impact. (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