International Learning Opportunities for Engineering

Students Interested in Appropriate Technology and Service Learning

Workshop on Integrating Appropriate-Sustainable Technology and Service-Learning in Engineering Education

University of Colorado BoulderSeptember 27-29 2004

School for International Training

• NEASC accredited college based in Brattleboro Vermont• Graduate School with over 200 students on our VT campus• SIT Study Abroad offers international undergraduate programs to over 1600 students per year

SIT Study Abroad is committed to:

the goal of internationalizing undergraduate curricula through field-based international study programs that provide students and faculty with opportunities to explore how applied knowledge can contribute to a more just and equitable global society.

Programs offered worldwide

Over 200 partner schools

Top Sending Schools1. University of Colorado2. Carleton College3. Colorado College4. Northwestern University5. Vassar College6. Wesleyan University7. Bates College8. University of Vermont9. Williams College10. Brown University

Program Model

Typical program includes:

• Language study: 4-6 credits

• Academic Seminar: 4-8 credits

• Field Studies Seminar: 2-4 credits

• Independent Study Project (ISP): 4-8 credits

Immerse yourself in another culture

Emphasis on cultural immersion and experiential learning

Build skills and knowledge in the field

Develop real-world skills by learning from and working with leading researchers, community groups, and non-governmental organizations

Field Studies and the Independent Study Project

• Learn culturally appropriate research skills

• Develop a research or project proposal

• Identify local community mentor or organization to assist with their Independent Study Project

Environmental Programs

Ecuador – Belize – Brazil – Panama – Madagascar – Botswana – Tanzania – Australia

Sample Projects:• Watershed Management and Water

Supply• Solar stoves through participatory

community-based program• Environmental and Social Impact of

Agribusiness – flowers, shrimp and salmon farming. mangroves, forestry

Development Studies Programs

Mexico – Argentina – Chile – Bolivia – Kenya – Mali – Uganda – South Africa - Morocco

Sample Projects:• Transportation Infrastructure

Management• Alternative Housing Design &

Construction• Low-Cost Sanitation Options

Peace and Conflict Studies Policy Analysis

Jordan: Modernization & Social Change

• Infrastructure in the context of trans-border cooperation and political turmoil

Switzerland: Int. Studies, Organizations, & Social Justice

• Economic Reconstruction and Development in Conflict Regions.

Partner infrastructure behind student projects

Alternative Energy and Fuel Efficient Stoves in Southwestern Madagascar:Alternative energy NGO,working with WWFLocal village involvementLocal Peace Corps volunteer

Mapping an Electric Fence Near Ndarakwai Ranch (Tanzania):Ndarakwai Game Ranch (private)Tanzania Wildlife Research Institute

Assessment of Waste Disposal in Stone Town,Zanzibar:Municipal officialsLocal NGO communityWaste collectors and truck crews

Why Engineering?

• “Internationalization across the curriculum” in US higher education

• Engineering and related technologies represents nearly 6% of US undergraduates – yet only about 3% of US students abroad.

• Student-initiated interests in global public health and appropriate technology for developing world contexts

• Build capacity to help solve problems in our program communities

Why Culture and Language Study for Engineers?

• Work in international development and engineering requires a cultural context for sustainability

• Language is a necessary tool for gaining an understanding of local communities and their resources

• Understanding human impact of a project enables an engineer to better understand and develop successful projects on a long-term scale

New ABET Standards

Relevant to international contexts:

• Ability to communicate effectively

• The broad understanding to understand the impact of engineering solutions in a global and societal context

(www.abet.org)

Understanding the Global and Societal Context

• a greater understanding of the inequities in resource allocation between nations and communities

• a commitment to technological applications that promote peace through civil engagement rather than military conflict

• the promotion of social accountability and civic dialogue that result in the successful application of engineering solutions to world problems.

UN Millenium Summit, 2000

1. Eradicate extreme poverty and hunger2. Achieve universal primary education3. Promote gender equality and empower

women4. Reduce child mortality5. Improve maternal health6. Combat HIV/AIDS, malaria and other

diseases7. Ensure environmental sustainability8. Develop a global partnership for

development

SIT Study Abroad’s Engineering Initiatives

• Collaboration with student groups and NGOs on projects

• Program development of engineering-related themes

• Formation of a consortium to guide and collaborate on short-term program development

Developments in the field

“With standards, goods, services, and markets operational on a global scale, engineering education, just like engineering products, must meet worldwide requirements, one of which is the ability to work with fellow engineers across many national and cultural borders.” (http://www.uri.edu/iep/nrc/rationale.htm)

Temoignage and “Rebellious Humanitarianism”

(Doctors without Borders)

commitment to testimony, open advocacy and outright denunciation when working with endangered populations throughout the world

Thank you